The Role of Immigration Background, Intergroup Processes, and Social‐Cognitive Skills in Bystanders’ Responses to Bias‐Based Bullying Toward Immigrants During Adolescence

2020 ◽  
Author(s):  
Seçil Gönültaş ◽  
Kelly Lynn Mulvey
Keyword(s):  
Cognitive Skills ◽  
Social Cognitive ◽  
Intergroup Processes

The Role of Social-Cognitive Skills in the Determination of Children's Social Competence

1988 ◽  
Vol 5 (1) ◽  
pp. 9-18
Author(s):  
Susan H. Spence
Keyword(s):  
Social Competence ◽  
Social Perception ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Social Problem Solving ◽  
Self Monitoring ◽  
Cognitive Influences ◽  
Cognitive Behavioural

Very few attempts to enhance children's social competence have incorporated both cognitive and overt skill components. A case is made for the importance of cognitive influences upon children's social functioning. These include not only social-cognitive skills such as social perception, social problem solving and self monitoring but also the role of maladaptive cognitive events which interfere with adequate social response. Evidence concerning the importance of social-cognitive skills is discussed and the need for an integrated cognitive-behavioural approach in children's social enhancement programs is highlighted.

Psychopathology and Development: II. Childhood Experiences and Personality Development

1984 ◽  
Vol 18 (4) ◽  
pp. 314-327 ◽  
Author(s):  
Michael Rutter
Keyword(s):  
Social Context ◽  
Cognitive Skills ◽  
Social Cognitive ◽  
Personality Development ◽  
Personality Structure ◽  
Childhood Experiences ◽  
Reciprocal Interactions ◽  
Single Mechanism ◽  
Complex Patterns

Concepts and empirical findings are reviewed with regard to personality development and to the role of childhood experiences in that process. It is concluded that personality development cannot be reduced to the stabilisation of behavioural traits, to the production of a fixed personality structure or to the acquisition of social-cognitive skills, although there is some form of personality organisation in terms of habits, attitudes, concepts and styles of behaviour. Personality development takes place in a social context, with both continuities and discontinuities stemming from maturational and experiential factors and interactions between them. Chains of indirect linkages result from complex patterns of circular processes involving reciprocal interactions between children and their environments. No single mechanism is responsible and no one theory provides an explanation.

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

2020 ◽  
pp. 1-8
Author(s):  
William Hart ◽  
Christopher J. Breeden ◽  
Charlotte Kinrade
Keyword(s):  
Cognitive Skills ◽  
Person Perception ◽  
Social Cognitive ◽  
Cognitive Skill ◽  
Prediction Skill ◽  
Current Evidence ◽  
College Sample ◽  
Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

Understanding and reducing tension between science and religion: The role of meaning in social cognitive biases and reducing defensiveness

2014 ◽  
Author(s):  
Daryl R. Van Tongeren ◽  
Jeffrey D. Green ◽  
Timothy L. Hulsey ◽  
Cristine H. Legare ◽  
David G. Bromley ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Cognitive Biases ◽  
Science And Religion

scholarly journals Extended parenting and the evolution of cognition

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190495 ◽  
Author(s):  
Natalie Uomini ◽  
Joanna Fairlie ◽  
Russell D. Gray ◽  
Michael Griesser
Keyword(s):  
Life History ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Role Models ◽  
Brain Size ◽  
Social Systems ◽  
Critical Role ◽  
Human Cognition ◽  
Cultural Learning

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent–offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles’ cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

scholarly journals To sext or not to sext. The role of social-cognitive processes in the decision to engage in sexting

2021 ◽  
Vol 38 (4) ◽  
pp. 1410-1429
Author(s):  
Claire Wilson ◽  
Tommy van Steen ◽  
Christabel Akinyode ◽  
Zara P. Brodie ◽  
Graham G. Scott
Keyword(s):  
Cognitive Processes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Relationship Status ◽  
Injunctive Norm ◽  
The Social ◽  
And Behavior ◽  
Insight Into

Technology has given rise to online behaviors such as sexting. It is important that we examine predictors of such behavior in order to understand who is more likely to sext and thus inform intervention aimed at sexting awareness. We used the Theory of Planned Behavior (TPB) to examine sexting beliefs and behavior. Participants (n = 418; 70.3% women) completed questionnaires assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive), control perceptions (self-efficacy and controllability) and intentions toward sexting. Specific sexting beliefs (fun/carefree beliefs, perceived risks and relational expectations) were also measured and sexting behavior reported. Relationship status, instrumental attitude, injunctive norm, descriptive norm and self-efficacy were associated with sexting intentions. Relationship status, intentions and self-efficacy related to sexting behavior. Results provide insight into the social-cognitive factors related to individuals’ sexting behavior and bring us closer to understanding what beliefs predict the behavior.

The Silver Lining in the Dark Cloud of Social Status Insecurity: The Mediating Role of Popularity Goals in the Association Between Social Status Insecurity and Chinese Adolescents’ Bullying Bystander Behaviors

2021 ◽  
pp. 088626052110234
Author(s):  
Yuchi Zhang ◽  
Xiaoyu Lan ◽  
Guanyu Cui ◽  
Jingke Wang
Keyword(s):  
Social Status ◽  
Social Cognitive ◽  
Chinese Adolescents ◽  
Mediating Effects ◽  
The Relationship ◽  
Social Status Insecurity ◽  
Peer Factors ◽  
Defending Behaviors ◽  
Bystander Behaviors

Bullying bystander behavior has an important effect on bullying—both in stopping and facilitating it. Although bullying bystander behaviors have long been understood as a peer group process, existing research that focuses on the role of peer factors is still limited. Moreover, less is known about the social cognitive-related role of peer factors and its underlying mechanisms in adolescents’ bullying bystander behaviors. Accordingly, using resource control theory, this study examines the mediating effects of popularity goals on the associations between social status insecurity and bullying bystander behaviors (active defending behaviors, passive bystanding behaviors) among 333 Chinese adolescents (181 males; Mage = 13.10; SD = .50). Analyses were conducted using SPSS 23 to conduct descriptive and correlation analyses. The hypothesized mediation model was tested using a structural equation modeling approach with bootstrapping techniques (bootstrap replications: 5,000) using AMOS 23. The results showed that popularity goals fully mediated the relationship between adolescents’ social status insecurity and their active defending behaviors. No gender differences in these mediating effects were observed. The results also indicated that popularity goals did not mediate the relationship between social status insecurity and passive bystanding behaviors. These findings enrich our understanding of bullying bystander behaviors and highlight the positive role of social cognitive factors (e.g., popularity goals) in active defending behaviors. Our findings deepen our understanding of bullying bystanders through integrating proximate and ultimate approaches. Our findings have significant practical implications, which suggest that school anti-bullying interventions should value the positive roles of social status insecurity and popularity goals in promoting active defending behaviors.

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