scholarly journals Gender as Embedded Social Cognition

2021 ◽  
Author(s):  
Amanda Diekman ◽  
Toni Schmader
Keyword(s):  
Gender Differences ◽  
Social Cognition ◽  
Social Interactions ◽  
Social Cognitive ◽  
Social Systems ◽  
The Self ◽  
And Gender ◽  
Gender Categories ◽  
The Mind ◽  
Gendered Expectations

We examine gender as a cultural construct enacted through social cognitive processes that are embedded within the self, social interactions, and societal institutions. The embeddedness perspective elaborates how the binary gender categorization can create quite real gendered outcomes and experiences even if gender differences are not biologically essential. These categories take on a reality outside of the mind of perceivers because the meanings attached to gender categories are shared by others in the culture, enacted in social interactions, internalized into self-views, and maintained by social systems. Societal institutions explicitly and implicitly organize around gender, producing gendered norms, roles, and expectations. These norms, roles, and expectations shape the nature of interpersonal interactions both within and across gender lines and an individual’s self-selected experiences. Critically, these social interactions and personal choices in turn create behavioral and cognitive confirmation of the gendered expectations of others. Gendered expectations and experiences become internalized into the self, including one’s own self-concept and gender identity. We close by examining implications of this perspective for gender differences and similarities in social cognition, as well as malleability and stability in gender cognitions and outcomes.

Social Cognition

2020 ◽  
Author(s):  
Kyle G. Ratner
Keyword(s):  
Social Psychology ◽  
Social Cognition ◽  
Interpersonal Relationships ◽  
Impression Formation ◽  
Social Cognitive ◽  
Social Processes ◽  
The Self ◽  
First Century ◽  
Cognitive Revolution ◽  
The Mind

Contemporary models of how the mind operates and methods for testing them emerged from the cognitive revolution in the middle of the 20th century. Social psychology researchers of the 1970s and 1980s were inspired by these developments and launched the field of social cognition to understand how cognitive approaches could advance understanding of social processes. Decades later, core social psychology topics, such as impression formation, the self, attitudes, stereotyping and prejudice, and interpersonal relationships, are interpreted through the lens of cognitive psychology conceptualizations of attention, perception, categorization, memory, and reasoning. Social cognitive methods and theory have touched every area of modern social psychology. Twenty-first-century efforts are shoring up methodological practices and revisiting old theories, investigating a wider range of human experience, and tackling new avenues of social functioning.

scholarly journals Gender Differences in Social Cognition: A Cross-Sectional Pilot Study of Recently Diagnosed Patients with Schizophrenia and Healthy Subjects

2017 ◽  
Vol 63 (8) ◽  
pp. 538-546 ◽  
Author(s):  
Guillem Navarra-Ventura ◽  
Sol Fernandez-Gonzalo ◽  
Marc Turon ◽  
Esther Pousa ◽  
Diego Palao ◽  
...  
Keyword(s):  
Gender Differences ◽  
Social Cognition ◽  
Healthy Subjects ◽  
Emotional Processing ◽  
Female Gender ◽  
Second Order ◽  
Control Group ◽  
Cross Sectional ◽  
And Gender ◽  
The Mind

Objectives: This study had 2 objectives: First, to explore the gender-related differences in emotional processing (EP) and theory of mind—both cognitive (CToM) and affective (AToM)—in patients with schizophrenia and in a control group of healthy subjects; and, second, to examine, from a gender perspective, the possible association between EP and CToM in the AToM performance. Methods: Forty patients with schizophrenia/schizoaffective disorder were recruited and matched by gender, age and years of education with 40 healthy subjects. EP was measured by the pictures of facial affect (POFA) test. CToM was measured using first- and second-order false-belief (FB) stories. AToM was measured by the reading the mind in the eyes test (RMET). Group and gender differences in CToM were analysed using the X2 test, whereas EP and AToM were analysed using the non-parametric Mann–Whitney U Test and a general linear model. Results were adjusted by intelligence quotient and negative symptomatology. Results: Patients with schizophrenia underperformed against healthy subjects in the POFA test, second-order FB, and RMET, but not in first-order FB. No significant gender differences were found. However, there was a trend showing that females outperformed males in the POFA ( P = 0.056). Group ( P < 0.001), POFA ( P < 0.001) and second-order FB ( P = 0.022) were the best factors predicting RMET performance (adjusted R2 = 0.584). Conclusions: Our results suggest that the illness is the main factor related to the deficit in social cognition, except for the basic aspects of the CToM that were unimpaired in most patients. Nevertheless, the influence of female gender in EP should not be neglected in any group. Finally, the hierarchal interaction between these domains is discussed.

scholarly journals Are There Gender Differences in Social Cognition in First-Episode Psychosis?

Women ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 204-211
Author(s):  
Marina Verdaguer-Rodríguez ◽  
Raquel López-Carrilero ◽  
Marta Ferrer-Quintero ◽  
Helena García-Mieres ◽  
Luciana Díaz-Cutraro ◽  
...  
Keyword(s):  
Gender Differences ◽  
Social Cognition ◽  
Attributional Style ◽  
Social Cognitive ◽  
First Episode Psychosis ◽  
Test Theory ◽  
First Episode ◽  
Cognitive Domains ◽  
Episode Psychosis ◽  
The Social

The aim of this study was to explore gender differences in social cognition in a sample of first-episode psychosis (FEP). An observational descriptive study was performed with 191 individuals with FEP. Emotion perception was assessed using the Faces Test, theory of mind was assessed using the Hinting Task, and attributional style was assessed using the Internal, Personal and Situational Attributions Questionnaire. No gender differences were found in any of the social cognitive domains. Our results suggest that men and women with FEP achieve similar performances in social cognition. Therefore, targeting specific needs in social cognition regarding gender may not be required in early interventions for psychosis.

Supporting Social Interactions In Human-Ai Teams: Profiling Human Teammates From Sparse Data

2021 ◽  
Vol 65 (1) ◽  
pp. 665-669
Author(s):  
Rhyse Bendell ◽  
Jessica Williams ◽  
Stephen M. Fiore ◽  
Florian Jentsch
Keyword(s):  
Artificial Intelligence ◽  
Social Cognition ◽  
Social Interactions ◽  
Team Performance ◽  
Intelligent Agents ◽  
Social Intelligence ◽  
Social Cognitive ◽  
Social Cues ◽  
Cognitive Mechanisms ◽  
Human Agent

Artificial intelligence has been developed to perform all manner of tasks but has not gained capabilities to support social cognition. We suggest that teams comprised of both humans and artificially intelligent agents cannot achieve optimal team performance unless all teammates have the capacity to employ social-cognitive mechanisms. These form the foundation for generating inferences about their counterparts and enable execution of informed, appropriate behaviors. Social intelligence and its utilization are known to be vital components of human-human teaming processes due to their importance in guiding the recognition, interpretation, and use of the signals that humans naturally use to shape their exchanges. Although modern sensors and algorithms could allow AI to observe most social cues, signals, and other indicators, the approximation of human-to-human social interaction -based upon aggregation and modeling of such cues is currently beyond the capacity of potential AI teammates. Partially, this is because humans are notoriously variable. We describe an approach for measuring social-cognitive features to produce the raw information needed to create human agent profiles that can be operated upon by artificial intelligences.

Exploring Local Interaction Attributes Affecting Leadership Effectiveness on Assignment in Multinational Companies

2017 ◽  
pp. 37-70
Author(s):  
Iván Tirado-Cordero ◽  
Kathleen M. Hargiss
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Self ◽  
Design System ◽  
Reciprocal Determinism ◽  
Biological Determinants

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

Paranoid Cognition in Social Systems: Thinking and Acting in the Shadow of Doubt

1998 ◽  
Vol 2 (4) ◽  
pp. 251-275 ◽  
Author(s):  
Roderick M. Kramer
Keyword(s):  
Social Cognition ◽  
Social Organization ◽  
Systems Thinking ◽  
Social Cognitive ◽  
Social Dynamics ◽  
Social Systems ◽  
Psychological Theory ◽  
The Social ◽  
New Framework

Distrust and suspicion are common and recurring problems at all levels of social organization, ranging from the interpersonal to the collective. Unfortunately, our understanding of the origins and dynamics of such distrust and suspicion remains far from complete. A primary aim of this research, accordingly, was to articulate a new framework for conceptualizing a form of exaggerated distrust and suspicion termed paranoid social cognition. Drawing on recent psychological theory and research, this framework identifies the social cognitive underpinnings of paranoid cognitions. It also specifies some of the situational determinants of such cognition and elaborates on the psychological, behavioral, and social dynamics that sustain them.

Sincerity, authenticity and profilicity: Notes on the problem, a vocabulary and a history of identity

2018 ◽  
Vol 45 (5) ◽  
pp. 575-596 ◽  
Author(s):  
Hans-Georg Moeller ◽  
Paul J. D’Ambrosio
Keyword(s):  
Identity Formation ◽  
Social Systems ◽  
Modern Society ◽  
Functional Differentiation ◽  
Second Order ◽  
The Self ◽  
Niklas Luhmann ◽  
Basic Vocabulary ◽  
The Individual ◽  
The Mind

This essay attempts to provide a preliminary outline of a theory of identity. The first section addresses what the sociologist Niklas Luhmann has called ‘the problem of identity’, or, in other words, the mind–society (rather than the mind–body) problem: In how far can the internal (psychological) self and the external (social) persona be integrated into a unit? The second section of the essay briefly defines a basic vocabulary of a theory of identity. ‘Identity’ is understood as the existentially necessary formation of a coherence between the ‘self’ (the ‘I’ as it is experienced in thoughts and feelings), its body and its social ‘persona’ (the individual person with its social attributes). Three different major paradigms of identity formation are distinguished from one another: a sincere identity is constructed through a firm commitment of the self to its social roles; an authentic identity is constructed through the creation of a social persona on the basis of one’s unique and original self; a ‘profilic’ identity, as we call it, is shaped by successfully presenting a personal profile under conditions of second-order observation as they prevail, for instance, in the social media, but also in other contemporary social systems. In the third section of the essay, we present a sketch of the historical sequence of these three paradigms of identity. Although these paradigms are not mutually exclusive and can coexist, it seems that sincerity flourished in pre-modern society, while authenticity came to prominence along with the functional differentiation of modern society and is now, along with the increased significance of second-order observation, gradually overshadowed by the influence of profilicity.

scholarly journals M49. BEHAVIOURAL SOCIAL COGNITION IN SCHIZOPHRENIA SPECTRUM DISORDERS IN COMPARISON TO AUTISM SPECTRUM DISORDER: A SYSTEMATIC REVIEW AND META-ANALYSIS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S152-S153
Author(s):  
Lindsay Oliver ◽  
Iska Moxon-Emre ◽  
Aristotle Voineskos ◽  
Stephanie Ameis
Keyword(s):  
Social Cognition ◽  
Cognitive Deficits ◽  
Social Cognitive ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Significant Difference ◽  
Social Cognitive Deficits ◽  
Meta Analyses ◽  
The Mind

Abstract Background Schizophrenia spectrum disorders (SSDs) and autism spectrum disorder (ASD) both feature social cognitive deficits, which are highly debilitating. These include lower-level processes (e.g. emotion recognition), thought to be subserved by a frontoparietal mirroring network, and higher-level mentalizing processes (e.g. theory of mind), involving cortical midline and lateral temporal brain regions. Across both disorders, impairments in social cognition persist over time, drive disability, and predict functional outcome. Overlapping symptoms in SSDs and ASD have long been recognized, particularly in the realm of social deficits. However, despite some studies including both individuals with SSDs and ASD showing similar levels of social cognitive impairment, including lower-level and higher-level deficits, results are mixed. Thus, our objective was to determine based on the extant literature how deficits in social cognition diverge or overlap between individuals with SSDs and ASD by conducting a systematic review and meta-analysis of studies directly comparing these groups on behavioural social cognitive measures. Methods Literature searches were conducted in MEDLINE, Embase, PsycINFO, and Web of Science to identify articles that utilized behavioural measures to assess social cognition in both SSD and ASD samples. Of 3682 articles identified, 28 met all inclusion criteria. Across the accepted articles, lower-level (e.g. facial and/or context-embedded emotion recognition) and higher-level (e.g. intention understanding, perspective taking) social cognitive measures were identified, and random-effects meta-analyses were conducted for each category. A separate meta-analysis was also conducted for the Reading the Mind in the Eyes test given that it was the most commonly used social cognitive metric. Effect sizes were estimated using Hedges’ g. Homogeneity of effects and publication bias were also assessed for each meta-analysis. Results A significant difference in lower-level social cognitive performance was found between individuals with SSDs and ASD, with the SSD group performing better than the ASD group (Hedges’ g = 0.30, 95% CI [0.05, 0.56], p = .018). In contrast, there was no significant difference in higher-level social cognitive performance between SSD and ASD groups (Hedges’ g = -0.14, 95% CI [-0.52, 0.24], p = .46). Similarly, the Reading the Mind in the Eyes test meta-analysis revealed no significant difference in effect sizes between disorders (Hedges’ g = 0.24, 95% CI [-0.07, 0.55], p = .14). Effect size distributions were significantly heterogeneous in all three cases (all p &lt; .001). Discussion Based on meta-analyses of the extant literature, both shared and differential social cognitive deficits may be present between individuals with SSDs and ASD. Though no differences were detected between SSD and ASD groups on higher-level social cognitive tasks or the Reading the Mind in the Eyes test, lower-level social cognitive deficits were found to be more severe in individuals with ASD than SSDs. Notably, the majority of studies included in the meta-analyses had small sample sizes, and heterogeneity of effect sizes was apparent. Thus, studies including larger sample sizes and validated measures of social cognition in conjunction with other methodologies are needed to substantiate these results, and better understand the shared and unique behavioural underpinnings and associated neural circuit abnormalities underlying social cognitive deficits in SSDs and ASD.

scholarly journals Age and Gender Differences in the Self-Esteem of Chinese Children

1997 ◽  
Vol 137 (3) ◽  
pp. 374-379 ◽  
Author(s):  
David Watkins ◽  
Qi Dong ◽  
Yong Xia
Keyword(s):  
Gender Differences ◽  
Self Esteem ◽  
The Self ◽  
Chinese Children ◽  
Age And Gender ◽  
Age And Gender Differences ◽  
And Gender

scholarly journals Executive function, mentalizing and humor in major depression

2007 ◽  
Vol 14 (1) ◽  
pp. 55-62 ◽  
Author(s):  
J. UEKERMANN ◽  
S. CHANNON ◽  
C. LEHMKÄMPER ◽  
M. ABDEL-HAMID ◽  
W. VOLLMOELLER ◽  
...  
Keyword(s):  
Social Cognition ◽  
Major Depression ◽  
Executive Functions ◽  
Social Interactions ◽  
Cognitive Deficits ◽  
Control Group ◽  
Therapeutic Approaches ◽  
Executive Performance ◽  
Socially Relevant ◽  
And Gender

Major depression is associated with cognitive deficits including memory, executive functions, and affect perception, which have been linked to dysfunction of fronto-subcortical networks. However, little is known about social cognition on more complex socially relevant tasks, such as humor processing. In this investigation a computerized humor-processing task was administered to 27 patients with a diagnosis of major depression (Dep) and 27 healthy controls (HC). Theory of mind (mentalizing) and executive functions were also assessed. Both groups were similar in IQ, age, and gender. Depressed patients performed below the control group with respect to both affective and cognitive aspects of humor processing, and these were related to mentalizing and executive performance. Our findings suggest social cognition deficits in major depression. Ability to process humor and appreciate mentalistic perspectives may in turn influence social interactions and should be given consideration in therapeutic approaches to depression. (JINS, 2008,14, 55–62.)

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