Journal articles: 'Social Cognitive Reasoning'

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Berzonsky, Michael D. "Identity Style, Gender, and Social-Cognitive Reasoning." Journal of Adolescent Research 8, no. 3 (July 1993): 289–96. http://dx.doi.org/10.1177/074355489383004.

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Beer, Jennifer S. "Current Emotion Research in Social Neuroscience: How does emotion influence social cognition?" Emotion Review 9, no. 2 (January 31, 2017): 172–80. http://dx.doi.org/10.1177/1754073916650492.

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Neuroscience investigations of emotional influences on social cognition have been dominated by the somatic marker hypothesis and dual-process theories. Taken together, these lines of inquiry have not provided strong evidence that emotional influences on social cognition rely on neural systems which code for bodily signals of arousal nor distinguish emotional reasoning from other modes of reasoning. Recent findings raise the possibility that emotionally influenced social cognition relies on two stages of neural changes: once when emotion is elicited and a different set of changes at the time of social cognitive judgment. These findings suggest that affect infusion models may be a fruitful framework for bridging neuroscience and psychological understanding of the role of emotion in social cognition.

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Merkebu, Jerusalem, Michael Battistone, Kevin McMains, Kathrine McOwen, Catherine Witkop, Abigail Konopasky, Dario Torre, Eric Holmboe, and Steven J. Durning. "Situativity: a family of social cognitive theories for understanding clinical reasoning and diagnostic error." Diagnosis 7, no. 3 (August 27, 2020): 169–76. http://dx.doi.org/10.1515/dx-2019-0100.

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AbstractThe diagnostic error crisis suggests a shift in how we view clinical reasoning and may be vital for transforming how we view clinical encounters. Building upon the literature, we propose clinical reasoning and error are context-specific and proceed to advance a family of theories that represent a model outlining the complex interplay of physician, patient, and environmental factors driving clinical reasoning and error. These contemporary social cognitive theories (i.e. embedded cognition, ecological psychology, situated cognition, and distributed cognition) can emphasize the dynamic interactions occurring amongst participants in particular settings. The situational determinants that contribute to diagnostic error are also explored.

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Berkowitz, Marvin W., and Monika Keller. "Transitional Processes in Social Cognitive Development: A Longitudinal Study." International Journal of Behavioral Development 17, no. 3 (September 1994): 447–67. http://dx.doi.org/10.1177/016502549401700304.

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Microprocesses of stage change were studied by applying Snyder and Feldman's consolidation/transition model to substages and subcontents of Selman's stages of friendship reasoning in a six-year longitudinal study of 97 9-to 15-year-old children. It was hypothesised that individuals exhibiting reasoning above their own modal stages would be more likely to experience a developmental advance in modal reasoning, even when examined at the level of substage and subcontent. This was confirmed; however, the amount of variance in above mode reasoning was not related to development. Finally, controversies in the prior literature were explained by methodological differences. It was concluded that the Piagetian processes underlying the Snyder and Feldman model were supported.

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Eddy, Clare M., Ian J. Mitchell, Sarah R. Beck, Andrea E. Cavanna, and Hugh Rickards. "Social reasoning in Tourette syndrome." Cognitive Neuropsychiatry 16, no. 4 (July 2011): 326–47. http://dx.doi.org/10.1080/13546805.2010.538213.

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Torre, Dario, Steven J. Durning, Joseph Rencic, Valerie Lang, Eric Holmboe, and Michelle Daniel. "Widening the lens on teaching and assessing clinical reasoning: from “in the head” to “out in the world”." Diagnosis 7, no. 3 (August 27, 2020): 181–90. http://dx.doi.org/10.1515/dx-2019-0098.

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AbstractTraditional teaching and assessment of clinical reasoning has focused on the individual clinician because of the preeminence of the information processing (IP) theory perspective. The clinician’s mind has been viewed as the main source of effective or ineffective reasoning, and other participants, the environment and their interactions have been largely ignored. A social cognitive theoretical lens could enhance our understanding of how reasoning and error and the environment are linked. Therefore, a new approach in which the clinical reasoning process is situated and examined within the context may be required. The theories of embodied cognition, ecological psychology, situated cognition (SitCog) and distributed cognition (DCog) offer new insights to help the teacher and assessor enhance the quality of clinical reasoning instruction and assessment. We describe the teaching and assessment implications of clinical reasoning and error through the lens of this family of theories. Direct observation in different contexts focused on individual and team performance, simulation (with or without enhancement of technology), stimulated recall, think-aloud, and modeling are examples of teaching and assessment strategies grounded in this family of social cognitive theories. Educators may consider the instructional design of learning environments and educational tools that promote a situated educational approach to the teaching and assessment of clinical reasoning.

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de Oliveira, Wellington. "Discussing Reasoning, Creating, Interaction and Social Reasoning." Mind, Culture, and Activity 17, no. 3 (July 28, 2010): 295–97. http://dx.doi.org/10.1080/10749030903480731.

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Voelkner, Abigail, and Grace Caskie. "Awareness of age-related change and its relationship with inductive reasoning and ageism." Innovation in Aging 5, Supplement_1 (December 1, 2021): 602. http://dx.doi.org/10.1093/geroni/igab046.2309.

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Abstract Subjective aging is important due to its relationship with well-being. Diehl and Wahl (2010) proposed Awareness of Age-Related Change (AARC) as a measure of subjective aging; their theoretical model proposed that cognition’s relationship to AARC is mediated by ageist experiences. The current study tests this model and proposes an alternative model where cognition is hypothesized to mediate the relationship of ageist experiences to AARC. Inductive reasoning was used to measure cognition due to its susceptibility to ageism. Participants were 283 older adults aged 66-90 years (M=69.08, SD=3.36) without a dementia diagnosis or cognitive impairment. Inductive reasoning was measured by Word Series, Number Series, Letter Sets, and a composite score. AARC total losses, cognitive losses, total gains, and cognitive gains were used. Age, gender, and education covariates were included. Analysis of Diehl and Wahl’s (2010) model showed that the composite and individual reasoning measures had negative direct effects on all AARC measures. Ageism mediated the effect of the composite and individual reasoning measures on AARC total and cognitive losses. In the alternative model, ageist experiences had positive direct effects on AARC total and cognitive losses. The composite, Number Series, and Letter Sets mediated the effect of ageism on all AARC measures. Word Series mediated the effect of ageism on total and cognitive losses. Overall, inductive reasoning seems to play an important role in understanding the relationship of ageism with AARC. Thus, inductive reasoning abilities may be a potential intervention point to cultivate well-being. Future research should assess additional domains of cognition.

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Hussein, Dina, Son N. Han, Gyu Myoung Lee, and Noel Crespi. "Social Cloud-Based Cognitive Reasoning for Task-Oriented Recommendation." IEEE Cloud Computing 2, no. 6 (November 2015): 10–19. http://dx.doi.org/10.1109/mcc.2015.117.

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Rencic, Joseph, Lambert W. T. Schuwirth, Larry D. Gruppen, and Steven J. Durning. "A situated cognition model for clinical reasoning performance assessment: a narrative review." Diagnosis 7, no. 3 (August 27, 2020): 227–40. http://dx.doi.org/10.1515/dx-2019-0106.

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AbstractBackgroundClinical reasoning performance assessment is challenging because it is a complex, multi-dimensional construct. In addition, clinical reasoning performance can be impacted by contextual factors, leading to significant variation in performance. This phenomenon called context specificity has been described by social cognitive theories. Situated cognition theory, one of the social cognitive theories, posits that cognition emerges from the complex interplay of human beings with each other and the environment. It has been used as a valuable conceptual framework to explore context specificity in clinical reasoning and its assessment. We developed a conceptual model of clinical reasoning performance assessment based on situated cognition theory. In this paper, we use situated cognition theory and the conceptual model to explore how this lens alters the interpretation of articles or provides additional insights into the interactions between the assessee, patient, rater, environment, assessment method, and task.MethodsWe culled 17 articles from a systematic literature search of clinical reasoning performance assessment that explicitly or implicitly demonstrated a situated cognition perspective to provide an “enriched” sample with which to explore how contextual factors impact clinical reasoning performance assessment.ResultsWe found evidence for dyadic, triadic, and quadratic interactions between different contextual factors, some of which led to dramatic changes in the assessment of clinical reasoning performance, even when knowledge requirements were not significantly different.ConclusionsThe analysis of the selected articles highlighted the value of a situated cognition perspective in understanding variations in clinical reasoning performance assessment. Prospective studies that evaluate the impact of modifying various contextual factors, while holding others constant, can provide deeper insights into the mechanisms by which context impacts clinical reasoning performance assessment.

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Mukerji, Cora E., Sarah Hope Lincoln, David Dodell-Feder, Charles A. Nelson, and Christine I. Hooker. "Neural correlates of theory-of-mind are associated with variation in children’s everyday social cognition." Social Cognitive and Affective Neuroscience 14, no. 6 (June 2019): 579–89. http://dx.doi.org/10.1093/scan/nsz040.

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ABSTRACT Theory of mind (ToM), the capacity to reason about others’ mental states, is central to healthy social development. Neural mechanisms supporting ToM may contribute to individual differences in children’s social cognitive behavior. Employing a false belief functional magnetic resonance imaging paradigm, we identified patterns of neural activity and connectivity elicited by ToM reasoning in school-age children (N = 32, ages 9–13). Next, we tested relations between these neural ToM correlates and children’s everyday social cognition. Several key nodes of the neural ToM network showed greater activity when reasoning about false beliefs (ToM condition) vs non-mentalistic false content (control condition), including the bilateral temporoparietal junction (RTPJ and LTPJ), precuneus (PC) and right superior temporal sulcus. In addition, children demonstrated task-modulated changes in connectivity among these regions to support ToM relative to the control condition. ToM-related activity in the PC was negatively associated with variation in multiple aspects of children’s social cognitive behavior. Together, these findings elucidate how nodes of the ToM network act and interact to support false belief reasoning in school-age children and suggest that neural ToM mechanisms are linked to variation in everyday social cognition.

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Meyer, Oanh L., Shannon M. Sisco, Danielle Harvey, Laura B. Zahodne, M. Maria Glymour, Jennifer J. Manly, and Michael Marsiske. "Neighborhood Predictors of Cognitive Training Outcomes and Trajectories in ACTIVE." Research on Aging 39, no. 3 (August 3, 2016): 443–67. http://dx.doi.org/10.1177/0164027515618242.

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We examined the influence of neighborhood socioeconomic position (SEP), racial/ethnic composition, and living in a major city on cognitive trajectories and intervention outcomes. Data came from the Advanced Cognitive Training for Independent and Vital Elderly study ( N = 2,438). Mixed effects analyses examined the associations between neighborhood variables and memory, reasoning, speed of processing, and everyday cognition, estimating differences in initial gains (potentially related to practice) and long-term rate of change over 10 years. The effect of reasoning training on initial gain was weaker for individuals in a major city. For everyday cognition, there was a stronger initial gain for memory-trained and control participants in areas with more racial/ethnic minorities and for speed-trained and control individuals in higher SEP areas. The racial/ethnic minority effect was no longer significant after adjustment for multiple comparisons. Neighborhood factors may be more important in practice-related improvement than in long-term change.

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Njomboro, Progress, Shoumitro Deb, and Glyn W. Humphreys. "Dissociation between Decoding and Reasoning about Mental States in Patients with Theory of Mind Reasoning Impairments." Journal of Cognitive Neuroscience 20, no. 9 (September 2008): 1557–64. http://dx.doi.org/10.1162/jocn.2008.20118.

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Theory of mind (ToM) reasoning may involve a multiplicity of processes, including an initial stage, where cues relevant for social processes are detected and decoded, and a mentalizing stage, where the decoded information is used to reason about mental states. Here we report that the processing of lower-order facial cues relevant to social judgments can be relatively spared in patients with impaired ToM reasoning. We discuss the implications for understanding the mechanisms underlying social judgments in brain-lesioned patients.

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Negara, Habibi Ratu Perwira, Wahyudin, Elah Nurlaelah, and Tatang Herman. "Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra." International Journal of Emerging Technologies in Learning (iJET) 17, no. 18 (September 21, 2022): 118–35. http://dx.doi.org/10.3991/ijet.v17i18.32151.

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Abstract— There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.

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Seubert-Ravelo, Ana Natalia, Ma Guillermina Yáñez-Téllez, María Lizbeth Lazo-Barriga, Alejandra Calderón Vallejo, Carlos Eduardo Martínez-Cortés, and Adela Hernández-Galván. "Social Cognition in Patients with Early-Onset Parkinson’s Disease." Parkinson's Disease 2021 (January 7, 2021): 1–13. http://dx.doi.org/10.1155/2021/8852087.

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Social cognition (SC) deficits have been linked to Parkinson’s disease (PD) but have been less well researched than general cognitive processes, especially in early-onset PD (EOPD), despite this population often having greater social and family demands. Most studies focus on recognition of facial emotion, theory of mind (ToM), and decision-making domains, with limited research reporting on social reasoning. The main objective of this work was to compare SC ability across four domains: emotional processing, social reasoning, ToM, and decision-making between patients with EOPD and healthy controls. Twenty-five nondemented patients with EOPD and 25 controls matched for sex, age, and educational level were enrolled. A battery that included six SC tests was administered to all study participants; a decision-making scale was completed by participants’ partners. Statistically significant differences were found between patients with EOPD and controls in all subtests across the four SC domains studied. The EOPD group demonstrated worse performance on all tasks, with large effect sizes. Differences remained significant after adjusting for Montreal Cognitive Assessment (MoCA) test scores for all SC subtests except the decision-making scale and the Iowa gambling task. No significant correlations between SC and other clinical PD variables were found. Our study shows that patients with EOPD perform significantly below controls in multiple SC domains affecting recognition of facial emotion, social reasoning, ToM, and decision-making. Only decision-making seems to be mediated by overall cognitive ability. The confounding or contributing effect of other clinical PD variables should be studied further.

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Seubert-Ravelo, Ana Natalia, Ma Guillermina Yáñez-Téllez, María Lizbeth Lazo-Barriga, Alejandra Calderón Vallejo, Carlos Eduardo Martínez-Cortés, and Adela Hernández-Galván. "Social Cognition in Patients with Early-Onset Parkinson’s Disease." Parkinson's Disease 2021 (January 7, 2021): 1–13. http://dx.doi.org/10.1155/2021/8852087.

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Social cognition (SC) deficits have been linked to Parkinson’s disease (PD) but have been less well researched than general cognitive processes, especially in early-onset PD (EOPD), despite this population often having greater social and family demands. Most studies focus on recognition of facial emotion, theory of mind (ToM), and decision-making domains, with limited research reporting on social reasoning. The main objective of this work was to compare SC ability across four domains: emotional processing, social reasoning, ToM, and decision-making between patients with EOPD and healthy controls. Twenty-five nondemented patients with EOPD and 25 controls matched for sex, age, and educational level were enrolled. A battery that included six SC tests was administered to all study participants; a decision-making scale was completed by participants’ partners. Statistically significant differences were found between patients with EOPD and controls in all subtests across the four SC domains studied. The EOPD group demonstrated worse performance on all tasks, with large effect sizes. Differences remained significant after adjusting for Montreal Cognitive Assessment (MoCA) test scores for all SC subtests except the decision-making scale and the Iowa gambling task. No significant correlations between SC and other clinical PD variables were found. Our study shows that patients with EOPD perform significantly below controls in multiple SC domains affecting recognition of facial emotion, social reasoning, ToM, and decision-making. Only decision-making seems to be mediated by overall cognitive ability. The confounding or contributing effect of other clinical PD variables should be studied further.

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Rato, Diogo, and Rui Prada. "Towards Social Identity in Socio-Cognitive Agents." Sustainability 13, no. 20 (October 15, 2021): 11390. http://dx.doi.org/10.3390/su132011390.

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Current architectures for social agents are designed around some specific units of social behavior that address particular challenges, such as modeling beliefs and motivations, establishing social relationships, or understanding group memberships. Although their performance might be adequate for controlled environments, deploying these agents in the wild is difficult. Moreover, the increasing demand for autonomous agents capable of living alongside humans calls for the design of more robust social agents that can cope with diverse social situations. We believe that to design such agents, their sociality and cognition should be conceived as one. This includes creating mechanisms for constructing social reality as an interpretation of the physical world with social meanings and selective deployment of cognitive resources adequate to the situation. We identify several design principles that should be considered while designing agent architectures for socio-cognitive systems. Taking these remarks into account, we propose a socio-cognitive agent model based on the concept of cognitive social frames that allow the adaptation of an agent’s cognition based on its interpretation of its surroundings, its social context. Our approach supports an agent’s reasoning about other social actors and its relationship with them. Cognitive social frames can be built around social groups, and form the basis for social group dynamics mechanisms and construct of social identity.

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Kunda, Ziva, Dale T. Miller, and Theresa Claire. "Combining Social Concepts: The Role of Causal Reasoning." Cognitive Science 14, no. 4 (October 1990): 551–77. http://dx.doi.org/10.1207/s15516709cog1404_3.

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Lough, Sinclair, Christopher M. Kipps, Cate Treise, Peter Watson, James R. Blair, and John R. Hodges. "Social reasoning, emotion and empathy in frontotemporal dementia." Neuropsychologia 44, no. 6 (January 2006): 950–58. http://dx.doi.org/10.1016/j.neuropsychologia.2005.08.009.

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Brienza, Justin P., and Igor Grossmann. "Social class and wise reasoning about interpersonal conflicts across regions, persons and situations." Proceedings of the Royal Society B: Biological Sciences 284, no. 1869 (December 20, 2017): 20171870. http://dx.doi.org/10.1098/rspb.2017.1870.

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We propose that class is inversely related to a propensity for using wise reasoning (recognizing limits of their knowledge, consider world in flux and change, acknowledges and integrate different perspectives) in interpersonal situations, contrary to established class advantage in abstract cognition. Two studies—an online survey from regions differing in economic affluence ( n = 2 145) and a representative in-lab study with stratified sampling of adults from working and middle-class backgrounds ( n = 299)—tested this proposition, indicating that higher social class consistently related to lower levels of wise reasoning across different levels of analysis, including regional and individual differences, and subjective construal of specific situations. The results held across personal and standardized hypothetical situations, across self-reported and observed wise reasoning, and when controlling for fluid and crystallized cognitive abilities. Consistent with an ecological framework, class differences in wise reasoning were specific to interpersonal (versus societal) conflicts. These findings suggest that higher social class weighs individuals down by providing the ecological constraints that undermine wise reasoning about interpersonal affairs.

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Cheah, Charissa S. L., Christy Y. Y. Leung, and Sevgi Bayram Özdemir. "Chinese Malaysian Adolescents' Social-Cognitive Reasoning Regarding Filial Piety Dilemmas." Child Development 89, no. 2 (January 20, 2017): 383–96. http://dx.doi.org/10.1111/cdev.12725.

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Dentici, Ornella Andreani, and Adriano Pagnin. "MORAL REASONING IN GIFTED ADOLESCENTS: COGNITIVE LEVEL AND SOCIAL VALUES." European Journal of High Ability 3, no. 1 (January 1992): 105–14. http://dx.doi.org/10.1080/0937445920030111.

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Eraña, Ángeles, and Sergio Martínez. "The Heuristic Structure of Scientific Knowledge." Journal of Cognition and Culture 4, no. 3-4 (2004): 701–29. http://dx.doi.org/10.1163/1568537042484878.

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AbstractWe examine two major perspectives in the literature on domain specificity in cognition: in one of them cognitive modules are "intuitive theories"; in the other they are dispositional structures. Both of these positions accept that there is a continuous line from ordinary to scientific reasoning; nevertheless they interpret this continuity differently. We propose an alternative way of understanding the relation between ordinary and scientific reasoning: the continuity thesis holds because heuristic structures play a fundamental role in both types of reasoning. Our main contention is that cognitive modules can be thought of as heuristic structures and that, since science is a complex of practices that embody different heuristic structures, science should be understood as a complex of cognitive modules.

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Magis-Weinberg, Lucía, Sarah-Jayne Blakemore, and Iroise Dumontheil. "Social and Nonsocial Relational Reasoning in Adolescence and Adulthood." Journal of Cognitive Neuroscience 29, no. 10 (October 2017): 1739–54. http://dx.doi.org/10.1162/jocn_a_01153.

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Reasoning during social interactions requires the individual manipulation of mental representations of one's own traits and those of other people as well as their joint consideration (relational integration). Research using nonsocial paradigms has linked relational integration to activity in the rostrolateral PFC. Here, we investigated whether social reasoning is supported by the same general system or whether it additionally relies on regions of the social brain network, such as the medial PFC. We further assessed the development of social reasoning. In the social task, participants evaluated themselves or a friend, or compared themselves with their friend, on a series of traits. In the nonsocial task, participants evaluated their hometown or another town or compared the two. In a behavioral study involving 325 participants (11–39 years old), we found that integrating relations, compared with performing single relational judgments, improves during adolescence, both for social and nonsocial information. Thirty-nine female participants (10–31 years old) took part in a neuroimaging study using a similar task. Activation of the relational integration network, including the rostrolateral PFC, was observed in the comparison condition of both the social and nonsocial tasks, whereas the medial PFC showed greater activation when participants processed social as opposed to nonsocial information across conditions. Developmentally, the right anterior insula showed greater activity in adolescents compared with adults during the comparison of nonsocial versus social information. This study shows parallel recruitment of the social brain and the relational reasoning network during the relational integration of social information in adolescence and adulthood.

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Sun, Ron. "Cognitive Social Simulation for Policy Making." Policy Insights from the Behavioral and Brain Sciences 5, no. 2 (August 21, 2018): 240–46. http://dx.doi.org/10.1177/2372732218785925.

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Cognitive social simulation is at the intersection of cognitive modeling and social simulation, two forms of computer-based, quantitative modeling and understanding. Cognitive modeling centers on producing precise computational or mathematical models of mental processes (such as human reasoning or decision making), while social simulation focuses on precise models of social processes (such as group discussion or collective decision making). By combining cognitive and social models, cognitive social simulation is poised to address issues concerning both individual and social processes. To better anticipate the implications of policies, detailed simulation enables precise analysis of possible scenarios and outcomes. Thus, cognitive social simulation will have practical applications in relation to policy making in many areas that require understanding at both the individual and the aggregate level.

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Belova, S. S., and O. M. Smirnova. "Features of Social Dilemmas Solving in Older Adolescents with Different Levels of Intellectual Abilities." Психологическая наука и образование 20, no. 2 (2015): 43–54. http://dx.doi.org/10.17759/pse.2015200205.

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We discuss one of the aspects of social competence formation in older teens relevant in the light of the requirements of the second generation of Federal Educational Standards. The general hypothesis: Features of reasoning and decision-making in senior teenagers in social dilemmas are related to the level of their intellectual abilities and have sex specificity. The subject of the study was the relationship of intellectual abilities of students in grades 9-10 (N = 115, 65% were girls, 35% were boys) and their activity and critical reasoning, categorical position in solving social dilemmas. We revealed that verbal intelligence in older adolescents is positively related to criticality argument. Verbal intelligence relationship with the activity of reasoning and categorical position on social dilemmas was gender-specific. Girls with higher verbal intelligence have higher activity and low categorical reasoning; boys have higher categorical position. We conclude that verbal intellectual abilities are the cognitive basis of the processes of social cognition in older teens.

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Rek-Owodziń, Katarzyna, Ernest Tyburski, Piotr Plichta, Katarzyna Waszczuk, Maksymilian Bielecki, Krzysztof Wietrzyński, Piotr Podwalski, et al. "The Relationship between Cognitive Functions and Psychopathological Symptoms in First Episode Psychosis and Chronic Schizophrenia." Journal of Clinical Medicine 11, no. 9 (May 6, 2022): 2619. http://dx.doi.org/10.3390/jcm11092619.

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Impairments in cognitive functions are one of the main features of schizophrenia. A variety of factors can influence the extent of cognitive deficits. In our study, we examined the severity of cognitive deficits at different stages of the disease and the relationship between psychopathological symptoms and cognitive functions. We recruited 32 patients with first-episode psychosis (FEP), 70 with chronic schizophrenia (CS), and 39 healthy controls (HC). Psychopathological symptoms were evaluated with the Positive and Negative Syndrome Scale (PANSS) and cognitive functions were measured with the MATRICS Cognitive Consensus Battery (MCCB). Cognitive deficits were present in both FEP and CS participants. CS individuals had lower overall scores and poorer working memory; however, clinical variables appeared to play a significant role in these scores. In FEP, disorganization correlated negatively with verbal and visual learning and memory, social cognition, and overall score; negative symptoms negatively correlated with social cognition. In CS participants, disorganization correlated negatively with speed of processing, reasoning, problem solving, and overall score; negative symptoms were negatively correlated with speed of processing, visual learning, memory, and overall score; positive symptoms were negatively correlated with reasoning and problem solving. Our findings indicate that psychopathological symptoms have a significant impact on cognitive functions in FEP and CS patients.

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Mccormick, Michael J., and Mark J. Martinko. "Identifying Leader Social Cognitions: Integrating the Causal Reasoning Perspective into Social Cognitive Theory." Journal of Leadership & Organizational Studies 10, no. 4 (May 2004): 2–11. http://dx.doi.org/10.1177/107179190401000401.

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Reis, Deidre L., Marc A. Brackett, Noah A. Shamosh, Kent A. Kiehl, Peter Salovey, and Jeremy R. Gray. "Emotional Intelligence predicts individual differences in social exchange reasoning." NeuroImage 35, no. 3 (April 2007): 1385–91. http://dx.doi.org/10.1016/j.neuroimage.2006.12.045.

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Goolsby, Jerry R., and Shelby D. Hunt. "Cognitive Moral Development and Marketing." Journal of Marketing 56, no. 1 (January 1992): 55–68. http://dx.doi.org/10.1177/002224299205600106.

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Many academic disciplines are approaching the study of ethics from a cognitive orientation by exploring the moral reasoning processes individuals use to make ethical judgments. The authors empirically examine a rich theoretical concept with an extensive research-based literature, cognitive moral development or CMD, as it relates to professional marketing. Controlling for similar educational background, they find that (1) professional marketing practitioners compare favorably with other social groups, (2) marketers scoring high on CMD tend to be female and highly educated, and (3) marketers with advanced moral reasoning properties tend to have socially responsible attitudes and behaviors. Implications for marketing theory, education, and practice are discussed.

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Barbey, Aron K., and Jordan Grafman. "An integrative cognitive neuroscience theory of social reasoning and moral judgment." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 1 (May 24, 2010): 55–67. http://dx.doi.org/10.1002/wcs.84.

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Gray, Steven, Eleanor J. Sterling, Payam Aminpour, Lissy Goralnik, Alison Singer, Cynthia Wei, Sharon Akabas, et al. "Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps." Sustainability 11, no. 20 (October 17, 2019): 5753. http://dx.doi.org/10.3390/su11205753.

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Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.

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Olson, Andrew P. J., Steven J. Durning, Carolina Fernandez Branson, Brian Sick, Kathleen P. Lane, and Joseph J. Rencic. "Teamwork in clinical reasoning – cooperative or parallel play?" Diagnosis 7, no. 3 (August 27, 2020): 307–12. http://dx.doi.org/10.1515/dx-2020-0020.

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AbstractTeamwork is fundamental for high-quality clinical reasoning and diagnosis, and many different individuals are involved in the diagnostic process. However, there are substantial gaps in how these individuals work as members of teams and, often, work is done in parallel, rather than in an integrated, collaborative fashion. In order to understand how individuals work together to create knowledge in the clinical context, it is important to consider social cognitive theories, including situated cognition and distributed cognition. In this article, the authors describe existing gaps and then describe these theories as well as common structures of teams in health care and then provide ideas for future study and improvement.

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Thompson, Bruce, and Bill Thornton. "Exploring Mental-State Reasoning as a Social—Cognitive Mechanism for Social Loafing in Children." Journal of Social Psychology 147, no. 2 (April 2007): 159–74. http://dx.doi.org/10.3200/socp.147.2.159-174.

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Forbus, Kenneth D., and Thomas Hinrich. "Analogy and Relational Representations in the Companion Cognitive Architecture." AI Magazine 38, no. 4 (December 28, 2017): 34–42. http://dx.doi.org/10.1609/aimag.v38i4.2743.

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The Companion cognitive architecture is aimed at reaching human-level AI by creating software social organisms, systems that interact with people using natural modalities, working and learning over extended periods of time as collaborators rather than tools. Our two central hypotheses about how to achieve this are (1) analogical reasoning and learning are central to cognition, and (2) qualitative representations provide a level of description that facilitates reasoning, learning, and communication. This paper discusses the evidence we have gathered supporting these hypotheses from our experiments with the Companion architecture. Although we are far from our ultimate goals, these experiments provide strong breadth for the utility of analogy and QR across a range of tasks. We also discuss three lessons learned and highlight three important open problems for cognitive systems research more broadly.

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Foster-Hanson, Emily, and Marjorie Rhodes. "How origin stories shape children’s social reasoning." Cognitive Development 56 (October 2020): 100962. http://dx.doi.org/10.1016/j.cogdev.2020.100962.

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Westen, Drew, Pavel S. Blagov, Keith Harenski, Clint Kilts, and Stephan Hamann. "Neural Bases of Motivated Reasoning: An fMRI Study of Emotional Constraints on Partisan Political Judgment in the 2004 U.S. Presidential Election." Journal of Cognitive Neuroscience 18, no. 11 (November 2006): 1947–58. http://dx.doi.org/10.1162/jocn.2006.18.11.1947.

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Research on political judgment and decision-making has converged with decades of research in clinical and social psychology suggesting the ubiquity of emotion-biased motivated reasoning. Motivated reasoning is a form of implicit emotion regulation in which the brain converges on judgments that minimize negative and maximize positive affect states associated with threat to or attainment of motives. To what extent motivated reasoning engages neural circuits involved in “cold” reasoning and conscious emotion regulation (e.g., suppression) is, however, unknown. We used functional neuroimaging to study the neural responses of 30 committed partisans during the U.S. Presidential election of 2004. We presented subjects with reasoning tasks involving judgments about information threatening to their own candidate, the opposing candidate, or neutral control targets. Motivated reasoning was associated with activations of the ventromedial prefrontal cortex, anterior cingulate cortex, posterior cingulate cortex, insular cortex, and lateral orbital cortex. As predicted, motivated reasoning was not associated with neural activity in regions previously linked to cold reasoning tasks and conscious (explicit) emotion regulation. The findings provide the first neuroimaging evidence for phenomena variously described as motivated reasoning, implicit emotion regulation, and psychological defense. They suggest that motivated reasoning is qualitatively distinct from reasoning when people do not have a strong emotional stake in the conclusions reached.

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Graham, Lyndsey, and Shevaun Neupert. "WITHIN-PERSON RELATIONSHIP BETWEEN MINDFULNESS AND COGNITION IS MEDIATED BY SUBJECTIVE AGE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 86–87. http://dx.doi.org/10.1093/geroni/igac059.345.

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Abstract Cognitive functioning fluctuates daily throughout adulthood. Lapses in mindfulness can have cognitive consequences, which may be impacted by how old a person feels each day. Subjective age was examined as a mediator in the within-person relationship between mindfulness and cognition. 107 younger adults (aged 18-36, M = 19.96) and 116 older adults (aged 60-90, M = 64.71) completed reports of mindfulness and subjective age and tests of inductive reasoning and episodic memory for 8 consecutive days. Within-person multilevel mediation models indicated that daily subjective age mediated the relationship between daily mindfulness lapses and both indicators of daily cognition across ages. However, the mediation effect was stronger for younger adults on inductive reasoning but was stronger for older adults on episodic memory. These results show that daily changes in subjective aging are an important mechanism for daily cognition, with differential impact based on age and cognitive component.

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Lei, Zhao, Bo Qijing, Mao Zhen, and Wang Chuanyue. "S72. MCCB COGNITIVE PROFILE IN CHINESE FIRST EPISODE SCHIZOPHRENIA PATIENTS AND SUBJECTS AT CLINICAL HIGH RISK FOR PSYCHOSIS." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S61—S62. http://dx.doi.org/10.1093/schbul/sbaa031.138.

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Abstract Background Cognitive dysfunction is acknowledged as one of the most pivotal symptoms in schizophrenia. Although many studies have assessed cognitive functioning in first-episode schizophrenia (FES), the pattern and severity of impairment across cognitive domains remain unclear. Moreover, few studies have directly compared the pattern of cognitive performance between FES and subjects at clinical high risk for psychosis (CHR). The objective of the study was to examine the cognitive profile of Chinese patients with FES and to compare that to the profile of patients with subjects at CHR and healthy controls (HC). Methods We applied the MATRICS Consensus Cognitive Battery to evaluate the cognitive function of 56 first-episode patients with schizophrenia aged between 19–32 years old), 42 cases of clinical high risk for psychosis (aged between 18–28 years old) and 62 healthy controls (aged between 21–29 years old).All data were analyzed using SPSS 20.0 statistical software. Results FES showed impaired performance across all MCCB domains relative to HC（P＜0.05）. With the exception of relative preservation of reasoning and problem solving (P=0.21) and social cognition （P=0.16）in CHR, the MCCB domain scores were similar in CHR and FES. Discussion The findings suggest that the pattern, magnitude, and distribution of severity of impairment in CHR were similar to that observed in FES. However, early in the illness, there may be relative sparing of reasoning and problem solving and social cognition.

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Nersessian, Nancy J. "The Cognitive-Cultural Systems of the Research Laboratory." Organization Studies 27, no. 1 (January 2006): 125–45. http://dx.doi.org/10.1177/0170840606061842.

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A central challenge for science studies researchers in developing accounts of knowledge construction in science and engineering is to integrate the cognitive, social, cultural, and material dimensions of practice. Within science studies there is a perceived divide between cognitive practices, on the one hand, and cultural practices, on the other. Any such divide, though at times analytically useful, is artificial. Producing scientific knowledge requires the kind of sophisticated cognition that only rich social, cultural, and material environments can enable. This paper aims to move in the direction of an integrative account of these dimensions of practice. It discusses model-based reasoning practices in biomedical engineering research laboratories construed as ‘evolving cognitive-cultural systems’.

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Rahwan, Iyad, Dmytro Krasnoshtan, Azim Shariff, and Jean-François Bonnefon. "Analytical reasoning task reveals limits of social learning in networks." Journal of The Royal Society Interface 11, no. 93 (April 6, 2014): 20131211. http://dx.doi.org/10.1098/rsif.2013.1211.

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Social learning—by observing and copying others—is a highly successful cultural mechanism for adaptation, outperforming individual information acquisition and experience. Here, we investigate social learning in the context of the uniquely human capacity for reflective, analytical reasoning. A hallmark of the human mind is its ability to engage analytical reasoning, and suppress false associative intuitions. Through a set of laboratory-based network experiments, we find that social learning fails to propagate this cognitive strategy. When people make false intuitive conclusions and are exposed to the analytic output of their peers, they recognize and adopt this correct output. But they fail to engage analytical reasoning in similar subsequent tasks. Thus, humans exhibit an ‘unreflective copying bias’, which limits their social learning to the output, rather than the process, of their peers’ reasoning—even when doing so requires minimal effort and no technical skill. In contrast to much recent work on observation-based social learning, which emphasizes the propagation of successful behaviour through copying, our findings identify a limit on the power of social networks in situations that require analytical reasoning.

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Demetriou, Andreas, George Spanoudis, Mislav Žebec, Maria Andreou, Hudson Golino, and Smaragda Kazi. "Mind-Personality Relations from Childhood to Early Adulthood." Journal of Intelligence 6, no. 4 (December 6, 2018): 51. http://dx.doi.org/10.3390/jintelligence6040051.

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We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three times, and the personality test two times, covering the span from 9 to 16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice versa, especially in the 9- to 11-year period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N = 247). Network, hierarchical network, and structural equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions except emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

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Weber, James. "Understanding the Millennials’ Integrated Ethical Decision-Making Process: Assessing the Relationship Between Personal Values and Cognitive Moral Reasoning." Business & Society 58, no. 8 (August 31, 2017): 1671–706. http://dx.doi.org/10.1177/0007650317726985.

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Focusing on millennials, individuals born between 1980 and 2000 and representing the largest generational population in our history, this research seeks to understand their ethical decision-making processes by exploring the distinctive, yet interconnected, theories of personal values and cognitive moral reasoning. Utilizing a decision-making framework introduced in the 1990s, we discover that there is a statistically supported relationship between a millennial’s personal value orientation and stage of cognitive moral reasoning. Moreover, we discover a strong relationship between three of the four value orientations and a corresponding stage of cognitive moral reasoning. The theoretical and practical research implications of our discovery about millennials’ decision making are discussed.

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Grafman, Jordan, Irene Cristofori, Wanting Zhong, and Joseph Bulbulia. "The Neural Basis of Religious Cognition." Current Directions in Psychological Science 29, no. 2 (February 3, 2020): 126–33. http://dx.doi.org/10.1177/0963721419898183.

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Religion’s neural underpinnings have long been a topic of speculation and debate, but an emerging neuroscience of religion is beginning to clarify which regions of the brain integrate moral, ritual, and supernatural religious beliefs with functionally adaptive responses. Here, we review evidence indicating that religious cognition involves a complex interplay among the brain regions underpinning cognitive control, social reasoning, social motivations, and ideological beliefs.

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Mata, André. "Conflict detection and social perception: bringing meta-reasoning and social cognition together." Thinking & Reasoning 26, no. 1 (May 22, 2019): 140–49. http://dx.doi.org/10.1080/13546783.2019.1611664.

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Thagard, Paul. "L. Magnani: Abductive cognition: the epistemological and eco-cognitive dimensions of hypothetical reasoning." Mind & Society 9, no. 1 (April 7, 2010): 111–12. http://dx.doi.org/10.1007/s11299-010-0070-5.

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Heiphetz, Larisa, and Liane Young. "A social cognitive developmental perspective on moral judgment." Behaviour 151, no. 2-3 (2014): 315–35. http://dx.doi.org/10.1163/1568539x-00003131.

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Moral judgment constitutes an important aspect of adults’ social interactions. How do adults’ moral judgments develop? We discuss work from cognitive and social psychology on adults’ moral judgment, and we review developmental research to illuminate its origins. Work in these fields shows that adults make nuanced moral judgments based on a number of factors, including harm aversion, and that the origins of such judgments lie early in development. We begin by reviewing evidence showing that distress signals can cue moral judgments but are not necessary for moral judgment to occur. Next, we discuss findings demonstrating that both children and adults distinguish moral violations from violations of social norms, and we highlight the influence of both moral rules and social norms on moral judgment. We also discuss the influence of actors’ intentions on moral judgment. Finally, we offer some closing thoughts on potential similarities between moral cognition and reasoning about other ideologies.

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Sadiq, Mohamad Mahyadin, and Othman Abdullah Hama-Ameen. "The Effectiveness of An Educational Program Based on The Theory of Cognitive Load in the Development of Reasoning Among Students in the Eighth Grade in the Social Subject." Journal of University of Raparin 8, no. 1 (March 24, 2021): 467–99. http://dx.doi.org/10.26750/vol(8).no(1).paper19.

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The research aims at identifying (The effectiveness of an educational program based on theory of cognitive load in the development of reasoning among students in the eighth grade in the social material). Through the application of the reasoning Test, which was prepared by (Al-Jabari, 1994) for Basic school students and applied to the Iraqi environment, the standard measure is (50) paragraphs for measuring reasoning, and the researcher has followed descriptive and experimental approaches. The study participants were (74) male and female students randomly divided into two groups: Experimental Group (37), male and female students and a group of control (37), male and female students. The researcher taught the experimental group using the educational program based on the cognitive load theory, while the control group was taught by traditional education. The results of the study showed that the students of the experimental group who studied according to the educational program are superior to the students of the control group who studied in the traditional method of reasoning. The results also showed that there are no differences between the average grades of the test for males and females in the test of reasoning. The students of the experimental group who studied social studies according to the educational program based on the cognitive load theory.

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Scherer, Laura D., J. Frank Yates, S. Glenn Baker, and Kathrene D. Valentine. "The Influence of Effortful Thought and Cognitive Proficiencies on the Conjunction Fallacy: Implications for Dual-Process Theories of Reasoning and Judgment." Personality and Social Psychology Bulletin 43, no. 6 (April 20, 2017): 874–87. http://dx.doi.org/10.1177/0146167217700607.

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Human judgment often violates normative standards, and virtually no judgment error has received as much attention as the conjunction fallacy. Judgment errors have historically served as evidence for dual-process theories of reasoning, insofar as these errors are assumed to arise from reliance on a fast and intuitive mental process, and are corrected via effortful deliberative reasoning. In the present research, three experiments tested the notion that conjunction errors are reduced by effortful thought. Predictions based on three different dual-process theory perspectives were tested: lax monitoring, override failure, and the Tripartite Model. Results indicated that participants higher in numeracy were less likely to make conjunction errors, but this association only emerged when participants engaged in two-sided reasoning, as opposed to one-sided or no reasoning. Confidence was higher for incorrect as opposed to correct judgments, suggesting that participants were unaware of their errors.

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Maria Iulia, V., R. C. Delphine, H. Audrey, and K. Arthur. "Social functioning and social cognition in bipolar disorder: Is there a connection?" European Psychiatry 33, S1 (March 2016): S336. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1175.

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IntroductionThe research interest in social cognition in bipolar disorder has increased in a significant way in the last decade showing major impairments, especially in mental state reasoning, even during euthymia (Samamé et al., 2012; Samamé et al., 2015). Social cognitive processes in humans describe the ways individuals draw inferences about other people's beliefs and the ways they weigh social situational factors in making these inferences (Green et al., 2008). A causal relationship between social cognition deficits and global functioning has been already established in schizophrenic populations (Green et al., 2015). But there is still little information regarding the relation between social cognition and social functioning in bipolar disorder.AimsTo review the relationship between general/social functioning and social cognitive impairments in bipolar patients.MethodsA systematic review of literature was conducted. Relevant articles were identified through literature searches in PubMed/Medline, EBSCOHost and Google Scholar databases dating from 2000 to 2015 using the keywords “bipolar”, “social cognition”, “theory of mind”, “mentalizing”, “emotion recognition”, “emotion processing”, “functioning” and “quality of life”.ResultsThe findings of the review will be discussed, regarding the specificity of the thymic state of the patients and the social cognition instruments used.ConclusionsTo the best of our knowledge, the present review is the first to explore specifically the relation between the social cognition deficits and the general/social functioning of bipolar patients. This exploration is of interest for a better comprehension of this disorder to improve the outcome of the patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Journal articles on the topic 'Social Cognitive Reasoning'

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