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Results for “social cognition”

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At least 19 recordsLinked to original sources
PubMed1979

Control orientation among alcoholics: a cognitive social learning perspective.

A cognitive social learning model of the maintenance of problem drinking is presented. Basic constructs involving social skills acquisition, experienced cognitive control and self-efficacy expectations as they relate to alcoholism are discussed. It is concluded that the model provides a useful theoretical framework in which to conceptualize the development, maintenance and treatment of drinking problems. A number of specific suggestions are made for further research which test various hypotheses generated by this model.

Adaptation, Psychological↗
PubMed2026

Individual differences in brain dynamics across a social cognition network induced by cortico-cerebellar tDCS in adults with autism spectrum disorder (ASD).

Autism spectrum disorder (ASD) is a neurodevelopmental condition with core diagnostic domains of social communication impairments, restricted interests and repetitive behaviors. Idiosyncratic brain organization is a potential hallmark of ASD. Previous transcranial direct current stimulation (tDCS) studies often targeted dorsolateral prefrontal cortex, with changes oin brain dynamics averaged across the cohort. We utilized a magnetoencephalographic (MEG) array to characterize individual differences in brain dynamics induced by cortico-cerebellar tDCS across nodes of a social cognition network. A randomized, sham-controlled, double-blind, within-subject clinical trial was conducted in a cohort of 24 young adults with ASD or high autistic traits. Two separate sessions of computerized social learning activities were combined with verum/sham tDCS, with anodal electrode over right temporoparietal junction (TPJ) and cathode on right deltoid. Following stimulation, theta- and alpha-band activity were evaluated within nodes of a social cognition network: bilateral TPJ, fusiform, medial prefrontal cortex and Crus I/II of cerebellum. Idiosyncratic participant-specific up- and down-regulation of theta- and alpha-band activity occurred across the network. Activity in right Crus I/II, a region inundated by the stimulation current, strongly correlated with the change of activity summed across all cerebral cortical nodes in theta- but not alpha-band. Intrinsic theta-band activity is believed to mediate input/output relationships in cerebellar cortex and to drive synaptic plasticity. These results suggest that theta-band stimulation of cerebellar cortex might be an effective therapy for individuals on the autism spectrum who present with cerebellar hyperactivity.

Humans↗
PubMed1978

Drug dependence: a study of the relationship between motivational, cognitive, social and historical factors, and treatment variables.

The question of why addicts seek and remain in treatment has received very little attention. In the present study, 40 addicts requesting inpatient treatment for drug dependence were interviewed prior to admission about cognitive, motivational, social, and historical factors. These factors were investigated in relation to their association with certain treatment variables--whether or not the individual subsequently presented for admission, the manner in which inpatient treatment was terminated, and the length of stay. The factors most potent as predictors included the addict's evaluation of the drug unit itself, and social pressures from the family. Forensic factors were found to be positively related to length of admission; and motivation for treatment--a problematic concept which has frequently been regarded as tautologous--is also discussed. The results point to the complex interaction of factors associated with the addict's decision to seek treatment.

Adolescent↗
PubMed1979

Cognitive, social, and other correlates of specific reading retardation.

Children with specific reading retardation were matched with controls on the basis of age, sex, intelligence, and (less successfully) parental education. All subjects were tested on a variety of automated performance tests including the Matching Familiar Figures (MFF) Task, Auditory-Visual Integration, Short-Term Memory, the Continuous Performance Task (CPT), and Motor Performance. All children were assessed socially using the Conners Teacher Questionnaire, and reading-retarded children were rated on the Behavior Problem Checklist. Finally, all children were screened with the Finger Twitch Test and were assessed for left-right awareness. Statistical analysis suggested that the following performance tests discriminated between the groups in this respective order of importance: MFF (Accuracy), Auditory-Visual Integration, and the CPT. The Short-Term Memory Task, MFF Decision Time, and Motor Performance did not distinguish between the groups. Multiple regression equations suggested that scores on the performance tests could account for about 40% of the variance in reading attainment. Several factors from the rating scales (notably those pertaining to attention and anxiety) and left-right awareness also discriminated between the groups.

Achievement↗
PubMed1979

Menstrual symptoms: a social cognition analysis.

Research on menstrual-related cyclicity often reflects assumptions concerning the generality, severity, and physiological basis of symptoms associated with the menstrual cycle. According to arguments presented in recent articles, these assumptions are not fully justified by the empirical data. In addition, there is evidence that symptom associations may be viewed a reflecting, in part, a set of beliefs. In the present article evidence is reviewed which suggests that symptom associations may originate and be maintained by means of biases in the processing of information about cyclicity. Specifically, the origins of biased beliefs may arise from the connotative meaning of, the salience of, and selectivity in processing the information forming the association. In addition, mechanisms which have been tribute to the maintenance of biased perceptions, once associations have been formed, include distortion, autonomy, and category accessibility of the evidence.

Adolescent↗
PubMed1978

Social cues, cognitive style, error magnitude, and male performance on the Felt Figure Replacement Technique.

A series of studies was undertaken to determine possible factors contributing to low predictive utility for Felt Figure Replacement Technique (FFRT) scores from normal, adult males. It was first postulated that normal adult males, compared to normal adult females, are less sensitive to social cues present in the FFRT task. Twenty-six undergraduate males and the same number of undergraduate females were asked to replace both a) department store manikins, thought to be less abstract, and then b) felt figures. While task differences were obtained, these were not dependent on gender, nor did any overall gender differences occur for three types of replacement error. The second study involved 31 college males and 33 college females replacing both felt figures and a male and female confederate. It was assumed that differential attention to social cues would be more visible in this comparison. The general results were identical to the first study.

Cognition↗
PubMed2026

Transcranial Alternating Current Stimulation at 40 Hz Improves Social Functioning in Children With Autism Spectrum Disorder: A Randomized Clinical Trial.

BACKGROUND: Autism spectrum disorder (ASD) lacks rapid and effective interventions for its core social difficulties. The right temporoparietal junction (rTPJ), a critical hub for social cognition, together with gamma band abnormalities implicated in ASD, provides a promising neuromodulation target. METHODS: In this randomized, double-blind, sham-controlled trial, 47 children with ASD (39 male; mean [SD] age = 8.79 [2.71] years) were assigned to receive either 21 sessions of 40-Hz high-definition transcranial alternating current stimulation (tACS) targeting the rTPJ (3 sessions/day for 7 days) or sham stimulation, with assessments conducted at baseline, postintervention (week 1), and a 3-week follow-up (week 4). The primary outcome was change in Ohio State University Autism Rating Scale-DSM-5 (OARS-5) total scores. Secondary outcomes included the Aberrant Behavior Checklist-Second Edition, Social Responsiveness Scale-Second Edition, and Short Sensory Profile. Eye-tracking metrics during Frith-Happ&#xe9; animations were exploratory measures of theory of mind (ToM)-related social cognitive processing. RESULTS: The active group demonstrated significant improvements in OARS-5 total scores at week 1 (mean difference = -1.13, 95% CI [-1.78 to -0.47], p < .001) and week 4 (mean difference = -1.47, 95% CI [-2.20 to -0.74], p < .001). Improvements in selected behavioral and sensory domains were observed. Average fixation duration during ToM animations showed a significant group &#xd7; time interaction. No serious adverse events occurred. CONCLUSIONS: These findings suggest that 40-Hz tACS targeting the rTPJ may be associated with rapid improvements in ASD symptom severity, particularly social functioning, in children with ASD, while being well tolerated. Clinical significance requires further evaluation.

Humans↗
PubMed1978

Competitive social strategies in groups of deprived and experienced rhesus monkeys.

Behavior during competition for water was observed in 2 social groups of young rhesus monkeys (3 females, 3 males in each). Monkeys in one group were socially deprived and those in the other were socially experienced (raised with mother and agemates). Social status, based on dyadic recording of displacements at the water bottle, was predictive of a number of measures related to water consumption and social orientation in both groups, but this measure was less reliable and predictive for the experienced group than for the deprived groups, but this measure was less reliable and predictive for the experienced group than for the deprived group. A major reason for the comparatively low predictive value and reliability of status among experienced monkeys was their ability to influence the behavior of higher status members through responses directed to a 3rd party and other elaborate social strategies, many of which depended on responding to status relations between 2nd and 3rd parties. The fact that such strategies were only observed in the experienced group is a clear indication that the development of higher orders of social cognition is dependent on early social experience.

Animals↗
PubMed1978

The hyperactive child at adolescence: cognitive, emotional, and social functioning.

In view of the paucity of detailed follow-up studies on hyperactive children, the performance of 15 adolescents diagnosed hyperactive 5 years previously was compared to that of a control group of equivalent age, sex, intelligence, and social class. Eleven cognitive tests measuring sustained attention, visual-motor and motor skills, abstraction, and reading ability, as well as three self-assessment tests examining self-esteem, activity level, social functioning, academic status, and career aspirations were administered. The hyperactives performed significantly worse than the controls on the sustained attention, visual-motor, and motor tasks, and on two of the four reading tests. They also gave themselves significantly lower ratings on some of the self-esteem and sociability items. It would appear that the hyperactives at adolescence still have attentional and stimulus-processing difficulties, which affect not only their academic performance but also their social functioning.

Achievement↗
PubMed2026

Social support and cognitive function in postmenopausal women.

OBJECTIVE: An active social lifestyle may protect against cognitive decline in older adults, but few studies have examined specific social support dimensions in relation to specific cognitive domains. This study examines associations between social support dimensions and cognitive function in older women. METHODS: The Early versus Late Intervention Trial with Estradiol (ELITE) was a randomized, double-blinded, placebo-controlled trial of oral 17&#x3b2;-estradiol versus placebo in postmenopausal women, designed primarily to evaluate the timing hypothesis on atherosclerosis progression and cognitive decline; the present analysis is a secondary, hypothesis-generating examination of the psychosocial substudy data (2009-2012). A total of 448 women completed psychosocial assessments every 6 months. Cognitive function was assessed at baseline, 2.5, and 5 years using composite scores for executive function, verbal memory, visual memory, and global cognition derived from 14 standardized tests. Perceived social support was assessed using the Medical Outcomes Study-Social Support Survey (MOS-SSS; 0-100 scale). Paired cognitive-psychosocial assessments were analyzed using linear mixed-effects models adjusted for age, marital status, blood pressure medication, BMI, education, income, race, and randomized treatment (hormone therapy or placebo). RESULTS: A total of 298 women (mean age 60.3&#xa0;y) provided 322 paired visits. Positive associations were observed between instrumental social support and visual memory (&#x3b2;(SE)=0.0044(0.0022), 95% CI: -0.00002 to 0.0088, P=0.051) and between positive social interaction and global cognition (&#x3b2;(SE)=0.0092(0.0046), 95% CI: 0.0001-0.0182, P=0.047). In age-stratified analyses, the positive social interaction-global cognition association was significant among women <65 years (P=0.042) but not women &#x2265;65 years (P=0.34). No association survived false discovery rate (FDR) correction for multiple comparisons. CONCLUSIONS: In this sample of healthy middle- to older-aged women, no association between specific dimensions of social support and cognitive domains was statistically significant after correction for multiple comparisons. These hypothesis-generating findings suggest any association is modest at best and warrant confirmation in studies designed specifically for this question.

Cognitive function↗
PubMed1979

Piaget's stages of cognitive development and adult character structure.

Psychonalytic and Piagetian findings are bridged by understanding character structure. Social cognition of the three character types corresponds to three phase of cognitive development: Symbolic, Intuitive, and (Concrete) Operational. A child constructs his supergo by coordinating his perceptions of his caretaking as he coordinates other perceptions in the Operational Period.

Adolescent↗
PubMed1977

Physical attractiveness, personality, and social reactions to peer pressure.

Following a hypo-deductive theoretical rationale, the relationship between physical attributes, personality development, and susceptibility to peer pressure was assessed. Male and female college students (N = 181) responded to several personality measures previously reported as characteristics attributed to physical attractiveness and a new measure designed to assess peer pressure influences (Dilemmas Test for College Students). Peer-ratings and self-perceptions of facial attractiveness, body form, and general appearance were gathered. Physically attractive persons, in comparison to their lesser attractive peers, were more likely to have internalized socially desirable personality characteristics and show resistance to peer pressure influences. Further, some evidence suggested that attractiveness was related to the internalization of cognitive-social characteristics for males and cognitive-evaluative characteristics for females.

Adolescent↗
PubMed2026

Systematic Review and Transcriptomic Meta-analysis of Environmental Enrichment Reveal Core Molecular Programs of Brain Plasticity.

Environmental enrichment (EE) paradigms in rodents have long demonstrated that enhanced sensory, cognitive, social, and motor stimulation positively impacts brain function, improving learning, memory, and neuroplasticity. These effects have significant implications for understanding cognitive development and mitigating cognitive decline and brain aging. While numerous transcriptomic studies have explored EE-induced molecular changes, a unified view of the genes and pathways consistently modulated remains lacking. To address this gap, we performed a systematic review and meta-analysis. We conducted a comprehensive PubMed search for all studies published up to February 2025 that matched all the following inclusion criteria: (1) employed EE paradigms; (2) were conducted on rodents; (3) utilized genome-wide transcriptomic methods; (4) examined brain regions or neuronal populations. The 323 retrieved articles were manually screened for relevance to the study aims and data availability. Datasets from 20 eligible RNA-seq reports were reprocessed using a unified analysis pipeline and subjected to a meta-analysis with three complementary statistical methods. Despite considerable heterogeneity across studies, our integrative analysis identified consistent gene expression signatures linked to synaptic function, plasticity and their transcriptional regulation. In particular, our findings highlight the upregulation of the activity-dependent transcriptional program, including Fos and Jun family members. These molecular insights advance our understanding of how EE impacts on neuronal and behavioral outcomes, and may inform therapeutic strategies aimed at replicating or enhancing EE benefits. To promote open science and foster further research, we developed an accessible web application, mEEtaBrain, that enables the neuroscience community to navigate and interrogate our meta-analysis results. Substantial methodological heterogeneity across source studies increased variability in the meta-analysis outcomes. The use of stressors or disease models, particularly in rat studies, introduced a major confounding factor and limited reliable interspecies comparison. Overall, the studies exhibited a low to moderate risk of bias.

Neuronal Plasticity↗
PubMed1978

Social skills training and cognitive restructuring with alcoholics.

Social skills training (SST) has been shown to produce significant increases in skills immediately after training. However, persistence of skills has not been demonstrated during the follow-up period. The present study investigated this issue using SST and cognitive restructuring (CR) methods. Twenty-four hospitalized "alcoholics" were allocated to one of the following three group: (i) SST, (ii) CR, and (iii) traditional supportive therapy (TST). Twelve 2-hour sessions were conducted with each group. Before, following, and three months after treatment (i) behaviour ratings through structured interview, (ii) nurses' ratings, (iii) self-reported ratings of social skills and (iv) alcohol intake were recorded. Analysis of variance indicated SST to be significantly superior on all measures compared to CR, which was superior to TST immediately after training. However, 3 months after treatment, the subjects in the CR group indicated greater skill increments than the SST group subjects who, in turn, showed greater improvement than subjects in the TST group. These results led to the conclusion that CR was more effective than SST and TST in producing long-term skill increments. The significance of these findings in providing support for the social learning model of alcohol dependence and cognitive restructuring theory of social skills modification is discussed.

Alcoholism↗
PubMed1977

The development of knowledge about visual perception.

This chapter describes recent theory and research in one limited area of social-cognitive development, namely, the childhood acquisition of knowledge about visual perception. The author and his co-workers have hypothesized that there are two developmental levels of such knowledge. At earlier-developing Level 1, the child understands that others as well as the self see objects, and is also able to infer correctly what objects they do or do not currently see if provided with adequate cues. At later-developing Level 2, the child understands not only that people can see objects, but also that they can have differing visual experiences while seeing the same object; most notably, they can have different spatial perspectival views of it when looking at it from different positions. Arguments and evidence for the developmental distinction between Level 1 and Level 2 knowledge are briefly presented in Section I. A more detailed model of Level 1 knowledge is presented in Section II, together with an account of several studies of its development during the first four years of life. During these early years, children appear to learn a great deal about how to produce visual percepts in others (showing and pointing to things), how to deprive others of percepts (hide objects), and how to diagnose the percepts they currently have (follow others' direction of gaze and pointing gestures). Section III similarly reviews recent theory and research on the development of Level 2 perspective-taking knowledge in older children. This work is focused mainly on the acquisition and use of very general perspective-taking rules, such as the rule that two observers who look at an object array from the same spatial position must on that account necessarily have identical perspectival views of the array. Section IV described further developmental research that could be or is being done on Level 2 knowledge, Level 1 knowledge, and on the Level 1-Level 2 distinction.

Age Factors↗