Does Violence Have Cognitive Correlates?

1987 ◽  
Vol 151 (1) ◽  
pp. 63-68 ◽  
Author(s):  
G. Robertson ◽  
P. J. Taylor ◽  
J. C. Gunn
Keyword(s):  
Cognitive Function ◽  
General Population ◽  
Psychiatric Illness ◽  
Small Extent ◽  
General Intelligence ◽  
Reasoning Ability ◽  
Violent Behaviour ◽  
Cognitive Correlates ◽  
General Ability ◽  
The Relationship

The relationship between cognitive function and violence in 76 remanded prisoners, without formal psychiatric illness, was investigated. The violent group tended to be of slightly lower general ability than the non-violent group, but not abnormally so in relation to the general population; no relationship was found between specific patterns of cognitive functioning and violence. The violent group reported significantly higher levels of neurotic symptoms than the non-violent group, and were more socially deviant. To a small extent general intelligence (reasoning ability), in interaction with many other factors, may be related to a propensity for violent behaviour, but no particular aspect of cortical functioning seems to be related to violence.

Cognitive and Prepulse Inhibition Deficits in Psychometrically High Schizotypal Subjects in the General Population: Relevance to Schizophrenia Research

2012 ◽  
Vol 18 (4) ◽  
pp. 643-656 ◽  
Author(s):  
Stella G. Giakoumaki
Keyword(s):  
Cognitive Function ◽  
General Population ◽  
Prepulse Inhibition ◽  
Future Research ◽  
Attention And Memory ◽  
Schizophrenia Spectrum Disorders ◽  
Schizotypal Personality ◽  
Psychosis Proneness ◽  
Schizophrenia Spectrum ◽  
The Relationship

AbstractSchizophrenia and schizotypal personality disorder share common clinical profiles, neurobiological and genetic substrates along with Prepulse Inhibition and cognitive deficits; among those, executive, attention, and memory dysfunctions are more consistent. Schizotypy is considered to be a non-specific “psychosis-proneness,” and understanding the relationship between schizotypal traits and cognitive function in the general population is a promising approach for endophenotypic research in schizophrenia spectrum disorders. In this review, findings for executive function, attention, memory, and Prepulse Inhibition impairments in psychometrically defined schizotypal subjects have been summarized and compared to schizophrenia patients and their unaffected first-degree relatives. Cognitive flexibility, sustained attention, working memory, and Prepulse Inhibition impairments were consistently reported in high schizotypal subjects in accordance to schizophrenia patients. Genetic studies assessing the effects of various candidate gene polymorphisms in schizotypal traits and cognitive function are promising, further supporting a polygenic mode of inheritance. The implications of the findings, methodological issues, and suggestions for future research are discussed. (JINS, 2012, 18, 1–14)

scholarly journals The Relationship between Theory of Mind and Intelligence: A Formative g Approach

2020 ◽  
Author(s):  
Ester Navarro ◽  
Sara Anne Goring ◽  
Andrew R. A. Conway
Keyword(s):  
Theory Of Mind ◽  
Latent Variable ◽  
Mental States ◽  
Language Ability ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
General Ability ◽  
Alternative Approach ◽  
Psychometric Models ◽  
The Relationship

Theory of Mind (ToM) is the ability to understand that other people’s mental states may be different from one’s own. Psychometric models have showed that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al., 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs & Conway, 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted SEM with formative g to determine whether the relationship between ToM and intelligence is more influenced by language ability (Study 1). Finally, we conducted a psychometric network analysis to examine associations among ToM and intelligence measures (Study 2). Results suggest that the relationship between ToM and intelligence is largely due to language-based factors, not a general ability.

scholarly journals Smoking in chronic psychiatric illness: is it worth it?

1996 ◽  
Vol 20 (9) ◽  
pp. 533-535 ◽  
Author(s):  
C. McDonald ◽  
N. Sheppard
Keyword(s):  
General Population ◽  
Psychiatric Disorders ◽  
Psychiatric Illness ◽  
Psychiatric Patients ◽  
Lower Income ◽  
The Mean ◽  
The Relationship ◽  
Chronic Psychiatric Patients

The prevalence of smoking is higher among chronic psychiatric patients than the general population, in spite of their lower income. The purpose of this study was to calculate the percentage of income these patients spend on smoking and to discuss the relationship between smoking and chronic psychiatric disorders, in particular schizophrenia. Ninety-six smokers were included in the study. The mean percentage expenditure on smoking was 294% of income. We discuss why chronic psychiatric patients smoke so much, why they should not, and what factors may encourage them to quit.

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

Shall I trust you? From child human-robot interaction to trusting relationships

2019 ◽  
Author(s):  
Cinzia Di Dio ◽  
Federico Manzi ◽  
Giulia Peretti ◽  
Angelo Cangelosi ◽  
Paul L. Harris ◽  
...  
Keyword(s):  
Behavioral Pattern ◽  
Human Robot Interaction ◽  
School Age Children ◽  
Social Relevance ◽  
Robot Interaction ◽  
Cognitive Correlates ◽  
The Social ◽  
The Relationship

Studying trust within human-robot interaction is of great importance given the social relevance of robotic agents in a variety of contexts. We investigated the acquisition, loss and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in-vivo. The relationship between trust and the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. No differences were found in children’s trust in the play-partner as a function of agency (human or robot). Nevertheless, 3-years-olds showed a trend toward trusting the human more than the robot, while 7-years-olds displayed the reverse behavioral pattern, thus highlighting the developing interplay between affective and cognitive correlates of trust.

scholarly journals Hippocampal regenerative medicine: neurogenic implications for addiction and mental disorders

2021 ◽  
Author(s):  
Lee Peyton ◽  
Alfredo Oliveros ◽  
Doo-Sup Choi ◽  
Mi-Hyeon Jang
Keyword(s):  
Decision Making ◽  
Prefrontal Cortex ◽  
Executive Function ◽  
General Population ◽  
Mental Disorders ◽  
Psychiatric Illness ◽  
Neural Circuitry ◽  
Brain Regions ◽  
Neuropsychiatric Disease ◽  
Motivated Behavior

AbstractPsychiatric illness is a prevalent and highly debilitating disorder, and more than 50% of the general population in both middle- and high-income countries experience at least one psychiatric disorder at some point in their lives. As we continue to learn how pervasive psychiatric episodes are in society, we must acknowledge that psychiatric disorders are not solely relegated to a small group of predisposed individuals but rather occur in significant portions of all societal groups. Several distinct brain regions have been implicated in neuropsychiatric disease. These brain regions include corticolimbic structures, which regulate executive function and decision making (e.g., the prefrontal cortex), as well as striatal subregions known to control motivated behavior under normal and stressful conditions. Importantly, the corticolimbic neural circuitry includes the hippocampus, a critical brain structure that sends projections to both the cortex and striatum to coordinate learning, memory, and mood. In this review, we will discuss past and recent discoveries of how neurobiological processes in the hippocampus and corticolimbic structures work in concert to control executive function, memory, and mood in the context of mental disorders.

Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths

Autism ◽  
2021 ◽  
pp. 136236132110206
Author(s):  
Vanessa H Bal ◽  
Ellen Wilkinson ◽  
Megan Fok
Keyword(s):  
Cognitive Impairment ◽  
General Population ◽  
Standardized Tests ◽  
Autism Spectrum ◽  
Cognitive Test ◽  
Cognitive Profiles ◽  
Personal Strengths ◽  
Simons Simplex Collection ◽  
And Performance ◽  
The Relationship

It is essential to recognize the strengths and talents of autistic individuals. Previous studies of extraordinary talents (i.e. skills that stand out relative to the general population) have combined individuals with different skills (e.g. calendrical calculation, drawing) into one group. There has been limited investigation of talents in specific areas and even less consideration of personal strengths (i.e. skills that stand out relative to that person’s other abilities, but not the general population). We extend this literature by examining the relationship between parent-reported talents and strengths and performance on standardized cognitive tests in 1470 children (4–18 years) from the Simons Simplex Collection with autism and IQ above 70. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with parent-reported talents and strengths had different cognitive profiles than children with no reported skill in visuospatial, drawing, computation, or music. Those highlighted for their memory abilities had somewhat more even verbal and nonverbal abilities, relative to children whose memory was not emphasized as a special skill. These results emphasize the importance of exploring strengths separately by domain and a need for more research in this area. Lay abstract Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored “savant skills” (herein referred to as “extraordinary talents”), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual’s other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4–18 years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment.

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