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This study is designed to assessed how reading impacts the way students think.

Authors call for the embedding of gender dimension in racism experimental psychology or race dimension in sexism experimental psychology (Else-Quest & Hyde, 2016). For example, a non intersectional approach could tend to exclude women of color from research scope either in sampling or measured concepts, while subsequently overgeneralizing (e.g. research on racism towards Black Americans while only using male Black Americans). Using McCall’s (2005) typology of empirical application of intersectionality, this research would fall within intercategorical intersectionality, which assumes that categories (e.g. race) are socially constructed (vs. biologically) but are associated with inequalities and discrimination. In contrast with a color/gender-blind approach, race and gender are considered as meaningful – but non exhaustive – dimensions to understand discrimination processes. Building on previous contributions on intersectional invisibility (Purdie-Vaughns, 2008; Sesko and Biernet, 2010/2018; Neel & Lasseter, 2019), this research will investigate the interpersonal invisibility of Black women through an attentional blindness paradigm. Sesko and Biernat (2010, p. 360) state that “in using the term ‘invisibility’, we do not mean to suggest Black women literally go unnoticed”. In contrast, this is exactly what we suggest. We will replicate Brown-Iannuzzi’s et al. (2014) procedure, while including Black and White women. In their study, these authors often refer to ‘African-Americans’, when they actually mean ‘male African-Americans’. Hence, we propose to further explore interpersonal invisibility bringing an intersectional approach. As we mobilize an attentional blindness paradigm, our main focus are attentional processes, in contrast with Sesko and Biernat (2010/2016) who focused on memory-based tasks. Through this study, we will evaluate the effect of race and gender on invisibility, which are visually cues (and often non-concealable). This first study is a conceptual replication of Brown-Iannuzi et al. (2014) and aims to establish a difference in invisibility between Black men, Black women, White men and White women.

Loneliness and isolation are increasing in societies all around the world (e.g., Victor 2005, 2012). However, the effects of isolation on cognition and the human brain are not clear. Furthermore, while many studies focus on loneliness in elderly people, a recent large survey (Hammond 2019) found that 16-24-year-olds reported higher loneliness levels than any other age group. Other surveys have shown that late adolescence and emerging adulthood are developmental periods in which the highest levels of loneliness are reported in many western countries (Hammond 2016; Twenge 2019). This suggests that individuals in this age group may be specifically sensitive to the effects of isolation. Loneliness amongst young people has been exacerbated by school closures, lockdowns and social distancing due to the pandemic (e.g., Lee 2020, Luchetti 2020). Using experimentally induced, short-term isolation we will assess: i) the effects of isolation on adolescent (age 16-19) emotion, motivation and cognition; ii) behavioural and brain markers that predict individual sensitivity to isolation; and iii) the role of social media usage on the effects of isolation. We will collect structural and functional 7T-MRI data (functional data during a monetary incentive delay (MID) task) and assess whether: i) structural differences in brain development (i.e., whole brain cortical volume, intracortical myelination, white matter volume) and ii) functional sensitivity to rewards (i.e., magnitude of activation during anticipation of rewards) predict individual differences in susceptibility to the effects of isolation. We will collect outcome measures in the domain of emotion, motivation, social processing and cognition and have derived our hypotheses from findings in animal models showing that isolation in adolescence increases reward sensitivity, decreases cognitive control and increases anxiety and fear. In addition, based on previous findings that social exclusion is associated with increased peer influence in adolescence (Falk 2014), we will assess the effects of social isolation on peer influence. We will also assess whether social media and technology use during isolation alters the effects of isolation and aim to identify brain markers of sensitivity to isolation.

This study is designed to assessed how reading impacts the way students think.

Drowning is one of the leading causes of unintentional death, accounting for 7% of injury related deaths worldwide (Franklin et al., 2020). Scholars have therefore sought to investigate the factors which precipitate unintentional drowning with the ultimate goal of creating evidence-based behaviour change strategies. One key avenue for such research is the investigation of the beliefs and cognitions which predict individuals’ intentions to engage in behaviours which exacerbate or reduce their risk of drowning. For example, by investigating the predictors of behaviours such as wearing a life jacket, drinking alcohol near water, or enrolling one’s child in formal swimming education (Hamilton, Keech, et al., 2018; Hamilton, Demant, et al., 2020; Hamilton, Keech, et al., 2020; Peden, Demant, et al., 2018; Peden, Smith, et al., 2018). The aforementioned evidence naturally has inherent value in understanding a range of behaviours, and has in turn been extended into the testing and creation of several theory based public health strategies and behaviour change interventions (Hamilton et al., 2022; Hamilton, Keech, et al., 2018; Hamilton, Peden, et al., 2018; Hatfield et al., 2012). However, despite the value of individual studies, to date there is yet to be an empirical synthesis of the evidence regarding the social cognition predictors of unintentional drowning behaviours. The current research aims to provide such a synthesis, and to provide a more accurate estimate of the predictive effects of social cognition on unintentional drowning behaviours, while controlling for study specific effects and investigating pertinent methodological and theory-based moderators.

This article is from Scientific Reports , volume 4 . Abstract Scientists have traditionally limited the mechanisms of social cognition to one brain, but recent approaches claim that interaction also realizes cognitive work. Experiments under constrained virtual settings revealed that interaction dynamics implicitly guide social cognition. Here we show that embodied social interaction can be constitutive of agency detection and of experiencing another's presence. Pairs of participants moved their “avatars” along an invisible virtual line and could make haptic contact with three identical objects, two of which embodied the other's motions, but only one, the other's avatar, also embodied the other's contact sensor and thereby enabled responsive interaction. Co-regulated interactions were significantly correlated with identifications of the other's avatar and reports of the clearest awareness of the other's presence. These results challenge folk psychological notions about the boundaries of mind, but make sense from evolutionary and developmental perspectives: an extendible mind can offload cognitive work into its environment.

This article is from Scientific Reports , volume 4 . Abstract Scientists have traditionally limited the mechanisms of social cognition to one brain, but recent approaches claim that interaction also realizes cognitive work. Experiments under constrained virtual settings revealed that interaction dynamics implicitly guide social cognition. Here we show that embodied social interaction can be constitutive of agency detection and of experiencing another's presence. Pairs of participants moved their “avatars” along an invisible virtual line and could make haptic contact with three identical objects, two of which embodied the other's motions, but only one, the other's avatar, also embodied the other's contact sensor and thereby enabled responsive interaction. Co-regulated interactions were significantly correlated with identifications of the other's avatar and reports of the clearest awareness of the other's presence. These results challenge folk psychological notions about the boundaries of mind, but make sense from evolutionary and developmental perspectives: an extendible mind can offload cognitive work into its environment.

This article is from Scientific Reports , volume 4 . Abstract Scientists have traditionally limited the mechanisms of social cognition to one brain, but recent approaches claim that interaction also realizes cognitive work. Experiments under constrained virtual settings revealed that interaction dynamics implicitly guide social cognition. Here we show that embodied social interaction can be constitutive of agency detection and of experiencing another's presence. Pairs of participants moved their “avatars” along an invisible virtual line and could make haptic contact with three identical objects, two of which embodied the other's motions, but only one, the other's avatar, also embodied the other's contact sensor and thereby enabled responsive interaction. Co-regulated interactions were significantly correlated with identifications of the other's avatar and reports of the clearest awareness of the other's presence. These results challenge folk psychological notions about the boundaries of mind, but make sense from evolutionary and developmental perspectives: an extendible mind can offload cognitive work into its environment.

This paper, (observing that socialization about, interactions with, and influences of the mass media are interrelated in important and understudied ways), briefly reviews the notion of "self" as defined through socially constructed matrices, and discusses evidence supporting the influence of social cognition as a factor in human behavioral outcomes. The implications of these ideas are examined in terms of media-related behaviors, particularly television usage. The paper proposes a broad reciprocal interaction scheme for elaborating the role of imputed attributions in the process of mass media influences. Following an introduction, the sections discuss self-perception and media use; the self in the context of television usage; social cognitive perceptions of television usage; research possibilities; and steps toward a reciprocal interaction scheme for understanding the processes of mass communication influences. (One figure is included, and 25 references are attached.) (SR)

This paper, (observing that socialization about, interactions with, and influences of the mass media are interrelated in important and understudied ways), briefly reviews the notion of "self" as defined through socially constructed matrices, and discusses evidence supporting the influence of social cognition as a factor in human behavioral outcomes. The implications of these ideas are examined in terms of media-related behaviors, particularly television usage. The paper proposes a broad reciprocal interaction scheme for elaborating the role of imputed attributions in the process of mass media influences. Following an introduction, the sections discuss self-perception and media use; the self in the context of television usage; social cognitive perceptions of television usage; research possibilities; and steps toward a reciprocal interaction scheme for understanding the processes of mass communication influences. (One figure is included, and 25 references are attached.) (SR)

This paper, (observing that socialization about, interactions with, and influences of the mass media are interrelated in important and understudied ways), briefly reviews the notion of "self" as defined through socially constructed matrices, and discusses evidence supporting the influence of social cognition as a factor in human behavioral outcomes. The implications of these ideas are examined in terms of media-related behaviors, particularly television usage. The paper proposes a broad reciprocal interaction scheme for elaborating the role of imputed attributions in the process of mass media influences. Following an introduction, the sections discuss self-perception and media use; the self in the context of television usage; social cognitive perceptions of television usage; research possibilities; and steps toward a reciprocal interaction scheme for understanding the processes of mass communication influences. (One figure is included, and 25 references are attached.) (SR)

This paper, (observing that socialization about, interactions with, and influences of the mass media are interrelated in important and understudied ways), briefly reviews the notion of "self" as defined through socially constructed matrices, and discusses evidence supporting the influence of social cognition as a factor in human behavioral outcomes. The implications of these ideas are examined in terms of media-related behaviors, particularly television usage. The paper proposes a broad reciprocal interaction scheme for elaborating the role of imputed attributions in the process of mass media influences. Following an introduction, the sections discuss self-perception and media use; the self in the context of television usage; social cognitive perceptions of television usage; research possibilities; and steps toward a reciprocal interaction scheme for understanding the processes of mass communication influences. (One figure is included, and 25 references are attached.) (SR)

Investigate the relationship between social cognition, mental health, and social distancing

Investigate the relationship between social cognition, mental health, and social distancing

Investigate the relationship between social cognition, mental health, and social distancing

Our past research has investigated how social roles influence children's prosocial cognition and behaviors through social learning, manifesting the effect of social roles. In this research, we are curious about how social roles influence children's prosocial cognition and behaviors without social learning. Participants are children aging 6 to 7 years.

Social Cognition 2004: Volume 22 , Issue Index. Digitized from IA1628704-05 . Previous issue: sim_social-cognition_2003-12_21_6 . Next issue: sim_social-cognition_2004-02_22_1 .

Social Cognition 1985: Volume 3 , Issue Index. Digitized from IA1628704-05 . Previous issue: sim_social-cognition_1983-1984_2_4 . Next issue: sim_social-cognition_spring-1985_3_1 .

This systematic review is pre-registered according to the NIRO guidelines (https://osf.io/f3brw/). The specific aims of the review are to: 1) characterise the ID groups (non-syndromic and syndromic) being tested across eye-tracking studies of social cognition, 2) describe the eye- tracking paradigms used, 3) report the main analyses and results and 4) identify whether differences in observable social behaviour are measured and analysed in relation to the eye- movement data. A detailed evaluation of the sample characteristics, eye-tracking methods and results will help advance knowledge on social-cognitive ability across non-syndromic and syndromic ID groups. Identifying possible relationships between eye-movements and observable social behaviour across these groups allows exploration of the profiles of social cognition underlying syndrome specific behavioural presentation. It may also provide a valuable method of evaluating whether observed social difficulties represent underlying social-cognitive deficits greater associated with co-occurring ASD than ID alone. Eye- tracking paradigms will be evaluated in terms of sample characteristics (i.e., degree of ID severity, non-verbal/verbal ability), to determine the accessibility of the measures used. Collating this information will support recommendations to improve inclusivity and better represent individuals with ID in social-cognitive research in the future.

Young adults are experiencing a mental health crisis.One factor leading to undersociality is peoples’ underestimation of how positively others will respond to their own sociality (e.g., engaging in a conversation; Epley et al., 2022). Researchers have attempted to address undersociality problems by implementing institutional curriculum, smartphone applications, and social support programs (for a review, see Osborn, Weatherburn, & French, 2021). However, to our knowledge, no study has attempted to increase sociality by correcting peoples’ perceptions of norms. Our norm-based intervention will include in-person educational sessions and informational posters. Given past studies showing that norm-correction about peers’ pro-diversity attitudes increased students’ sense of belonging (Murrar, Campbell & Brauer, 2020), we expect this part of the intervention to be effective at changing perceptions of social norms around empathy and sociality, as well as social behaviors that are downstream of these cognitions.

Young adults are experiencing a mental health crisis.One factor leading to undersociality is peoples’ underestimation of how positively others will respond to their own sociality (e.g., engaging in a conversation; Epley et al., 2022). Researchers have attempted to address undersociality problems by implementing institutional curriculum, smartphone applications, and social support programs (for a review, see Osborn, Weatherburn, & French, 2021). However, to our knowledge, no study has attempted to increase sociality by correcting peoples’ perceptions of norms. Our norm-based intervention will include in-person educational sessions and informational posters. Given past studies showing that norm-correction about peers’ pro-diversity attitudes increased students’ sense of belonging (Murrar, Campbell & Brauer, 2020), we expect this part of the intervention to be effective at changing perceptions of social norms around empathy and sociality, as well as social behaviors that are downstream of these cognitions.

A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical growth and are the basis of cognition. The forces are gradually released from physical growth for cognition at ages 7 (concrete), and 14 (formal). Readiness--cognitive capabilities--are determined by the quantity of available forces. Premature learning is ineffective and robs the body (brain), of its full potentialities, causing premature plateauing of cognitive and learning capacities and emotional maladjustments later on. Educational methods and curriculum should be made more compatible with and supportive of the growth forces of the child. (Author/CS)

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The study examines the relationship between social connectedness and everyday cognition and behaviors. Social connectedness is measured along with perceived social support, loneliness, everyday memory, awareness, rumination, sleep, depression, and anxiety.

A study compared the literary response and character attribution processes of 40 undergraduate students on the basis of differences in their interpersonal construct repertoire, or "interpersonal cognitive complexity." No studies to date have explored the ways in which cognitive complexity influences readers' overall responses to literature or the "types" of attributions that readers of high and low complexity are likely to make about literary characters. Informants were asked to complete a measure of cognitive complexity, to read a short story, and to respond in writing to two questions at four separate junctures in the story: "What is your overall response?" and "Why do you suppose the main character behaved as he did?" Analyses of written protocols indicated that cognitive complexity is more associated with the ways in which readers make inferences in search of meaning than with their literal/descriptive responses, personal associations, or engagement. Attributions which frame characters' personality traits in the context of temporal psychological states and external influences appear to characterize this search for meaning. The findings and analytic framework generated by the study are useful for researchers and practitioners interested in identifying and understanding readers' literary response and character attribution processes from a social-cognitive perspective. (Three tables of data are included; 48 references are attached.) (Author)

An issue facing researchers who study very select populations is how to obtain reliability estimates on instruments. When the populations and resulting samples are very small and select, the ability to obtain reliability estimates becomes very difficult. As a result, many researchers ignore reliability concerns and forge ahead with data collection. In response to this concern, concepts associated with the model of social cognition of A. Bandura and the model of systematic desensitization of J. Wolpe were applied to 90 undergraduates who completed the 10-item, Likert-type Communication Satisfaction Scale (CSS). The CSS is designed to assess the attitudes of intubated patients in a hospital intensive care unit. The purpose of this study was to explore the potential use of imagery and social cognition to estimate instrument reliability for very selective samples. Stimuli (text, auditory, and visual) were provided to enable subjects to imagine being an intubated patient. Internal reliability calculations (Cronbach's alpha index) revealed an estimate of 0.83 for the entire scale. The results are discussed within a social cognition and a measurement framework. These results may have profound implications for estimating instrument reliability that cannot be tested feasibly in large samples prior to implementation. While the resulting reliabilities cannot be directly applied to the intubated sample, the procedure may provide critical feedback to researchers and instrument developers prior to the actual administration of the instrument. The CSS is included. (Author/SLD)

An issue facing researchers who study very select populations is how to obtain reliability estimates on instruments. When the populations and resulting samples are very small and select, the ability to obtain reliability estimates becomes very difficult. As a result, many researchers ignore reliability concerns and forge ahead with data collection. In response to this concern, concepts associated with the model of social cognition of A. Bandura and the model of systematic desensitization of J. Wolpe were applied to 90 undergraduates who completed the 10-item, Likert-type Communication Satisfaction Scale (CSS). The CSS is designed to assess the attitudes of intubated patients in a hospital intensive care unit. The purpose of this study was to explore the potential use of imagery and social cognition to estimate instrument reliability for very selective samples. Stimuli (text, auditory, and visual) were provided to enable subjects to imagine being an intubated patient. Internal reliability calculations (Cronbach's alpha index) revealed an estimate of 0.83 for the entire scale. The results are discussed within a social cognition and a measurement framework. These results may have profound implications for estimating instrument reliability that cannot be tested feasibly in large samples prior to implementation. While the resulting reliabilities cannot be directly applied to the intubated sample, the procedure may provide critical feedback to researchers and instrument developers prior to the actual administration of the instrument. The CSS is included. (Author/SLD)

Noting that the lower performance of low-income children on false belief tasks in comparison to that of middle-income children has not been adequately explained, this study examined the possibility that black children's experiences and talents with storytelling may facilitate their performance on false belief tasks when narrative questions are used. Participating in the study were 36 black and 36 white low-income preschool children (average age 53 months). The children were given two types of false belief (FB) tasks, standard and narrative FB tasks. It was hypothesized that black children would perform better than white children on narrative FB tasks and that black children would perform better on narrative questions than they would on standard questions. Results indicated that black children's scores on the standard and narrative questions were equivalent, but that white children's narrative FB scores were significantly lower than their standard FB scores. Overall, black children had higher scores than white children on narrative questions. Black children's cultural experience with storytelling is cited as a possible reason for their performance on FB tasks. (Contains 14 references.) (KB)

The primary aims of this paper are to (1) clarify what is meant by an action theory perspective on the study of human development, and (2) report a series of developmental studies focusing on social cognition. In particular, it is pointed out that theories, methodologies, and empirical strategies realize an action theory perspective if human beings are assumed to be potentially reflective and to act intentionally with reference to the environment. An action theory perspective on psychological development regards development itself as actively initiated through intentional, goal-directed actions and interactions of the developing subjects themselves. Methods consistent with the perspective include a combination of systematic observations and self-confrontation interviews. Specific studies reported were undertaken in three interaction contexts to evaluate the role of thinking about action. Contexts involved action accompanying social cognition in children's traffic behavior, in referential communication between parent and child, and in trainer/trainee interaction between adults and adolescents. Concluding remarks focus on potential contributions of the redefinition of social cognition as thinking about action. (RH)

The primary aims of this paper are to (1) clarify what is meant by an action theory perspective on the study of human development, and (2) report a series of developmental studies focusing on social cognition. In particular, it is pointed out that theories, methodologies, and empirical strategies realize an action theory perspective if human beings are assumed to be potentially reflective and to act intentionally with reference to the environment. An action theory perspective on psychological development regards development itself as actively initiated through intentional, goal-directed actions and interactions of the developing subjects themselves. Methods consistent with the perspective include a combination of systematic observations and self-confrontation interviews. Specific studies reported were undertaken in three interaction contexts to evaluate the role of thinking about action. Contexts involved action accompanying social cognition in children's traffic behavior, in referential communication between parent and child, and in trainer/trainee interaction between adults and adolescents. Concluding remarks focus on potential contributions of the redefinition of social cognition as thinking about action. (RH)

Young adults are developing in a heavily technology-based era. Where technology is not only used for education but also for leisure purposes. Screen-based media is rapidly evolving, so much so that it has become a standard concept associated with development. With the increasing engagement with social media platforms, people are subjected to unrealistic standards and expectations, as individuals often compare themselves to others and feel pressure to conform. Additionally, heavy engagement with social media platforms raises concerns about young adults' social development, as it can contribute to social isolation, lead to decreased face-to-face interactions, and foster shallow connections. Thus, navigating this technology-driven landscape, young adults must remain mindful of the potential pitfalls that excessive engagement with social media may pose to their overall social development. As such, the primary objective of this study is to understand the implications of various social media platforms on young adults' social development, specifically social anxiety. Further, I would like to examine if the association between screen time and social anxiety depends on gender. Potential positive outcomes include educators, parents, and policymakers working collaboratively to implement strategies that promote a healthy balance between technology use and face-to-face interactions by understanding the potential challenges associated with social media engagement.

This study is aimed at improving children’s learning both of school mathematics and of mental state concepts that are an essential part of learning to learn. Preschool is a crucial time for learning school-relevant skills building on core cognitive systems for representing number and social systems. Interventions during this time may help to notably increase school readiness, particularly in numerical/mathematical and socio-cognitive domains. In spite of the theoretical support in favor of such interventions, as well as the relevance of socio-cognitive and mathematical concepts to success in both school and life, few previous preschool interventions have specifically compared learning in these two domains. Here, we asked whether card and board games that exercise intuitive math and social concepts enhance children’s school-based learning.

In this study, we aim to examine the psychological mechanisms underlying the inability to distinguish between fake and real news, belief in fake news, and sharing fake news on social media. Within the scope of the study, we will test the hypotheses of the Motivated Reasoning and Cognitive Decoupling Accounts against each other in understanding the fake news phenomenon. In addition to the expectations of these two approaches, as an original hypothesis, we will test whether social/cultural factors play a moderator role in the relationship between analytical thinking and believing and sharing fake news.

This study seeks to disentangle the effects of movement fluidity, movement meaning, and the interaction between the two on emotions (positive, negative, and self-transcendent positive), creativity, race conceptions, and affective responses to a video about the impact of racism on health. Participants recruited online (N = 500) will be randomly assigned to draw six lines that are fluid or non-fluid (from Slepian & Ambady, 2012) and to ascribe sacred or non-sacred meaning to the arm movements. Participants will draw three lines at the beginning of the study and three additional lines throughout the study and complete a selection of dependent variables after the third through sixth line drawings. This study is both a direct (for outcome of positive & negative emotions) and a conceptual (for fluid movement manipulation and outcomes of creativity, race conceptions, affective responses to a video about the impact of racism on health) replication of Slepian & Ambady (2012) and Slepian et al. (2014) as well as an extension (for outcome of self-transcendent positive emotions as well as the sacred meaning manipulation) of this research.

People often experience lapses while pursuing their goals. Research has shown that how people respond to these lapses is key in determining whether they go on to successfully achieve their goals. For example, people who respond to lapses with self-kindness and acceptance (i.e., self-compassion; Neff, 2003) are more likely to successfully pursue their goals (e.g., Miyagawa et al., 2018) while those who respond with self-criticism and self-blame are more likely to abandon their goals (e.g., Powers et al., 2007). In the current research, we suggest that how people respond to lapses can be viewed like other responses and behaviors (e.g., writing a report, remaining calm). On this basis, we examine whether social cognition models such as the Theory of Planned Behavior (TPB; Ajzen, 1991) and the Prototype Willingness Model (PWM; Gibbons et al., 1998), which investigate the factors that determine whether people will perform a particular behavior, help to explain whether people will respond to lapses with self-compassion. Additionally, based on evidence that people high in perfectionistic concerns (PC) tend to respond to failures with self-criticism (e.g., Lizmore et al., 2017), we will also investigate whether the TPB and the PWM may explain why people high in PC struggle to respond with self-compassion.

This article is from BMC Psychiatry , volume 14 . Abstract Background: The relationship between neurocognition and symptomatology in people with schizophrenia has been established. The present study examined whether social cognition could mediate this relationship. Methods: There were 119 participants (58 people with paranoid schizophrenia and 61 healthy controls) participated in this study. Neurocognition was assessed by Raven’s Progressive Matrices Test, the Judgment of Line Orientation Test, and the Tower of London Test. Psychiatric symptoms in people with schizophrenia were assessed by the Positive and Negative Syndrome Scale. Social cognition was measured by the Faux Pas Test, the “Reading the Mind in the Eyes” Test, and the Interpersonal Reactivity Index. Results: Results were consistent with previous findings that neurocognition and social cognition were impaired in the clinical participants. A novel observation is that social cognition significantly mediated the relationship between neurocognition and symptomatology. Conclusions: These findings suggest that neurocognitive deficits predispose people with schizophrenia to worse psychiatric symptoms through the impairment of social cognition. Findings of the present study provide important insight into a functional model of schizophrenia that could guide the development of cost-effective interventions for people with schizophrenia.

This article is from BMC Psychiatry , volume 14 . Abstract Background: The relationship between neurocognition and symptomatology in people with schizophrenia has been established. The present study examined whether social cognition could mediate this relationship. Methods: There were 119 participants (58 people with paranoid schizophrenia and 61 healthy controls) participated in this study. Neurocognition was assessed by Raven’s Progressive Matrices Test, the Judgment of Line Orientation Test, and the Tower of London Test. Psychiatric symptoms in people with schizophrenia were assessed by the Positive and Negative Syndrome Scale. Social cognition was measured by the Faux Pas Test, the “Reading the Mind in the Eyes” Test, and the Interpersonal Reactivity Index. Results: Results were consistent with previous findings that neurocognition and social cognition were impaired in the clinical participants. A novel observation is that social cognition significantly mediated the relationship between neurocognition and symptomatology. Conclusions: These findings suggest that neurocognitive deficits predispose people with schizophrenia to worse psychiatric symptoms through the impairment of social cognition. Findings of the present study provide important insight into a functional model of schizophrenia that could guide the development of cost-effective interventions for people with schizophrenia.

Understanding social cognition in the world

Understanding social cognition in the world

Understanding social cognition in the world

Understanding social cognition in the world

Social Cognition 2007: Volume 25 , Issue INDEX/CONTENTS. Digitized from IA1628704-05 . Previous issue: sim_social-cognition_2006-12_24_6 . Next issue: sim_social-cognition_2007-02_25_1 .

Social Cognition 2008: Volume 26 , Issue INDEX/CONTENTS. Digitized from IA1628704-05 . Previous issue: sim_social-cognition_2008-06_26_3 . Next issue: sim_social-cognition_2008-08_26_4 .

Social Cognition 2008: Volume 26 , Issue INDEX/CONTENTS. Digitized from IA1628704-05 . Previous issue: sim_social-cognition_2008-06_26_3 . Next issue: sim_social-cognition_2008-08_26_4 .

This project seeks to understand the role that aberrant eye-movements and gaze patterns in ASD may play in the organization of visual processing mechanisms and how the basic retinotopic maps in early visual cortices may develop atypically as a consequence of these anomalies in gaze. The underlying premise is that basic sensory processing anomalies may be related to what at first blush appear to be social deficits e.g. not looking a peer in the eye during communication. Work using high-density event-related potentials (ERPs) has revealed atypical visual adaptation functions in Autism, again pointing to basic sensory processing anomalies in this population. Our research team is developing precise retinotopic mapping procedures using functional neuroimaging, procedures appropriate for detailed mapping of early visual maps in the often challenging-to-test ASD pediatric population.

In the comparative literature, three theories have emerged to try and explain the evolution of primate intelligence. Two of these theories, the tool use theory and the social brain theory, posit the existence of distinct physical and social domains of intelligence. The cultural intelligence hypothesis, on the other hand, favours the development of co-evolved, and so correlated, domains of intelligence. We set out to collect, compare and summarise the evidence for these theories.

In the context of the current novel coronavirus disease 2019 (COVID-19) pandemic, researchers have applied social cognition models to identify the modifiable predictors of behaviors aimed at preventing the transmission of the coronavirus that causes COVID-19, such as social distancing, hand washing, and use of facemasks and other personal protective equipment (PPE). Such research has value as it may identify potential targets for behavior interventions aimed at promoting participation in these preventive behaviors to minimize rates of infection. In addition, these behaviors are not only relevant to the prevention of the spread of COVID-19, but also to the prevention of other similar respiratory infections, such as the common cold and influenza. In the context of the pandemic, it is timely to investigate the extent to which social cognition models are effective in explaining variance in individuals’ participation in these preventive behaviors. In the present study, we aim to quantitatively synthesize relations between constructs derived from key social cognition theories and these preventive behaviors using meta-analysis. This research will provide government and policy makers, healthcare practitioners, and scientists and researchers with cumulative evidence of the constructs that are consistently related to these behaviors and assist in estimating the true variability of these relations once methodological artefacts (sampling error) have been corrected for. The extent of the variability may provide an indication of whether the relations are consistent across illnesses (e.g., influenza, common cold, COVID-19) or whether moderator variables exists. The research has value in that it will not only assist in informing intervention targets, but also demonstrate whether interventions targeting particular social cognition constructs will be effective regardless of the illness. This is particularly important in the midst of the current pandemic given the very real threat of a ‘second wave’ of COVID-19 infections and also the risks of parallel outbreaks of influenza and other common respiratory infections that may exacerbate the human and economic burden on healthcare provision. It may also inform future interventions to promote preventive behaviors in the event of future pandemics.

Social Cognition is an active publication covering research on topics related to social cognition. It was established in 1983 and is published bi-monthly by Guilford Publications, Inc. The periodical aims to publish empirical research that advances the understanding of social cognitive processes. This may include studies on self-perception, self-concept, the biological underpinnings of social cognition as explored in social neuroscience, and the intricate relationship between memory and social schemata. It also focuses on how emotions affect perception and memory. Social Cognition can be found online at: https://guilfordjournals.com/loi/soco

BACKGROUND: Anorexia Nervosa (AN) is a complex eating disorder affecting approximately 1% of the population. It has the highest mortality rate amongst all psychiatric disorders, 5.4 times that of other psychiatric illnesses. Moreover, treatment resistance remains a significant challenge, with less than 50% of adults with AN reaching full recovery. To improve understanding of the illness, theoretical models have postulated that social-emotional processing difficulties have a key in perpetuating anorexia nervosa (AN) by increasing conflict and isolation. Through these interpersonal difficulties the illness has more room to grow and the person with AN might feel greater need to rely on eating disorder related behaviours as coping mechanisms. However, in experimental and clinical research there is still a great deal of uncertainty regarding what these difficulties might look like in practice and how they could be measured or targeted in treatment. This study aims to address this gap in literature by piloting and evaluating four new social cognition tasks designed to assess emotional reactivity and interpretation biases in and outside of neuroimaging environment. The tasks have been created based on personal stories told by people with lived experience of AN and have been designed to address criticisms laid at previous paradigms, such as the use of static images. AIMS: This study will aim to evaluate the four new tasks assessing emotional reactivity and interpretation in and outside of neuroimaging environment using a case-control design. We will also explore the extent to which social-emotional processing during these tasks is associated with illness severity and longitudinal outcomes. SETTING: The study will be conducted at King’s College London. Participants with AN will be recruited from local eating disorders services at South London & Maudsley NHS Trust. Healthy comparison participants will be recruited from the local community. APPROACH: This study will use mixed case-control design with both cross-sectional and longitudinal elements. We will examine differences between 140 young people with and without AN in behavioural and brain responses emotionally provoking film stimuli as well as ambiguous emotional films. Longitudinally we will explore the associations between performance on these tasks and self-reported symptomatology and illness stage assessed at two follow-up time points.

BACKGROUND: Anorexia Nervosa (AN) is a complex eating disorder affecting approximately 1% of the population. It has the highest mortality rate amongst all psychiatric disorders, 5.4 times that of other psychiatric illnesses. Moreover, treatment resistance remains a significant challenge, with less than 50% of adults with AN reaching full recovery. To improve understanding of the illness, theoretical models have postulated that social-emotional processing difficulties have a key in perpetuating anorexia nervosa (AN) by increasing conflict and isolation. Through these interpersonal difficulties the illness has more room to grow and the person with AN might feel greater need to rely on eating disorder related behaviours as coping mechanisms. However, in experimental and clinical research there is still a great deal of uncertainty regarding what these difficulties might look like in practice and how they could be measured or targeted in treatment. This study aims to address this gap in literature by piloting and evaluating four new social cognition tasks designed to assess emotional reactivity and interpretation biases in and outside of neuroimaging environment. The tasks have been created based on personal stories told by people with lived experience of AN and have been designed to address criticisms laid at previous paradigms, such as the use of static images. AIMS: This study will aim to evaluate the four new tasks assessing emotional reactivity and interpretation in and outside of neuroimaging environment using a case-control design. We will also explore the extent to which social-emotional processing during these tasks is associated with illness severity and longitudinal outcomes. SETTING: The study will be conducted at King’s College London. Participants with AN will be recruited from local eating disorders services at South London & Maudsley NHS Trust. Healthy comparison participants will be recruited from the local community. APPROACH: This study will use mixed case-control design with both cross-sectional and longitudinal elements. We will examine differences between 140 young people with and without AN in behavioural and brain responses emotionally provoking film stimuli as well as ambiguous emotional films. Longitudinally we will explore the associations between performance on these tasks and self-reported symptomatology and illness stage assessed at two follow-up time points.