Understanding Social Adaptation in Children with Mental Retardation: A Social-Cognitive Perspective

2000 ◽  
Vol 66 (4) ◽  
pp. 530-545 ◽  
Author(s):  
James S. Leffert ◽  
Gary N. Siperstein ◽  
Emily Millikan
Keyword(s):  
Mental Retardation ◽  
Instructional Strategies ◽  
Cognitive Processes ◽  
Social Perception ◽  
Social Cognitive ◽  
Social Cues ◽  
Social Adaptation ◽  
Social Conflicts ◽  
Social Strategies ◽  
The Social

We examined two social-cognitive processes, social perception (the encoding and interpretation of social cues) and the generation of social strategies, in 117 children with and without mental retardation (MR) in Grades 1 through 5. Children responded to videotaped vignettes of social conflicts. Children with MR had difficulty recognizing benign intention social cues that accompanied a negative event. When benign intention social cues were present in social conflicts involving peer entry, children with MR resembled younger children without MR in misinterpreting the other child's intentions as “being mean.” Children with MR had difficulty varying their social strategies to fit the social conflict and often suggested the strategy of using an appeal to authority. Results suggest that children with MR have difficulty focusing simultaneously on multiple social cues which are incongruent and in selecting appropriate social strategies. Recommendations focus on instructional strategies for improving social perception and strategy generation skills in children with MR.

Does context matter? Effects of robot appearance and reliability on social attention differs based on lifelikeness of gaze task

2020 ◽  
Author(s):  
Abdulaziz Abubshait ◽  
Patrick P. Weis ◽  
Eva Wiese
Keyword(s):  
Cognitive Processing ◽  
Social Cognitive ◽  
Physical Appearance ◽  
Mental States ◽  
Social Attention ◽  
Social Cues ◽  
Social Signals ◽  
Mind Perception ◽  
The Social ◽  
Behavioral Features

Social signals, such as changes in gaze direction, are essential cues to predict others’ mental states and behaviors (i.e., mentalizing). Studies show that humans can mentalize with non-human agents when they perceive a mind in them (i.e., mind perception). Robots that physically and/or behaviorally resemble humans likely trigger mind perception, which enhances the relevance of social cues and improves social-cognitive performance. The current ex-periments examine whether the effect of physical and behavioral influencers of mind perception on social-cognitive processing is modulated by the lifelikeness of a social interaction. Participants interacted with robots of varying degrees of physical (humanlike vs. robot-like) and behavioral (reliable vs. random) human-likeness while the lifelikeness of a social attention task was manipulated across five experiments. The first four experiments manipulated lifelikeness via the physical realism of the robot images (Study 1 and 2), the biological plausibility of the social signals (Study 3), and the plausibility of the social con-text (Study 4). They showed that humanlike behavior affected social attention whereas appearance affected mind perception ratings. However, when the lifelikeness of the interaction was increased by using videos of a human and a robot sending the social cues in a realistic environment (Study 5), social attention mechanisms were affected both by physical appearance and behavioral features, while mind perception ratings were mainly affected by physical appearance. This indicates that in order to understand the effect of physical and behavioral features on social cognition, paradigms should be used that adequately simulate the lifelikeness of social interactions.

scholarly journals To sext or not to sext. The role of social-cognitive processes in the decision to engage in sexting

2021 ◽  
Vol 38 (4) ◽  
pp. 1410-1429
Author(s):  
Claire Wilson ◽  
Tommy van Steen ◽  
Christabel Akinyode ◽  
Zara P. Brodie ◽  
Graham G. Scott
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Relationship Status ◽  
Injunctive Norm ◽  
The Social ◽  
And Behavior ◽  
Insight Into

Technology has given rise to online behaviors such as sexting. It is important that we examine predictors of such behavior in order to understand who is more likely to sext and thus inform intervention aimed at sexting awareness. We used the Theory of Planned Behavior (TPB) to examine sexting beliefs and behavior. Participants (n = 418; 70.3% women) completed questionnaires assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive), control perceptions (self-efficacy and controllability) and intentions toward sexting. Specific sexting beliefs (fun/carefree beliefs, perceived risks and relational expectations) were also measured and sexting behavior reported. Relationship status, instrumental attitude, injunctive norm, descriptive norm and self-efficacy were associated with sexting intentions. Relationship status, intentions and self-efficacy related to sexting behavior. Results provide insight into the social-cognitive factors related to individuals’ sexting behavior and bring us closer to understanding what beliefs predict the behavior.

Initial Impressions of Others

2012 ◽  
pp. 336-366 ◽  
Author(s):  
James S. Uleman ◽  
S. Adil Saribay
Keyword(s):  
Cognitive Processes ◽  
Attribution Theory ◽  
Impression Formation ◽  
Social Cognitive ◽  
Controlled Attention ◽  
The Social ◽  
Social Cognitive Processes ◽  
The Many ◽  
And Control ◽  
Initial Impressions

“Initial impressions” bring together personality and social psychology like no other field of study—“personality” because (1) impressions are about personalities, and (2) perceivers’ personalities affect these impressions; and “social” because (3) social cognitive processes of impression formation, and (4) sociocultural contexts have major effects on impressions. To make these points, we first review how people explicitly describe others: the terms we use, how these descriptions reveal our theories about others, the important roles of traits and types (including stereotypes) in these descriptions, and other prominent frameworks (e.g., narratives and social roles). Then we highlight recent research on the social cognitive processes underlying these descriptions: automatic and controlled attention, the many effects of primes (semantic and affective) and their dependence on contexts, the acquisition of valence, spontaneous inferences about others, and the interplay of automatic and control processes. Third, we examine how accurate initial impressions are, and what accuracy means, as well as deception and motivated biases and distortions. Fourth, we review recent research on effects of target features, perceiver features, and relations between targets and perceivers. Finally, we look at frameworks for understanding explanations, as distinct from descriptions: attribution theory, theory of mind, and simulation theory.

Mainstreaming and Labelling: An Assumption Challenged?

1988 ◽  
Vol 5 (1) ◽  
pp. 37-41 ◽  
Author(s):  
Narelle McDonald ◽  
Alan Hayes
Keyword(s):  
Content Analysis ◽  
Spina Bifida ◽  
Young Children ◽  
Cognitive Processes ◽  
Social Cognitive ◽  
Limited Attention ◽  
Prospective Data ◽  
School Year ◽  
The Social ◽  
The Times

ABSTRACTA key assumption of the mainstreaming movement is that exposure of young children to their disabled peers provides opportunities for the formation of accurate views of the characteristics and attributes of children with disabilities. Essentially, it is argued that experience enables children to transcend labelling, stereotyping and stigmatization. Prospective data are reported on the mainstreaming of two preschool aged children with spina bifida, based on the content analysis of records of speech, collected over a school year, on 22% of the times when children had opportunities to interact socially. The data indicate that the children seemed to generate their own labels, disability terms and developmental mythologies, which endured across the year. The study highlights the limited attention that has been paid to the collection of data on the social-cognitive processes of children and their disabled peers in mainstreamed settings and emphasizes the scant consideration of evidence from psychology in the mainstreaming debate.

scholarly journals The Effect of Play Puzzle on Social Adapted Ability in Mental Retardation Students in SDLB Dharma Wanita Bengkulu

2018 ◽  
Vol 25 (3) ◽  
pp. 51-61
Author(s):  
Dian Dwiana ◽  
Buyung Keraman ◽  
Emilita Julika Sari
Keyword(s):  
Mental Retardation ◽  
Research Method ◽  
Medical Personnel ◽  
Social Adaptation ◽  
Primary Data ◽  
Bivariate Analysis ◽  
Number Of Children ◽  
The Social ◽  
Social Adaptability ◽  
Puzzle Games

Mental retardation is a condition in which the child so that the child can not experience barriers through optimal development. Mental retardation is a global problem with major implications particularly for developing countries. Number of children with special needs in Indonesia is about 7% of the total number of children aged 0-18 years or a total of 6.23 million. In children with mental retardation learning process more focused on activities to train children with skills to enable them to function in an environment sosial. This study to determine the effect of Puzzle Play Against Social Adaptability on Mental Retardation Students in SDLB Dharma Women in Bengkulu. This research method using a research design Pre Exsperimental Design with draft form one group pretest-posttest, way of taking a sample is taken using total sampling with a sample of 12 respondents. used in this study are primary data, the data acquired, processed and analyzed using univariate and bivariate analysis using T. Test The results showed that the average number of children who have mental retardation prior to the puzzle game has a social adaptation unfavorable and the average number of children who have mental retardation after doing a puzzle game has a social adaptation good enough and no effect between playing puzzle to adaptability social in students with mental retardation in SDLB Dharma Women in Bengkulu City 2017 (p = 0.004). Suggested to the health public expected to make efforts to improve the health of children with mental retardation by performing group therapies in children with mental retardation regularly by medical personnel trained in the art so that the social problems of children with mental retardation can be minimized. Keywords: mental retardation, puzzle games, social adaptation

Person, Process, Choice: The Psychology of New Venture Creation

1992 ◽  
Vol 16 (2) ◽  
pp. 23-46 ◽  
Author(s):  
Kelly G. Shaver ◽  
Linda R. Scott
Keyword(s):  
Cognitive Processes ◽  
Social Cognitive ◽  
Past Research ◽  
New Venture ◽  
Entrepreneurial Activity ◽  
Venture Creation ◽  
The Social ◽  
Behavioral Choices ◽  
The Individual ◽  
The Mind

Psychology can be distinguished from other behavioral sciences by its emphasis on the behavior of the individual person. Behavior, in turn, is influenced by the way in which the external world is represented in the mind, and by the individual's exercise of choice. The article examines the possibility that relatively enduring attributes of the person might affect entrepreneurial activity, describes the social cognitive processes Involved in constructing representations of the external environment, and suggests which motivational variables affect behavioral choices. Although past research on “the psychology of the entrepreneur” has not been productive, a psychological approach based on persons, process, and choice holds promise for the future.

scholarly journals A dataset to study pragmatic language, and its underlying cognitive processes

2021 ◽  
Author(s):  
Jalil Rasgado-Toledo ◽  
Fernando Lizcano-Cortés ◽  
Víctor Enrique Olalde-Mathieu ◽  
Giovanna Licea Haquet ◽  
Miguel Angel Zamora-Ursulo ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Speech Acts ◽  
Social Cognitive ◽  
Behavioral Approach ◽  
Pragmatic Language ◽  
Psychometric Tests ◽  
Resonance Imaging ◽  
The Social ◽  
Magnetic Resonance Imaging Mri ◽  
Neuroimaging Techniques

Pragmatics studies the social-cognitive basis of communication that is crucial to the understanding of the non-literal meaning of an expression and includes speech acts, metaphors, proverbs, idioms, and irony. This topic has been the main line research in our laboratory, whose principal objective is to understand how we use pragmatic language, non-literal communication. For this, we have designed behavioral paradigms that evaluate the sub-processes of pragmatic using neuroimaging techniques, i.e. magnetic resonance imaging (MRI), and psychometric tests from a behavioral approach.

scholarly journals PENGARUH COOPERATIVE PLAY PUZZLE TERHADAP KEMAMPUAN BERADAPTASI SOSIAL PADA ANAK TUNAGRAHITA

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Riskayani Riskayani
Keyword(s):  
Mental Retardation ◽  
Social Adaptation ◽  
Rank Test ◽  
Cooperative Play ◽  
Wilcoxon Sign Rank Test ◽  
The Social ◽  
Social Adaptability ◽  
Wilcoxon Sign Rank ◽  
Sign Rank Test ◽  
Adaptation Ability

Background: Retardation was a big world problem, especially for developing countries. The ability to socialize in mental retardation children did not develop optimally which caused the child to be not independent, unable to communicate directly in two directions with friends or other people. Objective: To find out the effect of cooperative play puzzles on the social adaptability of mental retardation children. Method: This study used a quasy experimental design with a pretest posttest one group design approach. The sampling technique used purposive sampling with an instrument in the form of observation of the social adaptation ability checklist sheet. The number of respondents was 10 people. The statistical test used Wilcoxon Sign Rank test to determine the effect of the cooperative play puzzle variable on the social adaptation ability of mental retardation children. Result: Most of the respondents had enough capability of social adaptability before being given play therapy, as many as 6 respondents (60%), and after being given play therapy intervention suggested that almost all respondents were capable to social adaptability, as many as 9 respondents (90%). In the Wilcoxon Sign Rank test, the value of p = 0.004 or H0 was rejected, meaning that there was a significant effect of Cooperative Play Puzzle on the social adaptation ability of mental retardation children.Conclusion: Cooperative play puzzles could improve social adaptability in mental retardation children.

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