Social Cognition: Empirical Contribution: The Developmental Building Blocks of Psychopathic Traits: Revisiting the Role of Theory of Mind

2014 ◽  
Vol 28 (1) ◽  
pp. 78-95 ◽  
Author(s):  
Carla Sharp ◽  
Salome Vanwoerden
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Building Blocks ◽  
Psychopathic Traits ◽  
Empirical Contribution

scholarly journals The Cerebellum Plays a Role in Cognitive, but Not Affective, Theory of Mind: A Voxel-Based Lesion Mapping Study

2021 ◽  
Author(s):  
pierre-aurélien beuriat ◽  
Shira Cohen-Zimerman ◽  
Gretchen Smith ◽  
Frank Krueger ◽  
Barry Gordon ◽  
...  
Keyword(s):  
Neural Networks ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Social Cognitive ◽  
Cerebellar Injury ◽  
Lesion Symptom Mapping ◽  
Crus I ◽  
Neuropsychological Evidence ◽  
The Impact

Abstract Introduction: Theory of Mind (ToM) is a social-cognitive skill that allows the understanding of the intentions, beliefs, and desires of others. There is a distinction between affective and cognitive ToM, with evidence showing that these processes rely on partially distinct neural networks. The role of the cerebellum in social cognition has only been rarely explored. In this study, we tested whether the cerebellum is necessary for cognitive and affective ToM performance. Material and methods: We investigated adults with traumatic brain injury (n=193) and healthy controls (n=52) using voxel-based lesion-symptom mapping (VLSM) and by measuring the impact on functional connectivity. Results: First, we observed that damage to the cerebellum affected Cognitive but not Affective ToM processing. Further, we found a lateralization effect for the role of the cerebellum in cognitive ToM with participants with left cerebellar injury performing worse than those with right cerebellar injury. Both VLSM and standard statistical analysis provided evidence that left cerebellar Crus I and lobule VI contributed to ToM processing. Lastly, we found that disconnection of the left thalamic projection and the left fronto-striatal fasciculus was associated with poor cognitive ToM performance. Conclusions: Our study is the first to reveal direct causal neuropsychological evidence for a role of the cerebellum in cognitive, but not in affective, ToM, processing. It reinforces the idea that social cognition relies on a complex network functionally connected through white matter pathways that include the cerebellum. It supports evidence that the neural networks underpinning cognitive and affective ToM can be differentiated.

Introduction

2020 ◽  
pp. 1-4
Author(s):  
Shaun Gallagher
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Temporal Structure ◽  
Social Institutions ◽  
Social Contexts ◽  
Standard Theory ◽  
Basic Action ◽  
The Third ◽  
The Social

I outline the motivation for thinking about the connections between action and interaction. I then provide a preview of the remaining chapters. The first part of this book focuses on the nature of action, starting with questions about action individuation, context, the notion of “basic action,” and the temporal structure of action. These topics lead to questions about intention and the sense of agency and ultimately to the idea that we need to consider action in the social contexts of interaction. The second part looks at the role of interaction in discussions of social cognition, building a contrast between standard theory of mind, and embodied and enactive accounts. In the third part I explore possible implications of these considerations for some critical social-political questions concerning autonomy, recognition, justice, and the effects of norms and social institutions on our actions and interactions.

scholarly journals The role of theory of mind and learning of children with autism spectrum disorders in classroom settings

2020 ◽  
Vol 22 (1) ◽  
pp. 10-26 ◽  
Author(s):  
Kelly Whalon ◽  
Sarah K. Cox
Keyword(s):  
Academic Performance ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Social Competence ◽  
Autism Spectrum ◽  
Academic Skill ◽  
Educational Strategies ◽  
Academic Instruction ◽  
And Mathematics

Developing social competence is inherently difficult for learners with autism spectrum disorder (ASD). These challenges related to social competence are often attributed to social cognition including Theory of Mind (ToM) and not only interfere with the ability to attain and maintain social relationships but can also hinder academic performance. Educators are responsible and accountable for improving the academic performance of children with ASD and because of this emphasis on academic instruction, interventions that address social cognition including ToM may be overlooked in classroom settings. Yet, the influence of ToM and social cognition on both social and academic performance makes it essential that educators begin to address these skills early and in classroom settings. The purpose of this paper is to review the ToM construct as well as the links between ToM and the academic skill development of learners with ASD. This article includes examples of evidence-based educational strategies (i.e., reading and mathematics) for students with ASD and explain how these strategies may also support ToM.

scholarly journals Disentangling the role of social cognition processes at early steps of alcohol abuse: The influence of affective theory of mind

2020 ◽  
Vol 102 ◽  
pp. 106187 ◽  
Author(s):  
Séverine Lannoy ◽  
Fanny Gilles ◽  
Farid Benzerouk ◽  
Audrey Henry ◽  
Ali Oker ◽  
...  
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Alcohol Abuse

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Are Deficits in Social Cognition Linked to Autobiographical Memory in Patients with Alzheimer’s Disease?

2016 ◽  
Vol 27 (4) ◽  
pp. 257-264 ◽  
Author(s):  
Johannes H. Scheidemann ◽  
Franz Petermann ◽  
Marc Schipper
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Social Cognition ◽  
Theory Of Mind ◽  
Autobiographical Memory ◽  
Positive Relationship ◽  
Neuropsychological Test ◽  
Clinical Group ◽  
Neuropsychological Test Battery ◽  
Fluency Task

Abstract. We investigated theory of mind (ToM) deficits in Alzheimer‘s disease (AD) and its possible connection to autobiographical memory (ABM). Patients and matched controls were evaluated and compared using a video-based ToM test, an autobiographical fluency task, and a neuropsychological test battery. We found that ToM deficits were positively associated with semantic ABM in the clinical group, whereas a positive relationship appeared between ToM and episodic ABM in controls. We hypothesize that this reflects the course of the disease as well as that semantic ABM is used for ToM processing, being still accessible in AD. Furthermore, we assume that it is also less efficient, which in turn leads to a specific deficit profile of social cognition.

Cognición social en niños con trastorno por déficit de atención con hiperactividad: una revisión narrativa de la literatura

2019 ◽  
Vol 24 (2) ◽  
pp. 43-58
Author(s):  
Ma. Guillermina Yáñez-Téllez ◽  
Daniel Hernández-Torres
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Emotion Recognition ◽  
Pragmatic Language ◽  
Affective Prosody ◽  
Palabras Clave

Los niños con trastorno por déficit de atención con hiperactividad (TDAH) presentan problemas en la interacción social, los cuales pueden ser atribuidos a deficiencias en la cognición social (CS), no obstante, esta función ha sido poco estudiada en esta población. El objetivo de este trabajo fue realizar una revisión de la literatura de los últimos 18 años acerca de la CS en niños con TDAH, en los subdominios de teoría de la mente, reconocimiento de emociones en rostros, lenguaje pragmático y prosodia afectiva. Se realizó una búsqueda en las bases de datos PubMed y Scopus, combinando las siguientes palabras clave: “ADHD”, “social cognition”, “theory of mind”, “emotion recognition”, “pragmatic language” y “affective prosody”. Se seleccionaron artículos desde el 2000 hasta el 2018. El reconocimiento de emociones en rostros es el déficit en CS más reportado, encontrándose fallas en la comprensión de gestos de miedo, tristeza, felicidad y enojo, aunque no de manera consistente. Asimismo, se reportan deficiencias en la teoría de la mente, principalmente en la referencia social, entendimiento de emociones básicas, metarrepresentaciones, inferencias de segundo orden y comprensión de juicios sociales complejos.

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