scholarly journals Cumulative contextual risk, maternal responsivity, and social cognition at 18 months

2014 ◽  
Vol 27 (1) ◽  
pp. 189-203 ◽  
Author(s):  
Mark Wade ◽  
Chris Moore ◽  
Janet Wilde Astington ◽  
Kristen Frampton ◽  
Jennifer M. Jenkins
Keyword(s):  
Social Cognition ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Language Skills ◽  
Cognitive Outcomes ◽  
Semiotic Mediation ◽  
Contextual Risk ◽  
Models Of Development ◽  
Independent Mechanism ◽  
Cognitive Competency

AbstractBy 18 months children demonstrate a range of social–cognitive skills that can be considered important precursors to more advanced forms of social understanding such as theory of mind. Although individual differences in social cognition have been linked to neurocognitive maturation, sociocultural models of development suggest that environmental influences operate in the development of children's social–cognitive outcomes. In the current study of 501 children and their mothers, we tested and found support for a model in which distal environmental risk, assessed when children were newborns, was indirectly associated with children's social–cognitive competency at 18 months through mothers' responsivity at 18 months. Part of this effect also operated through children's concomitant language skills, suggesting both a language-mediated and a language-independent mechanism of social–cognitive development. These findings are discussed with respect to the Vygotskian themes of internalization and semiotic mediation.

scholarly journals Social Cognition through the Lens of Cognitive and Clinical Neuroscience

2018 ◽  
Vol 2018 ◽  
pp. 1-18 ◽  
Author(s):  
Maria Arioli ◽  
Chiara Crespi ◽  
Nicola Canessa
Keyword(s):  
Decision Making ◽  
Social Cognition ◽  
Cognitive Deficits ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Acquired Brain Injury ◽  
Clinical Neuroscience ◽  
Pathological Conditions ◽  
The Social ◽  
Social Cognitive Deficits

Social cognition refers to a set of processes, ranging from perception to decision-making, underlying the ability to decode others’ intentions and behaviors to plan actions fitting with social and moral, besides individual and economic considerations. Its centrality in everyday life reflects the neural complexity of social processing and the ubiquity of social cognitive deficits in different pathological conditions. Social cognitive processes can be clustered in three domains associated with (a) perceptual processing of social information such as faces and emotional expressions (social perception), (b) grasping others’ cognitive or affective states (social understanding), and (c) planning behaviors taking into consideration others’, in addition to one’s own, goals (social decision-making). We review these domains from the lens of cognitive neuroscience, i.e., in terms of the brain areas mediating the role of such processes in the ability to make sense of others’ behavior and plan socially appropriate actions. The increasing evidence on the “social brain” obtained from healthy young individuals nowadays constitutes the baseline for detecting changes in social cognitive skills associated with physiological aging or pathological conditions. In the latter case, impairments in one or more of the abovementioned domains represent a prominent concern, or even a core facet, of neurological (e.g., acquired brain injury or neurodegenerative diseases), psychiatric (e.g., schizophrenia), and developmental (e.g., autism) disorders. To pave the way for the other papers of this issue, addressing the social cognitive deficits associated with severe acquired brain injury, we will briefly discuss the available evidence on the status of social cognition in normal aging and its breakdown in neurodegenerative disorders. Although the assessment and treatment of such impairments is a relatively novel sector in neurorehabilitation, the evidence summarized here strongly suggests that the development of remediation procedures for social cognitive skills will represent a future field of translational research in clinical neuroscience.

scholarly journals Comparing physical and social cognitive skills in macaque species with different degrees of social tolerance

2017 ◽  
Vol 284 (1862) ◽  
pp. 20162738 ◽  
Author(s):  
Marine Joly ◽  
Jérôme Micheletta ◽  
Arianna De Marco ◽  
Jan A. Langermans ◽  
Elisabeth H. M. Sterck ◽  
...  
Keyword(s):  
Social Cognition ◽  
Inhibitory Control ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Primate Species ◽  
Social Tolerance ◽  
Strategic Decisions ◽  
Control Task ◽  
Tolerant Species ◽  
Communication And Coordination

Contemporary evolutionary theories propose that living in groups drives the selection of enhanced cognitive skills to face competition and facilitate cooperation between individuals. Being able to coordinate both in space and time with others and make strategic decisions are essential skills for cooperating within groups. Social tolerance and an egalitarian social structure have been proposed as one specific driver of cooperation. Therefore, social tolerance is predicted to be associated with enhanced cognitive skills that underpin communication and coordination. Social tolerance should also be associated with enhanced inhibition, which is crucial for suppressing automatic responses and permitting delayed gratification in cooperative contexts. We tested the performance of four closely related non-human primate species (genus Macaca ) characterized by different degrees of social tolerance on a large battery of cognitive tasks covering physical and social cognition, and on an inhibitory control task. All species performed at a comparable level on the physical cognition tasks but the more tolerant species outperformed the less tolerant species at a social cognition task relevant to cooperation and in the inhibitory control task. These findings support the hypothesis that social tolerance is associated with the evolution of sophisticated cognitive skills relevant for cooperative social living.

Interoception and social cognition in chronic low back pain: a common inference disturbance? An exploratory study

2021 ◽  
Author(s):  
Florent El Grabli ◽  
François Quesque ◽  
Céline Borg ◽  
Michael Witthöft ◽  
George A Michael ◽  
...  
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Social Cognition ◽  
Chronic Low Back Pain ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Mental States ◽  
Heart Beat ◽  
Low Back ◽  
Interoceptive Accuracy

Aim: Lower interoceptive abilities are a characteristic of chronic pain conditions. Social support plays an important role in chronic low back pain (cLBP) but social cognitive skills have rarely been investigated. This study aimed to characterize interoceptive and social cognitive abilities in cLBP and to study the relationship between both domains that have been brought closer together by brain predictive coding models. Materials & methods: Twenty-eight patients with cLBP and 74 matched controls were included. Interoceptive accuracy (Heart Beat Perception Task), sensibility/awareness (Multidimensional Assessment of Interoceptive Awareness) and mental-states inference abilities (Mini-Social Cognition and Emotional Assessment) were assessed. Results: cLBP Patients had lower interoceptive accuracy and mentalizing performance. Conclusion: Less efficient interoceptive accuracy and mentalizing abilities were found in cLBP patients without correlation between these performances.

scholarly journals Social Cognition and Neuro-cognition in Patients with Bipolar Disorder, Their First-Degree Relatives and Healthy Controls

2020 ◽  
pp. 025371762095793
Author(s):  
Uma Maheswari Ganesh ◽  
Shwetha TS ◽  
Rajeshkrishna P Bhandary
Keyword(s):  
Bipolar Disorder ◽  
Social Cognition ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Clinical Implications ◽  
Healthy Controls ◽  
Neurocognitive Deficits ◽  
First Degree Relatives ◽  
Potential Risk Factors ◽  
Indian Setting

Background: Studies focusing on assessing social cognition deficits in schizophrenia have been expanded to bipolar disorder considering the similarities shared between the two conditions. Existing research has identified significant deficits in social cognitive skills independent of mood states and neurocognitive deficits, which could indicate the potentiality of this domain to be an endophenotype for bipolar disorder. Methods: The current study assesses the impairments in social cognition in patients with bipolar disorder and their first degree relatives, simultaneously testing for neurocognition as well, and comparing their performance to healthy controls. Fifty four participants were recruited, with 18 participants in each group. MATRICS Consensus Cognitive Battery was used to test neurocognition and Social Cognition Rating Tool in Indian Setting was administered for testing social cognition. Results: Significant deficits were found in social cognition and neurocognition (at p<.01) in the patient group when compared to both probands and healthy controls but no difference between probands and healthy controls. This finding established impairments in socio-cognitive functioning in remitted patients. Conclusion: The study has identified persistent deficits in social and neuro-cognition despite remission, having significant clinical implications in terms developing remediation programs for social cognition and planning early intervention as social cognition deficits have been identified as potential risk factors.

scholarly journals Heritability of social cognitive skills in children and adolescents

1999 ◽  
Vol 175 (6) ◽  
pp. 559-564 ◽  
Author(s):  
Jane Scourfield ◽  
Neilson Martin ◽  
Glyn Lewis ◽  
Peter McGuffin
Keyword(s):  
Social Cognition ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Environmental Influences ◽  
Population Based ◽  
Genetic Influence ◽  
Behaviour Problems ◽  
Social Situations ◽  
Age Related ◽  
Age Related Changes

BackgroundSocial cognitive skills are those which enable understanding of social situations; they are relevant to a variety of psychiatric disorders including autism, schizophrenia and externalising behaviour problems in children.AimsTo examine the heritability of social cognitive skills.MethodUsing a population-based sample of twins aged 5–17, the genetic and environmental influences on social cognitive skills were examined.ResultsMale scores were higher than female scores (P < 0.001), indicating poorer social cognition among males. A heritability of 0.68 (95% CI 0.43–0.78) was found, with shared environmental influences accounting for only 0.05 of the variance (95% CI 0.00–0.28). This could be removed from the model without worsening the fit. There were no significant differences in genetic effects between the genders, but age-related changes were found, with younger twins showing greater genetic influence on social cognition.ConclusionsSocial cognition appears to be under considerable genetic influence in the population and shows significant male–female differences. No gender differences in genetic influences on the variance of scores were found, but the effects of age were significant.

scholarly journals Cultural variation in young children’s social motivation for peer collaboration and its relation to the ontogeny of Theory of Mind

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242071
Author(s):  
Roman Stengelin ◽  
Robert Hepach ◽  
Daniel B. M. Haun
Keyword(s):  
Social Cognition ◽  
Cognitive Skills ◽  
Positive Emotions ◽  
Social Cognitive ◽  
Sampling Bias ◽  
Social Motivation ◽  
Early Ontogeny ◽  
Peer Collaboration ◽  
Current Evidence ◽  
Cultural Variation

Children seek and like to engage in collaborative activities with their peers. This social motivation is hypothesized to facilitate their emerging social-cognitive skills and vice versa. Current evidence on the ontogeny of social motivation and its’ links to social cognition, however, is subject to a sampling bias toward participants from urban Western populations. Here, we show both cross-cultural variation and homogeneity in three- to eight-year-old children’s expressed positive emotions during and explicit preferences for peer collaboration across three diverse populations (urban German, rural Hai||om/Namibia, rural Ovambo/Namibia; n = 240). Children expressed more positive emotions during collaboration as compared to individual activity, but the extent varied across populations. Children’s preferences for collaboration differed markedly between populations and across ages: While German children across all ages sought collaboration, Hai||om children preferred to act individually throughout childhood. Ovambo children preferred individual play increasingly with age. Across populations, positive emotions expressed selectively during collaboration, predicted children’s social-cognitive skills. These findings provide evidence that culture shapes young children’s social motivation for dyadic peer collaboration. At the same time, the positive relation of social motivation and social cognition in early ontogeny appears cross-culturally constant.

Exposure to early childhood maltreatment and its effect over time on social cognition

2020 ◽  
pp. 1-11
Author(s):  
Katherine M. Crawford ◽  
Karmel Choi ◽  
Kathryn A. Davis ◽  
Yiwen Zhu ◽  
Thomas W. Soare ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Cognition ◽  
Emotional Abuse ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Social Cognitive ◽  
Later Life ◽  
Equation Modeling ◽  
Negative Consequences ◽  
Over Time

Abstract Social cognitive deficits can have many negative consequences, spanning social withdrawal to psychopathology. Prior work has shown that child maltreatment may associate with poorer social cognitive skills in later life. However, no studies have examined this association from early childhood into adolescence. Using data from the Avon Longitudinal Study of Parents and Children (ALSPAC; n = 4,438), we examined the association between maltreatment (caregiver physical or emotional abuse; sexual or physical abuse), assessed repeatedly (every 1–3 years) from birth to age 9, and social cognitive skills at ages 7.5, 10.5, and 14 years. We evaluated the role of both the developmental timing (defined by age at exposure) and accumulation of maltreatment (defined as the number of occasions exposed) using a least angle regression variable selection procedure, followed by structural equation modeling. Among females, accumulation of maltreatment explained the most variation in social cognitive skills. For males, no significant associations were found. These findings underscore the importance of early intervention to minimize the accumulation of maltreatment and showcase the importance of prospective studies to understand the development of social cognition over time.

Virtual reality interventions to improve cognitive functioning in adults with major psychiatric disorders: A narrative systematic review (Preprint)

2021 ◽  
Author(s):  
Donna Monbourquette ◽  
Sadiq Vali ◽  
Sara Harvey ◽  
Kawkab Mahmud ◽  
Miguel Jose ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Virtual Reality ◽  
Psychiatric Disorders ◽  
Real World ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Skills Training ◽  
Cognitive Outcomes ◽  
Remediation Strategies

BACKGROUND Cognitive dysfunction is an impairing and difficult to treat feature of psychiatric illnesses. Virtual Reality (VR) has shown promise in improving cognition in neurologic disorders, but its role in improving cognitive outcomes in adults with major psychiatric disorders is unclear. OBJECTIVE To conduct a review of the efficacy and usability of VR interventions to improve cognitive functioning in psychiatric disorders. METHODS Following PRISMA guidelines, a systematic review of controlled and uncontrolled English-language studies that assessed changes in cognition following an immersive or non-immersive VR intervention, in adults with a mood, psychotic, anxiety, or substance use disorder was conducted. Studies were searched on MEDLINE, EMBASE, PsychINFO, and Web of Science until May 2021. RESULTS Thirteen studies were included [primary psychotic disorder (n=10), substance use disorder (n=2) and major depressive disorder (n=1)]. Intervention strategies included cognitive remediation (i.e. repeated practice of targeted skills, n=2), social cognitive/skills training (n=5), real world simulations (n=3) and vocational training (n=3). VR social cognitive/skills training resulted in improvements in social cognition, while the other remediation strategies resulted in generalized improvements across multiple cognitive domains. Both immersive and non-immersive VR appeared to be effective. In studies with an active control group (n=5), VR treatment resulted in equivalent or greater cognitive improvements versus therapist led training. Changes in real-world functioning were inconsistently reported. CONCLUSIONS Preliminary evidence suggests VR interventions can improve cognitive outcomes in psychiatric disorders; however, significant variability in study design and outcome measures, small sample sizes and a focus on primary psychotic disorders limit the literature. More rigorous assessment of long-term cognitive and functional outcomes, and the comparative utility of immersive versus non-immersive modalities and different remediation strategies, is required.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

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