scholarly journals Childhood abuse and adult socio-cognitive skills: Distinguishing between self and other following early trauma

2019 ◽  
Author(s):  
Anna Hudson ◽  
Lize De Coster ◽  
Hanne Spoormans ◽  
Sylvia Verbeke ◽  
Kaat Van der Jeught ◽  
...  
Keyword(s):  
Childhood Abuse ◽  
Cognitive Processes ◽  
Cognitive Skills ◽  
Adult Survivors ◽  
Imitative Behavior ◽  
Abuse Survivors ◽  
Therapeutic Practice ◽  
Self And Other ◽  
Imitation Inhibition ◽  
Early Trauma

Experience of childhood abuse impairs complex social functioning in children; however, much less is known about its effects on basic socio-cognitive processes and even fewer studies have investigated these in adult survivors. Using two behavioral tasks, this study investigated spontaneous theory of mind (ToM) and imitative behavior in 41 women with childhood abuse (CA) and 26 unaffected comparison women (UC). In the spontaneous ToM task, UCs showed a larger ToM index than CAs, indicating more facilitation by knowledge of another’s false belief. In the imitation-inhibition task, CAs experienced less interference than UCs when observing another’s incongruent movements. After controlling for depression, differences in ToM became marginally significant, yet remained highly significant for inhibiting imitative behavior. The findings suggest childhood abuse survivors have altered perspective-taking, and are less influenced by others’ perspectives, potentially due to changes in self-other distinction. Clinical implications regarding therapeutic practice with survivors of childhood abuse are discussed.

scholarly journals Childhood Abuse and Adult Sociocognitive Skills: Distinguishing Between Self and Other Following Early Trauma

2020 ◽  
pp. 088626052090619 ◽  
Author(s):  
Anna R. Hudson ◽  
Lize De Coster ◽  
Hanne Spoormans ◽  
Sylvia Verbeke ◽  
Kaat Van der Jeught ◽  
...  
Keyword(s):  
Childhood Abuse ◽  
Perspective Taking ◽  
Adult Survivors ◽  
False Belief ◽  
Imitative Behavior ◽  
Clinical Implications ◽  
Therapeutic Practice ◽  
Self And Other ◽  
Imitation Inhibition ◽  
Early Trauma

Experience of childhood abuse (CA) impairs complex social functioning in children; however, much less is known about its effects on basic sociocognitive processes and even fewer studies have investigated these in adult survivors. Using two behavioral tasks, this study investigated spontaneous theory of mind (ToM) and imitative behavior in 41 women with CA and 26 unaffected comparison (UC) women. In the spontaneous ToM task, UCs showed a larger ToM index than CAs, indicating more facilitation by knowledge of another’s false belief. In the imitation–inhibition task, CAs experienced less interference than UCs when observing another’s incongruent movements. After controlling for depression, differences in ToM became marginally significant, yet remained highly significant for inhibiting imitative behavior. The findings suggest CA survivors have altered perspective-taking and are less influenced by others’ perspectives, potentially due to changes in self-other distinction. Clinical implications regarding therapeutic practice with survivors of CA are discussed.

Autobiographical Memory Disturbances in Childhood Abuse Survivors

2013 ◽  
pp. 247-264
Author(s):  
Valerie J. Edwards ◽  
Robyn Fivush ◽  
Robert F. Anda ◽  
Vincent J. Felitti ◽  
Dale F. Nordenberg
Keyword(s):  
Autobiographical Memory ◽  
Childhood Abuse ◽  
Abuse Survivors

scholarly journals The Role of Religious Involvement in the Relationship Between Early Trauma and Health Outcomes Among Adult Survivors

2015 ◽  
Vol 9 (3) ◽  
pp. 231-241 ◽  
Author(s):  
Katia G. Reinert ◽  
Jacquelyn C. Campbell ◽  
Karen Bandeen-Roche ◽  
Jerry W. Lee ◽  
Sarah Szanton
Keyword(s):  
Health Outcomes ◽  
Religious Involvement ◽  
Adult Survivors ◽  
Early Trauma ◽  
The Relationship

scholarly journals Flawed self-assessment: Investigating self- and other-perception of second language speech

2014 ◽  
Vol 19 (1) ◽  
pp. 122-140 ◽  
Author(s):  
PAVEL TROFIMOVICH ◽  
TALIA ISAACS ◽  
SARA KENNEDY ◽  
KAZUYA SAITO ◽  
DUSTIN CROWTHER
Keyword(s):  
Second Language ◽  
Cognitive Skills ◽  
Self Assessment ◽  
Actual Performance ◽  
Self And Other ◽  
Grammatical Accuracy ◽  
L2 Perception ◽  
Performance Results ◽  
The Relationship ◽  
Measures Of Performance

This study targeted the relationship between self- and other-assessment of accentedness and comprehensibility in second language (L2) speech, extending prior social and cognitive research documenting weak or non-existing links between people's self-assessment and objective measures of performance. Results of two experiments (N = 134) revealed mostly inaccurate self-assessment: speakers at the low end of the accentedness and comprehensibility scales overestimated their performance; speakers at the high end of each scale underestimated it. For both accent and comprehensibility, discrepancies in self- versus other-assessment were associated with listener-rated measures of phonological accuracy and temporal fluency but not with listener-rated measures of lexical appropriateness and richness, grammatical accuracy and complexity, or discourse structure. Findings suggest that inaccurate self-assessment is linked to the inherent complexity of L2 perception and production as cognitive skills and point to several ways of helping L2 speakers align or calibrate their self-assessment with their actual performance.

scholarly journals Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

2021 ◽  
pp. 160-171
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

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