Validation study of the Social Behavior Sequencing Task-Revised: The Assessment of the Social-Cognitive Ability of Schizophrenia

2015 ◽  
Vol 34 (1) ◽  
pp. 1-16
Author(s):  
김나라 ◽  
Jung-Hye Kwon ◽  
이지예 ◽  
이은선 ◽  
Yeojung Kang
Keyword(s):  
Social Behavior ◽  
Cognitive Ability ◽  
Validation Study ◽  
Social Cognitive ◽  
The Social ◽  
Sequencing Task

Developmental Pragmatics

2014 ◽  
Author(s):  
Pamela Rosenthal Rollins
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Cognitive Ability ◽  
Social Cognitive ◽  
Mental States ◽  
Shared Intentionality ◽  
Communicative Intention ◽  
The Social ◽  
Early Interaction

This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.

Development of informational adequacy in speech and writing

1989 ◽  
Vol 10 (4) ◽  
pp. 387-399 ◽  
Author(s):  
Donald L. Rubin ◽  
Lee Galda ◽  
Anthony D. Pellegrini
Keyword(s):  
Cognitive Ability ◽  
Social Cognitive ◽  
Empirical Studies ◽  
Written Communication ◽  
Cognitive Demands ◽  
Face To Face ◽  
Grade Levels ◽  
Cognitive Operations ◽  
The Social ◽  
Audience Adaptation

ABSTRACTTheory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effectively in writing. Empirical studies warranting conflicting conclusions, however, have administered tasks that tap different communication functions, either explanatory or referential. The present study replicates and extends this previous research by administering referential and explanatory communication tasks in both speech and writing to children at three grade levels. In addition, an independent measure of social cognitive ability was administered. Results confirmed increasing differentiation with age between speech and writing, with fifth graders displaying greater informational adequacy in writing. Children's performance in written communication, rather than speech, revealed a dependency on social cognitive ability. Differences between referential and explanatory communication suggested by previous research were confirmed.

The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners

2006 ◽  
Vol 30 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Gil Diesendruck ◽  
Adar Ben-Eliyahu
Keyword(s):  
Social Cognition ◽  
Social Behavior ◽  
Social Cognitive ◽  
Peer Acceptance ◽  
False Belief ◽  
Kindergarten Children ◽  
Cognitive Capacities ◽  
False Belief Understanding ◽  
The Social ◽  
Diverse Cultures

The present study investigated the relationships among Israeli kindergarten children's social cognitive capacities, their popularity, and their social behavior. We found that children's understanding of others' behavioral motives was positively related to their popularity, that children's false-belief understanding was positively related to peers' positive behavioral and teachers' prosocial evaluations of them, and that children's understanding of emotions was positively related to teachers' prosocial ratings but negatively related to both peers' negative behavioral and teachers' aggressiveness evaluations of them. Moreover, we found that Israeli kindergarten children value the same kinds of social behaviors in their peers as do children from other cultures. The findings substantiate the importance of assessing the implications of a variety of socio-cognitive capacities to the social functioning of young children from diverse cultures.

scholarly journals The social cognitive ability in Han Chinese euthymic patients with bipolar I and bipolar II disorder

2020 ◽  
Author(s):  
Yu Chia Liu ◽  
Huai-Hsuan Tseng ◽  
Yun-Hsuan Chang ◽  
Hui Hua Chang ◽  
Yen Kuang Yang ◽  
...  
Keyword(s):  
Cognitive Ability ◽  
Social Cognitive ◽  
Han Chinese ◽  
Bipolar Ii Disorder ◽  
Bipolar Ii ◽  
The Social

scholarly journals Theory of Mind or Moral Concern? Social Cognitive Ability and Religious Belief in Japan

2019 ◽  
Author(s):  
Tatsunori Ishii ◽  
Katsumi Watanabe
Keyword(s):  
Theory Of Mind ◽  
Cognitive Ability ◽  
Religious Belief ◽  
Cultural Transmission ◽  
Social Cognitive ◽  
East Asian ◽  
Moral Concern ◽  
The Social ◽  
Evolutionary Science ◽  
Science Of Religion

Recently, the cognitive and evolutionary science of religion has discussed if religious belief is rooted in ordinary social cognitive ability. However, there are two incompatible hypotheses that focus on different abilities—the theory of mind and moral concern—and both are supported by research studies with Western samples. Therefore, the present study aimed to test these hypotheses in East Asian samples in Japan. The results of three surveys (N = 207, N = 156, and N = 208) were mixed; the theory-of-mind hypothesis was supported in Study 2, the moral concern hypothesis was supported in Study 3, and neither was supported in Study 1. These results suggest that the effects of the theory-of-mind ability and moral concern for predicting religious belief are not as stable as previously thought, or there is some cultural constraint on the effects. We also consider that other factors (e.g. cultural transmission), in addition to the social cognitive ability, might play a role in constructing our religious belief.

Social Cognition in Gilles de la Tourette Syndrome

2019 ◽  
Vol 30 (4) ◽  
pp. 243-249
Author(s):  
Ronja Weiblen ◽  
Melanie Jonas ◽  
Sören Krach ◽  
Ulrike M. Krämer
Keyword(s):  
Tourette Syndrome ◽  
Social Cognitive ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Theoretical Work ◽  
Neural Processes ◽  
The Social ◽  
Decision Making System ◽  
Social Decision Making ◽  
Work Done

Abstract. Research on the neural mechanisms underlying Gilles de la Tourette syndrome (GTS) has mostly concentrated on abnormalities in basal ganglia circuits. Recent alternative accounts, however, focused more on social and affective aspects. Individuals with GTS show peculiarities in their social and affective domain, including echophenomena, coprolalia, and nonobscene socially inappropriate behavior. This article reviews the experimental and theoretical work done on the social symptoms of GTS. We discuss the role of different social cognitive and affective functions and associated brain networks, namely, the social-decision-making system, theory-of-mind functions, and the so-called “mirror-neuron” system. Although GTS affects social interactions in many ways, and although the syndrome includes aberrant social behavior, the underlying cognitive, affective, and neural processes remain to be investigated.

Collective Human Agency in the Context of Organizational Participation

2017 ◽  
Vol 61 (2) ◽  
pp. 51-68 ◽  
Author(s):  
Wolfgang Georg Weber ◽  
Hans Jeppe Jeppesen
Keyword(s):  
Collective Efficacy ◽  
Social Cognitive ◽  
Work Motivation ◽  
Human Agency ◽  
Employee Participation ◽  
Ecological Approach ◽  
Cognitive Approach ◽  
Organizational Decision Making ◽  
Organizational Participation ◽  
The Social

Abstract. Connecting the social cognitive approach of human agency by Bandura (1997) and activity theory by Leontiev (1978) , this paper proposes a new theoretical framework for analyzing and understanding employee participation in organizational decision-making. Focusing on the social cognitive concepts of self-reactiveness, self-reflectiveness, intentionality, and forethought, commonalities, complementarities, and differences between both theories are explained. Efficacy in agency is conceived as a cognitive foundation of work motivation, whereas the mediation of societal requirements and resources through practical activity is conceptualized as an ecological approach to motivation. Additionally, we discuss to which degree collective objectifications can be understood as material indicators of employees’ collective efficacy. By way of example, we explore whether an integrated application of concepts from both theories promotes a clearer understanding of mechanisms connected to the practice of employee participation.

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