scholarly journals Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

2017 ◽  
Vol 2 (2) ◽  
pp. 24-54
Author(s):  
Martha S. Guarisco ◽  
Celine Brooks ◽  
Louise M. Freeman
Keyword(s):  
Theory Of Mind ◽  
Facial Expressions ◽  
Perspective Taking ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Sixth Graders ◽  
Young Adult Fiction ◽  
Academic Unit ◽  
Concern For Others ◽  
Before And After

We tested sixth graders for empathy and theory of mind before and after an academic unit on either Wonder or The Crossover. Wonder was associated with improved perspective-taking; students who read The Crossover increased in concern for others. Faux pas detection increased in both genders with Wonder, and in girls with The Crossover. Students who read The Crossover in print showed improved understanding of facial expressions, while students who used iPads declined. Young adult fiction is associated with improved social cognitive skills, but effects depend on gender and reading format, as well as on the choice of individual book.

scholarly journals Predictive context biases binocular rivalry in children and adults with no positive relation to two measures of social cognition

2019 ◽  
Author(s):  
Christian Valuch ◽  
Louisa Kulke
Keyword(s):  
Theory Of Mind ◽  
Binocular Rivalry ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Contextual Information ◽  
Positive Association ◽  
Similar Degree ◽  
Eye Dominance ◽  
Adult Participants

Integration of prior experience and contextual information can help to resolve perceptually ambiguous situations and might support the ability to understand other peoples’ thoughts and intentions, called Theory of Mind. We studied whether the readiness to incorporate contextual information for resolving binocular rivalry is positively associated with Theory-of-Mind-related social cognitive abilities. In children (12 to 13 years) and adults (18 to 25 years), a predictive temporal context reliably modulated the onset of binocular rivalry to a similar degree. In contrast, adult participants scored better on measures of Theory of Mind compared to children. We observed considerable interindividual differences regarding the influence of a predictive context on binocular rivalry, which were associated with differences in sensory eye dominance. The absence of a positive association between predictive effects on perception and Theory of Mind performance suggests that predictive effects on binocular rivalry and higher-level Theory-of-Mind-related abilities stem from different neurocognitive mechanisms. We conclude that the influence of predictive contextual information on basic visual processes is fully developed at an earlier age, whereas social cognitive skills continue to evolve from adolescence to adulthood.

Listener-adapted speech

2018 ◽  
Vol 9 (3) ◽  
pp. 376-397 ◽  
Author(s):  
Isabelle Lorge ◽  
Napoleon Katsos
Keyword(s):  
Theory Of Mind ◽  
Perspective Taking ◽  
Cognitive Skills ◽  
Cognitive Measures ◽  
Pitch Range ◽  
Communicative Skills ◽  
Adult Participants

Abstract While a significant amount of research has focussed on whether bilingualism bestows advantages in cognitive skills, perspective-taking and Theory of Mind, less is known about the effect of bilingualism in communicative tasks where these and related skills may be called for. This study examines bilingual and monolingual adults’ communicative skills through their production of two types of listener-adapted speech (LAS): child-directed speech and foreigner-directed speech. 20 monolinguals and 20 bilingual adults were asked to explain a cooking recipe to a child, a non-native adult and a control native adult. Participants adapted their speech for the child and the foreigner compared to the native adult. Furthermore, bilinguals adapted some features of their speech to a greater extent and in a fine-tuned way (wider pitch range addressing the child and vowel hyperarticulation addressing the foreigner). The prevalence of these features in bilingual speech was not correlated with personality or cognitive measures. We discuss possible sources of this difference in speech adaptation and implications for theories of bilingual cognition.

Take a Seat and Get Into Its Shoes! When Humans Spontaneously Represent Visual Scenes From the Point of View of Inanimate Objects

Perception ◽  
2020 ◽  
Vol 49 (12) ◽  
pp. 1333-1347
Author(s):  
François Quesque ◽  
Alexandre Foncelle ◽  
Éric Chabanat ◽  
Sophie Jacquin-Courtois ◽  
Yves Rossetti
Keyword(s):  
Perspective Taking ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Significant Proportion ◽  
Spatial Relations ◽  
Point Of View ◽  
Social Nature ◽  
Human Agent ◽  
Crucial Component ◽  
Visual Scenes

Human description of the surrounding world may spontaneously rely on others’ perspective, which is a crucial component of social cognition. In five studies, participants were asked to describe the spatial relations between objects in visual scenes including, or not, other agents. In Experiment 1, a substantial proportion of participants used an other-centered perspective in the presence of another agent, replicating classical findings. To our own surprise, we also observed that an even greater number of participants used an other-centered perspective when the human agent was replaced by an armchair. In order to explore this phenomenon, Experiments 2 to 5 compared the respective strength of chair-centered and agent-centered perspectives and/or set them into conflict. A significant proportion of participants spontaneously took the seat’s perspective even when it may not be sat on (Experiments 3 and 4) and even when the seat was not referred to (Experiments 4 and 5). Altogether, these findings suggest that perspective taking may spontaneously apply to inanimate objects. These results question whether such tendencies originate from social cognitive skills—as classically assumed—or reveal a nonsocial phenomenon. Future works should specifically test the widely assumed social nature of spontaneous perspective-taking.

scholarly journals Neuronal correlates of affective theory of mind in schizophrenia out-patients: evidence for a baseline deficit

2010 ◽  
Vol 40 (10) ◽  
pp. 1607-1617 ◽  
Author(s):  
D. Mier ◽  
C. Sauer ◽  
S. Lis ◽  
C. Esslinger ◽  
J. Wilhelm ◽  
...  
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Emotion Recognition ◽  
Facial Expressions ◽  
Social Cognitive ◽  
Region Of Interest ◽  
Functional Brain Imaging ◽  
Control Group ◽  
Imaging Data ◽  
Schizophrenia Group

BackgroundSchizophrenia out-patients have deficits in affective theory of mind (ToM) but also on more basal levels of social cognition, such as the processing of neutral and emotional expressions. These deficits are associated with changes in brain activation in the amygdala and the superior temporal sulcus (STS). However, until now there have been no studies that examined these different levels of social cognition and their neurobiological underpinnings in patients within one design.MethodSixteen medicated schizophrenia out-patients and 16 matched healthy controls were studied with functional magnetic resonance imaging (fMRI) during a social cognition task that allows the investigation of affective ToM (aToM), emotion recognition and the processing of neutral facial expressions.ResultsPatients showed a deficit in emotion recognition and a more prominent deficit in aToM. The performance in aToM and in emotion recognition was correlated in the control group but not in the schizophrenia group. Region-of-interest analysis of functional brain imaging data revealed no difference between groups during aToM, but a hyperactivation in the schizophrenia group in the left amygdala and right STS during emotion recognition and the processing of neutral facial expressions.ConclusionsThe results indicate that schizophrenia out-patients have deficits at several levels of social cognition and provide the first evidence that deficits on higher-order social cognitive processes in schizophrenia may be traced back to an aberrant processing of faces per se.

scholarly journals The elephant in the room: What matters cognitively in cumulative technological culture

2019 ◽  
Vol 43 ◽  
Author(s):  
François Osiurak ◽  
Emanuelle Reynaud
Keyword(s):  
Theory Of Mind ◽  
Cognitive Skills ◽  
Evolutionary Biology ◽  
Social Cognitive ◽  
Social Dimension ◽  
Human Populations ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Technical Reasoning

Abstract Cumulative technological culture (CTC) refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension (e.g., teaching, imitation, theory of mind, and metacognition), thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed to see the elephant in the room? What if social cognitive mechanisms were only catalyzing factors and not the sufficient and necessary conditions for the emergence of CTC? In this article, we offer an alternative, unified cognitive approach to this phenomenon by assuming that CTC originates in non-social cognitive skills, namely technical-reasoning skills which enable humans to develop the technical potential necessary to constantly acquire and improve technical information. This leads us to discuss how theory of mind and metacognition, in concert with technical reasoning, can help boost CTC. The cognitive approach developed here opens up promising new avenues for reinterpreting classical issues (e.g., innovation, emulation vs. imitation, social vs. asocial learning, cooperation, teaching, and overimitation) in a field that has so far been largely dominated by other disciplines, such as evolutionary biology, mathematics, anthropology, archeology, economics, and philosophy.

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 Scaling of Early Social Cognitive Skills in Typically Developing Infants and Children with Autism Spectrum Disorder

2020 ◽  
Vol 50 (11) ◽  
pp. 3988-4000
Author(s):  
Katherine Ellis ◽  
Philippa Lewington ◽  
Laurie Powis ◽  
Chris Oliver ◽  
Jane Waite ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Eye Gaze ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Developmental Sequence ◽  
Shared Intentionality

Abstract We delineate the sequence that typically developing infants pass tasks that assess different early social cognitive skills considered precursors to theory-of-mind abilities. We compared this normative sequence to performance on these tasks in a group of autistic (AUT) children. 86 infants were administered seven tasks assessing intention reading and shared intentionality (Study 1). Infants responses followed a consistent developmental sequence, forming a four-stage scale. These tasks were administered to 21 AUT children (Study 2), who passed tasks in the same sequence. However, performance on tasks that required following others’ eye gaze and cooperating with others was delayed. Findings indicate that earlier-developing skills provide a foundation for later-developing skills, and difficulties in acquiring some early social cognitive skills in AUT children.

EXPRESS: Taking apart what brings us together: the role of action prediction, perspective-taking, and theory of mind in joint action

2021 ◽  
pp. 174702182110501
Author(s):  
Lucia Maria Sacheli ◽  
Elisa Arcangeli ◽  
Desiré Carioti ◽  
Steve Butterfill ◽  
Manuela Berlingeri
Keyword(s):  
Theory Of Mind ◽  
Perspective Taking ◽  
Cognitive Abilities ◽  
Joint Action ◽  
Cognitive Skills ◽  
Action Prediction ◽  
Ability To Act ◽  
Interactive Task ◽  
High Level ◽  
Predictive Mechanisms

The ability to act together with others to achieve common goals is crucial in life, yet there is no full consensus on the underlying cognitive skills. While influential theoretical accounts suggest that interaction requires sophisticated insights into others’ minds, alternative views propose that high-level social skills might not be necessary because interactions are grounded on sensorimotor predictive mechanisms. At present, empirical evidence is insufficient to decide between the two. This study addressed this issue and explored the association between performance at joint action tasks and cognitive abilities in three domains - action prediction, perspective-taking, and theory of mind - in healthy adults (N=58). We found that, while perspective-taking played a role in reading the behaviour of others independently of the social context, action prediction abilities specifically influenced the agents’ performance in an interactive task but not in a control (social but non-interactive) task. In our study, performance at a theory of mind test did not play any role, as confirmed by Bayesian analyses. The results suggest that, in adults, sensorimotor predictive mechanisms might play a significant and specific role in supporting interpersonal coordination during motor interactions. We discuss the implications of our findings for the contrasting theoretical views described above and propose a way they might be partly reconciled.

scholarly journals Are “Theory of Mind” Skills in People with Epilepsy Related to How Stigmatised They Feel? An Exploratory Study

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
A. J. Noble ◽  
A. Robinson ◽  
A. G. Marson
Keyword(s):  
Theory Of Mind ◽  
Exploratory Study ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Frontal Lobe Epilepsy ◽  
Idiopathic Generalised Epilepsy ◽  
Related Stigma ◽  
Alternative Approaches ◽  
The Mind ◽  
First Time

Feelings of stigma are one of the main burdens reported by people with epilepsy (PWE). Adults with temporal or frontal lobe epilepsy and children with idiopathic generalised epilepsy are at risk of Theory of Mind (ToM) deficits. ToM refers to social cognitive skills, including the ability to understand the thoughts, intentions, beliefs, and emotions of others. It has been proffered that ToM deficits may contribute to the feelings of stigma experienced by PWE. In this study we tested this for the first time. We also determined the association between clinical and demographic factors and ToM performance. Five hundred and three PWE were recruited via epilepsy organisations and completed measures online. Feelings of stigma were measured using Jacoby’s Stigma Scale, whilst the Reading the Mind in the Eyes Test and the Faux Pas Test measured ToM. The median age of participants was 37 years, their median years living with epilepsy were 15, and 70% had experienced seizures in the prior 12 months. Feelings of stigma held a negligible, negative, and nonsignificant association with ToM performance (rs  −0.02 and-0.05). Our results indicate that the ToM model for understanding epilepsy stigma has limited utility and alternative approaches to understanding and addressing epilepsy-related stigma are required.

Differential Effects of Lesions of the Amygdala and Prefrontal Cortex on Recognizing Facial Expressions of Complex Emotions

2005 ◽  
Vol 17 (9) ◽  
pp. 1410-1419 ◽  
Author(s):  
P. Shaw ◽  
J. Bramham ◽  
E. J. Lawrence ◽  
R. Morris ◽  
S. Baron-Cohen ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Facial Expressions ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Emotional Expressions ◽  
Focal Lesions ◽  
Negative Valence ◽  
Prefrontal Cortical ◽  
Wide Range ◽  
The Right

Humans can detect facial expressions of both simple, basic emotions and expressions reflecting more complex states of mind. The latter includes emotional expressions that regulate social interactions (“social expressions” such as looking hostile or friendly) and expressions that reflect the inner thought state of others (“cognitive expressions” such as looking pensive). To explore the neural substrate of this skill, we examined performance on a test of detection of such complex expressions in patients with lesions of the temporal lobe (n = 54) or frontal lobe (n = 31). Of the temporal group, 18 had unilateral focal lesions of the amygdala and of the frontal group, 14 patients had unilateral lesions of the ventromedial prefrontal cortex-two regions held to be pivotal in mediating social cognitive skills. Damage to either the left or right amygdala was associated with impairment in the recognition of both social and cognitive expressions, despite an intact ability to extract information relating to invariant physical attributes. Lesions to all of the right prefrontal cortex-not just the ventromedial portions-led to a specific deficit in recognizing complex social expressions with a negative valence. The deficit in the group with right prefrontal cortical damage may contribute to the disturbances in social behavior associated with such lesions. The results also suggest that the amygdala has a role in processing a wide range of emotional expressions.

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