scholarly journals Frequency of Recent Binge Drinking Is Associated With Sex-Specific Cognitive Deficits: Evidence for Condition-Dependent Trait Expression in Humans

2020 ◽  
Vol 18 (4) ◽  
pp. 147470492095444
Author(s):  
Liana S. E. Hone ◽  
John E. Scofield ◽  
Bruce D. Bartholow ◽  
David C. Geary
Keyword(s):  
Binge Drinking ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Multilevel Models ◽  
Cognitive Task ◽  
A Priori ◽  
Visuospatial Abilities ◽  
The Social ◽  
Binge Drinkers ◽  
Visuospatial Tasks

Evolutionary theory suggests that commonly found sex differences are largest in healthy populations and smaller in populations that have been exposed to stressors. We tested this idea in the context of men’s typical advantage (vs. women) in visuospatial abilities (e.g., mental rotation) and women’s typical advantage (vs. men) in social-cognitive (e.g., facial-expression decoding) abilities, as related to frequent binge drinking. Four hundred nineteen undergraduates classified as frequent or infrequent binge drinkers were assessed in these domains. Trial-level multilevel models were used to test a priori Sex × Group (binge drinking) interactions for visuospatial and social-cognitive tasks. Among infrequent binge drinkers, men’s typical advantage in visuospatial abilities and women’s typical advantage in social-cognitive abilities was confirmed. Among frequent binge drinkers, men’s advantage was reduced for one visuospatial task (Δ d = 0.29) and eliminated for another (Δ d = 0.75), and women’s advantage on the social-cognitive task was eliminated (Δ d = 0.12). Males who frequently engaged in extreme binges had exaggerated deficits on one of the visuospatial tasks, as did their female counterparts on the social-cognitive task. The results suggest sex-specific vulnerabilities associated with recent, frequent binge drinking, and support an evolutionary approach to the study of these vulnerabilities.

scholarly journals Binge Drinking Reveals Condition-Dependent Trait Expression in Humans: Ethyl Alcohol Exposure Disrupts Men's Visuospatial Abilities and Women's Social-Cognitive Abilities

2019 ◽  
Author(s):  
Liana Senneth Elliott Hone ◽  
John E. Scofield ◽  
Bruce D Bartholow ◽  
David C. Geary
Keyword(s):  
Binge Drinking ◽  
Ethyl Alcohol ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Cognitive Task ◽  
Alcohol Exposure ◽  
Evolutionary Approach ◽  
Visuospatial Abilities ◽  
The Social ◽  
Visuospatial Tasks

This study tested the hypothesis that men’s visuospatial abilities and women’s social-25 cognitive abilities are condition-dependent traits that are vulnerable to stressor exposure, binge 26 drinking in this case. Among light drinkers, men’s typical advantage on visuospatial tasks (Ns = 27 73, 116; ds = 0.72, 0.49) and women’s typical advantage on a social-cognitive task (N = 210; d = 28 0.29) was confirmed. Among binge drinkers, men’s advantage was reduced for one visuospatial 29 task and eliminated for another (Ns = 102, 93; ds = 0.43, -0.26), and women’s advantage on the 30 social-cognitive task was eliminated (N = 209; d = 0.17). Males who frequently engaged in 31 extreme binges (> 11 drinks/episode) had exaggerated deficits on one of the visuospatial tasks, as 32 did their female counterparts on the social-cognitive task. The results suggest sex-specific 33 vulnerabilities associated with binge drinking, and support an evolutionary approach to the study 34 of these vulnerabilities.

scholarly journals Academic benefit of outgroup contact for immigrant and nonimmigrant students

2019 ◽  
Vol 22 (3) ◽  
pp. 419-433 ◽  
Author(s):  
Ralf Wölfer ◽  
Daniel H. Caro ◽  
Miles Hewstone
Keyword(s):  
Academic Achievement ◽  
Social Network ◽  
Cognitive Abilities ◽  
Multilevel Models ◽  
Immigrant Students ◽  
Social Network Data ◽  
The Social ◽  
Network Connectedness ◽  
Total Network ◽  
Country Specific

Based on social network theories, outgroup contact does not only improve intergroup relations, but can also facilitate the academic development of students due to the social capital and the uniquely supportive information and resources it provides. In the present study, 12,376 students (14.42 years; 50% girls; 38% immigrant students) from 591 classes across three countries (Germany, the Netherlands, and Sweden) provided information on social network data, academic achievement, socioeconomic status (SES), and cognitive ability. Social network analysis determined the intergroup network connectedness of students. As expected, country-specific multilevel models reveal a positive linear relationship between outgroup contact and academic achievement for immigrant students in all models, and a negative curvilinear (i.e., concave) relationship between outgroup contact and academic achievement for nonimmigrant students in 2 out of 3 models, while controlling for SES, cognitive abilities, and total network integration. These findings suggest the academic value of outgroup contact for immigrant students and signal its potential for nonimmigrant students.

Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes

2017 ◽  
Vol 42 (1) ◽  
pp. 84-107 ◽  
Author(s):  
Janine P. Stichter ◽  
Melissa J. Herzog ◽  
Stephen P. Kilgus ◽  
Alexander M. Schoemann
Keyword(s):  
Social Competence ◽  
Cognitive Abilities ◽  
Rating Scales ◽  
Multilevel Models ◽  
Teacher Behavior ◽  
Significant Degree ◽  
Multiple Time ◽  
Post Intervention ◽  
The Social ◽  
Social Competence Deficits

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents’ (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming. Educational personnel delivered all programming including both intervention and BAU conditions. Student functioning was assessed across multiple time points, including pre-, mid-, and post-intervention. Outcomes of interest included social competence behaviors, which were assessed via both systematic direct observation and teacher behavior rating scales. Data were analyzed using multilevel models, with students nested within schools. Results suggested after controlling for baseline behavior and student IQ, BAU and SCI students differed to a statistically significant degree across multiple indicators of social performance. Further consideration of standardized mean difference effect sizes revealed these between-group differences to be representative of medium effects (d > .50). Such outcomes pertained to student (a) awareness of social cues and information, and (b) capacity to appropriately interact with teachers and peers. The need for additional power and the investigation of potential moderators and mediators of social competence effectiveness are explored.

Does the bonobo have a (chimpanzee-like) theory of mind?

2018 ◽  
Author(s):  
Christopher Krupenye ◽  
Evan L. MacLean ◽  
Brian Hare
Keyword(s):  
Theory Of Mind ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Ecological Validity ◽  
Future Research ◽  
Psychological States ◽  
The Social ◽  
Theorie De L'esprit ◽  
Cognition Sociale

Theory of mind—the ability to reason about the thoughts and emotions of others—is central to what makes us human. Chimpanzees too appear to understand some psychological states. While less is known about bonobos, several lines of evidence suggest that the social-cognitive abilities of the two sister taxa may differ in key respects. This chapter outlines a framework to guide future research on bonobo social cognition based on the predictions of two potentially complementary hypotheses. The self-domestication hypothesis suggests that selection against aggression and for prosociality in bonobos may have impacted the ontogeny of their social-cognitive skills relative to chimpanzees. The empathizing–systemizing hypothesis links degree of prenatal brain masculinization, a potential result of self-domestication, to adult cognition. Specifically, relative feminization may yield more flexible theory of mind skills in bonobos than chimpanzees. Finally, directions for future study, including development of new paradigms that maximize ecological validity for bonobos, are discussed. La théorie de l’esprit—le pouvoir de raisonner les pensées et émotions des autres—est centrale à notre nature humaine. Il parait que les chimpanzés peuvent comprendre quelques états psychologiques. Tandis que nous savons moins des bonobos, plusieurs témoignages suggèrent que les capacités socio-cognitives des deux taxons soeur peuvent différer dans des aspects clefs. Nous traçons un cadre pour guider les prochaines recherches sur la cognition sociale des bonobos, basé sur les prédictions de deux hypothèses potentiellement complémentaires. L’hypothèse d’auto-domestication suggère que l’anti-agression et la prosocialité des bonobos a influé leur ontogenèse et leur capacités socio-cognitives relativement aux chimpanzés. L’hypothèse d’empathie systématique (Empathizing–Systemizing) forme un lien entre le degré de masculinisation prénatale du cerveau, le résultat potentiel d’auto-domestication, et la cognition adulte. Spécifiquement, la féminisation relative génère des théories de l’esprit plus flexibles chez les bonobos que chez les chimpanzés. Enfin, nous discutons le directions pour les prochaines études, inclut le développement de nouveaux paradigmes qui maximisent la validité écologique des bonobos.

scholarly journals Incubation environment impacts the social cognition of adult lizards

2017 ◽  
Vol 4 (11) ◽  
pp. 170742 ◽  
Author(s):  
Harry Siviter ◽  
D. Charles Deeming ◽  
M. F. T. van Giezen ◽  
Anna Wilkinson
Keyword(s):  
Social Cognition ◽  
Social Learning ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Incubation Temperature ◽  
Gaze Following ◽  
Brain Anatomy ◽  
Long Term Effects ◽  
Egg Incubation ◽  
The Social

Recent work exploring the relationship between early environmental conditions and cognition has shown that incubation environment can influence both brain anatomy and performance in simple operant tasks in young lizards. It is currently unknown how it impacts other, potentially more sophisticated, cognitive processes. Social-cognitive abilities, such as gaze following and social learning, are thought to be highly adaptive as they provide a short-cut to acquiring new information. Here, we investigated whether egg incubation temperature influenced two aspects of social cognition, gaze following and social learning in adult reptiles ( Pogona vitticeps ). Incubation temperature did not influence the gaze following ability of the bearded dragons; however, lizards incubated at colder temperatures were quicker at learning a social task and faster at completing that task. These results are the first to show that egg incubation temperature influences the social cognitive abilities of an oviparous reptile species and that it does so differentially depending on the task. Further, the results show that the effect of incubation environment was not ephemeral but lasted long into adulthood. It could thus have potential long-term effects on fitness.

scholarly journals The Social Attribution Task-Multiple Choice (SAT-MC): A Psychometric and Equivalence Study of an Alternate Form

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Jason K. Johannesen ◽  
Jessica B. Lurie ◽  
Joanna M. Fiszdon ◽  
Morris D. Bell
Keyword(s):  
Cognitive Abilities ◽  
Discriminant Validity ◽  
Social Cognitive ◽  
External Validation ◽  
Multiple Choice ◽  
Cognitive Intervention ◽  
Alternate Form ◽  
Social Attribution ◽  
Enhanced Sensitivity ◽  
The Social

The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of “Theory of Mind,” the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n=92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.

scholarly journals The evolution of intelligence in mammalian carnivores

2017 ◽  
Vol 7 (3) ◽  
pp. 20160108 ◽  
Author(s):  
Kay E. Holekamp ◽  
Sarah Benson-Amram
Keyword(s):  
Cognitive Abilities ◽  
Social Intelligence ◽  
Social Cognitive ◽  
Brain Size ◽  
General Intelligence ◽  
Selection Pressures ◽  
Social Intelligence Hypothesis ◽  
Domain Specific ◽  
The Social ◽  
Specific Cognitive Abilities

Although intelligence should theoretically evolve to help animals solve specific types of problems posed by the environment, it is unclear which environmental challenges favour enhanced cognition, or how general intelligence evolves along with domain-specific cognitive abilities. The social intelligence hypothesis posits that big brains and great intelligence have evolved to cope with the labile behaviour of group mates. We have exploited the remarkable convergence in social complexity between cercopithecine primates and spotted hyaenas to test predictions of the social intelligence hypothesis in regard to both cognition and brain size. Behavioural data indicate that there has been considerable convergence between primates and hyaenas with respect to their social cognitive abilities. Moreover, compared with other hyaena species, spotted hyaenas have larger brains and expanded frontal cortex, as predicted by the social intelligence hypothesis. However, broader comparative study suggests that domain-general intelligence in carnivores probably did not evolve in response to selection pressures imposed specifically in the social domain. The cognitive buffer hypothesis, which suggests that general intelligence evolves to help animals cope with novel or changing environments, appears to offer a more robust explanation for general intelligence in carnivores than any hypothesis invoking selection pressures imposed strictly by sociality or foraging demands.

Social Interactions in Old Age

2021 ◽  
pp. 117-146
Author(s):  
Victoria E. A. Brunsdon ◽  
Elisabeth E. F. Bradford ◽  
Heather J. Ferguson
Keyword(s):  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social World ◽  
Healthy Ageing ◽  
The Other ◽  
Action Understanding ◽  
Older Individuals ◽  
The Social ◽  
Positive Social Interaction ◽  
Mental And Physical Health

Social relationships play an important role in healthy ageing, with positive social interaction experiences predicting better mental and physical health. Research into social-cognitive abilities has often focused on the development of these abilities in childhood. This chapter will look at the other end of the lifespan, examining changes in social cognition abilities in older individuals as a result of healthy ageing. In particular, it focuses on several social processes, including Theory of Mind, empathy, emotion recognition, action understanding, and imitation, looking at reported changes in these abilities as a result of advancing age, and factors that may influence these changes across individuals. It also discusses potential intervention protocols aimed at reducing social-cognitive declines in older age, and how these reported abilities influence day-to-day functioning in the social world.

scholarly journals Social cognition or social class and culture? On the interpretation of differences in social cognitive performance

2018 ◽  
Author(s):  
David Dodell-Feder ◽  
Kerry J. Ressler ◽  
Laura Germine
Keyword(s):  
Social Cognition ◽  
Social Class ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Cognitive Task ◽  
Mental States ◽  
Cognitive Tasks ◽  
Sociocultural Factors ◽  
Using Data ◽  
The Impact

The ability to understand others’ mental states carries profound consequences for our mental and physical health. Difficulty with mental state understanding (MSU) may predispose individuals towards social isolation, loneliness, and psychiatric illness, making efforts at validly and reliably assessing MSU of utmost importance. However, inspection of some of the more widely used tasks to assess MSU (e.g., the Reading the Mind in the Eyes Task; RMET) reveals potential assessment issues, namely, an ostensible reliance upon a participant’s vocabulary/intelligence and the use of culturally-biased stimuli, among other issues. Here, using data from a sample of over 40,000 international, English-speaking participants, we evaluate the impact of demographic and sociocultural factors on several social cognitive tasks and one non-social cognitive task in order to assess whether the effect of participant characteristics is robust and reliable across social cognitive abilities or a function of task-specific characteristics, such as the use of uncommon vocabulary and/or ethnically homogenous stimuli. We find a pattern of results suggesting that social cognitive tasks may be biased against the less educated and those participants whose race/ethnicity differs from the task’s stimuli; an effect potentiated in the RMET. Together, these data suggest that certain MSU tasks may be tapping social class and culture as much as it is social cognition.

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