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Beer, Jennifer S. "Current Emotion Research in Social Neuroscience: How does emotion influence social cognition?" Emotion Review 9, no. 2 (2017): 172–80. http://dx.doi.org/10.1177/1754073916650492.
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Neuroscience investigations of emotional influences on social cognition have been dominated by the somatic marker hypothesis and dual-process theories. Taken together, these lines of inquiry have not provided strong evidence that emotional influences on social cognition rely on neural systems which code for bodily signals of arousal nor distinguish emotional reasoning from other modes of reasoning. Recent findings raise the possibility that emotionally influenced social cognition relies on two stages of neural changes: once when emotion is elicited and a different set of changes at the time of social cognitive judgment. These findings suggest that affect infusion models may be a fruitful framework for bridging neuroscience and psychological understanding of the role of emotion in social cognition.
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Berzonsky, Michael D. "Identity Style, Gender, and Social-Cognitive Reasoning." Journal of Adolescent Research 8, no. 3 (1993): 289–96. http://dx.doi.org/10.1177/074355489383004.
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Merkebu, Jerusalem, Michael Battistone, Kevin McMains, et al. "Situativity: a family of social cognitive theories for understanding clinical reasoning and diagnostic error." Diagnosis 7, no. 3 (2020): 169–76. http://dx.doi.org/10.1515/dx-2019-0100.
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AbstractThe diagnostic error crisis suggests a shift in how we view clinical reasoning and may be vital for transforming how we view clinical encounters. Building upon the literature, we propose clinical reasoning and error are context-specific and proceed to advance a family of theories that represent a model outlining the complex interplay of physician, patient, and environmental factors driving clinical reasoning and error. These contemporary social cognitive theories (i.e. embedded cognition, ecological psychology, situated cognition, and distributed cognition) can emphasize the dynamic interactions occurring amongst participants in particular settings. The situational determinants that contribute to diagnostic error are also explored.
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Berkowitz, Marvin W., and Monika Keller. "Transitional Processes in Social Cognitive Development: A Longitudinal Study." International Journal of Behavioral Development 17, no. 3 (1994): 447–67. http://dx.doi.org/10.1177/016502549401700304.
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Microprocesses of stage change were studied by applying Snyder and Feldman's consolidation/transition model to substages and subcontents of Selman's stages of friendship reasoning in a six-year longitudinal study of 97 9-to 15-year-old children. It was hypothesised that individuals exhibiting reasoning above their own modal stages would be more likely to experience a developmental advance in modal reasoning, even when examined at the level of substage and subcontent. This was confirmed; however, the amount of variance in above mode reasoning was not related to development. Finally, controversies in the prior literature were explained by methodological differences. It was concluded that the Piagetian processes underlying the Snyder and Feldman model were supported.
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Torre, Dario, Steven J. Durning, Joseph Rencic, Valerie Lang, Eric Holmboe, and Michelle Daniel. "Widening the lens on teaching and assessing clinical reasoning: from “in the head” to “out in the world”." Diagnosis 7, no. 3 (2020): 181–90. http://dx.doi.org/10.1515/dx-2019-0098.
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AbstractTraditional teaching and assessment of clinical reasoning has focused on the individual clinician because of the preeminence of the information processing (IP) theory perspective. The clinician’s mind has been viewed as the main source of effective or ineffective reasoning, and other participants, the environment and their interactions have been largely ignored. A social cognitive theoretical lens could enhance our understanding of how reasoning and error and the environment are linked. Therefore, a new approach in which the clinical reasoning process is situated and examined within the context may be required. The theories of embodied cognition, ecological psychology, situated cognition (SitCog) and distributed cognition (DCog) offer new insights to help the teacher and assessor enhance the quality of clinical reasoning instruction and assessment. We describe the teaching and assessment implications of clinical reasoning and error through the lens of this family of theories. Direct observation in different contexts focused on individual and team performance, simulation (with or without enhancement of technology), stimulated recall, think-aloud, and modeling are examples of teaching and assessment strategies grounded in this family of social cognitive theories. Educators may consider the instructional design of learning environments and educational tools that promote a situated educational approach to the teaching and assessment of clinical reasoning.
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Voelkner, Abigail, and Grace Caskie. "Awareness of age-related change and its relationship with inductive reasoning and ageism." Innovation in Aging 5, Supplement_1 (2021): 602. http://dx.doi.org/10.1093/geroni/igab046.2309.
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Abstract Subjective aging is important due to its relationship with well-being. Diehl and Wahl (2010) proposed Awareness of Age-Related Change (AARC) as a measure of subjective aging; their theoretical model proposed that cognition’s relationship to AARC is mediated by ageist experiences. The current study tests this model and proposes an alternative model where cognition is hypothesized to mediate the relationship of ageist experiences to AARC. Inductive reasoning was used to measure cognition due to its susceptibility to ageism. Participants were 283 older adults aged 66-90 years (M=69.08, SD=3.36) without a dementia diagnosis or cognitive impairment. Inductive reasoning was measured by Word Series, Number Series, Letter Sets, and a composite score. AARC total losses, cognitive losses, total gains, and cognitive gains were used. Age, gender, and education covariates were included. Analysis of Diehl and Wahl’s (2010) model showed that the composite and individual reasoning measures had negative direct effects on all AARC measures. Ageism mediated the effect of the composite and individual reasoning measures on AARC total and cognitive losses. In the alternative model, ageist experiences had positive direct effects on AARC total and cognitive losses. The composite, Number Series, and Letter Sets mediated the effect of ageism on all AARC measures. Word Series mediated the effect of ageism on total and cognitive losses. Overall, inductive reasoning seems to play an important role in understanding the relationship of ageism with AARC. Thus, inductive reasoning abilities may be a potential intervention point to cultivate well-being. Future research should assess additional domains of cognition.
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Rencic, Joseph, Lambert W. T. Schuwirth, Larry D. Gruppen, and Steven J. Durning. "A situated cognition model for clinical reasoning performance assessment: a narrative review." Diagnosis 7, no. 3 (2020): 227–40. http://dx.doi.org/10.1515/dx-2019-0106.
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AbstractBackgroundClinical reasoning performance assessment is challenging because it is a complex, multi-dimensional construct. In addition, clinical reasoning performance can be impacted by contextual factors, leading to significant variation in performance. This phenomenon called context specificity has been described by social cognitive theories. Situated cognition theory, one of the social cognitive theories, posits that cognition emerges from the complex interplay of human beings with each other and the environment. It has been used as a valuable conceptual framework to explore context specificity in clinical reasoning and its assessment. We developed a conceptual model of clinical reasoning performance assessment based on situated cognition theory. In this paper, we use situated cognition theory and the conceptual model to explore how this lens alters the interpretation of articles or provides additional insights into the interactions between the assessee, patient, rater, environment, assessment method, and task.MethodsWe culled 17 articles from a systematic literature search of clinical reasoning performance assessment that explicitly or implicitly demonstrated a situated cognition perspective to provide an “enriched” sample with which to explore how contextual factors impact clinical reasoning performance assessment.ResultsWe found evidence for dyadic, triadic, and quadratic interactions between different contextual factors, some of which led to dramatic changes in the assessment of clinical reasoning performance, even when knowledge requirements were not significantly different.ConclusionsThe analysis of the selected articles highlighted the value of a situated cognition perspective in understanding variations in clinical reasoning performance assessment. Prospective studies that evaluate the impact of modifying various contextual factors, while holding others constant, can provide deeper insights into the mechanisms by which context impacts clinical reasoning performance assessment.
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Perryman, Collin, Taharka Anderson, Roland J. Thorpe, and Keith Whitfield. "ASSOCIATION BETWEEN SCHOOL DESEGREGATION AND THE COGNITION OF OLDER BLACK MEN: A CITY-LEVEL ANALYSIS." Innovation in Aging 7, Supplement_1 (2023): 993. http://dx.doi.org/10.1093/geroni/igad104.3192.
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Abstract Objective We sought to understand the relationship between school setting attendance (desegregated or segregated) and the cognition among older Black men. Methods Data from older Black men (n=153; age range: 50 to 89 years) from the Baltimore Study of Black Aging—Patterns of Cognitive Aging (BSBA-PCA) was used to explore the relationship between type of schooling and cognitive functioning. We conducted ANOVA and OLS regression analyses to find associations between schooling and various cognitive domains. The independent variable, school type, was measured using a variable assessing if participants attended a racially-mixed school in their youth. The outcome variable, cognition, was measured using global cognition, reasoning, memory, immediate recall, working memory, language, and perceptual speed. Results ANOVA analyses found that Black men who attended desegregated schools reported significantly better reasoning and global cognition. OLS regression analyses found that global cognition, reasoning, language, and working memory were significantly better performance in the OLS regression results. The multivariate analysis found that global cognition and reasoning yielded statistically better performance. Conclusion Our study provides insights to how cognition varies in Black men depending on the school settings in which they were educated. Additionally, our study finds evidence that past educational policies represent risk for poor cognitive health of older Black men populations.
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Najiah, Muhammed. "Exploring the Influence of Short Stories on Childhood Development: A Comprehensive Research Analysis." Exploring the Influence of Short Stories on Childhood Development: A Comprehensive Research Analysis 8, no. 12 (2023): 10. https://doi.org/10.5281/zenodo.10376883.
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This research explores the multifaceted impact of short stories on children, examining their influence on social, cultural, moral, and cognitive dimensions. Through a mixed-methods approach, we conducted a qualitative analysis of 50 popular children's short stories, focusing on themes and developmental content. Additionally, a quantitative study involving 5-10 year-old participants evaluated the effects on social cognition, cultural values, moral reasoning, and cognitive skills. The results revealed common themes of friendship, conflict resolution, and moral messaging. Significant gains were observed in perspective taking, moral reasoning, and overall cognitive abilities among the short story group compared to controls. Anthropomorphic portrayals were associated with increased stereotypical attitudes, highlighting the complex interplay of cultural values in short stories. These findings contribute to a comprehensive understanding of short stories' role in childhood development. Keywords:- Short Stories, Children, Social Impact, Cultural Influence, Moral Messaging, Cognitive Development, Developmental Outcomes, Anthropomorphism.
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Guo, Xinhua, and Xiang Zhao*. "107 THE IMPACT OF ENGLISH TEACHING AND LANGUAGE TRAINING ON COGNITIVE FUNCTION IN SCHIZOPHRENIA PATIENTS: AN EMPIRICAL STUDY." Schizophrenia Bulletin 51, Supplement_1 (2025): S58—S59. https://doi.org/10.1093/schbul/sbaf007.107.
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Abstract Background Cognitive deficits are a core feature of schizophrenia, affecting multiple domains such as attention, memory, and executive functions. These impairments significantly contribute to the disability associated with the disorder and can hinder daily functioning and rehabilitation efforts. Recent research has suggested that cognitive remediation therapy, including language training, may improve cognitive outcomes in schizophrenia. However, the extent to which English teaching and language training can enhance cognitive function in schizophrenia patients remains unclear. This study aims to investigate whether English teaching and language training can improve cognitive functions in schizophrenia patients and explore the underlying mechanisms. Methods A total of 300 schizophrenia patients were randomly assigned to either an English teaching and language training group (n=150) or a control group (n=150). The intervention group participated in a 12-week program that included English language instruction and cognitive exercises designed to enhance language skills. The control group received standard care without additional language training. Cognitive function was assessed using the MATRICS Consensus Cognitive Battery (MCCB), which measures six cognitive domains: attention, memory, language, reasoning and problem-solving, social cognition, and motor skills. Pre- and post-intervention assessments were conducted to evaluate changes in cognitive performance. Results Statistical analysis was performed using a mixed-design ANOVA with group (intervention vs. control) as the between-subjects factor and time (pre- vs. post-intervention) as the within-subjects factor. Results showed a significant interaction effect for language (F (1, 298) = 4.56, P = 0.034, η² = 0.015) and reasoning and problem-solving (F (1, 298) = 5.21, P = 0.023, η² = 0.017). Post-hoc tests revealed that the intervention group demonstrated significant improvements in language (P = 0.012, d = 0.68) and reasoning and problem-solving (P = 0.011, d = 0.71) compared to the control group. No significant differences were observed in the other cognitive domains. Additionally, a correlation analysis indicated a moderate positive correlation between language improvement and social cognition (r = 0.45, P < 0.001), suggesting that language training may have broader cognitive benefits. Discussion The research results indicate that English teaching and language training have a significant improvement effect on specific cognitive domains of patients with schizophrenia, especially in language and reasoning problem-solving abilities. The intervention group showed a moderate improvement in the language domain with an effect size of 0.68 and in the reasoning problem-solving domain with an effect size of 0.71. This discovery supports the potential value of incorporating language training into cognitive correction therapy. Future research should further explore the long-term effects of language training on improving patients’ cognitive function, as well as how to translate these training effects into practical applications in daily life, in order to more comprehensively evaluate its contribution to patients’ social function recovery. Meanwhile, the study also found a positive correlation between language training and social cognition, suggesting that language training may have a positive effect on improving patients’ social skills, which is worth further exploration in future research.
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Eddy, Clare M., Ian J. Mitchell, Sarah R. Beck, Andrea E. Cavanna, and Hugh Rickards. "Social reasoning in Tourette syndrome." Cognitive Neuropsychiatry 16, no. 4 (2011): 326–47. http://dx.doi.org/10.1080/13546805.2010.538213.
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Mukerji, Cora E., Sarah Hope Lincoln, David Dodell-Feder, Charles A. Nelson, and Christine I. Hooker. "Neural correlates of theory-of-mind are associated with variation in children’s everyday social cognition." Social Cognitive and Affective Neuroscience 14, no. 6 (2019): 579–89. http://dx.doi.org/10.1093/scan/nsz040.
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ABSTRACT Theory of mind (ToM), the capacity to reason about others’ mental states, is central to healthy social development. Neural mechanisms supporting ToM may contribute to individual differences in children’s social cognitive behavior. Employing a false belief functional magnetic resonance imaging paradigm, we identified patterns of neural activity and connectivity elicited by ToM reasoning in school-age children (N = 32, ages 9–13). Next, we tested relations between these neural ToM correlates and children’s everyday social cognition. Several key nodes of the neural ToM network showed greater activity when reasoning about false beliefs (ToM condition) vs non-mentalistic false content (control condition), including the bilateral temporoparietal junction (RTPJ and LTPJ), precuneus (PC) and right superior temporal sulcus. In addition, children demonstrated task-modulated changes in connectivity among these regions to support ToM relative to the control condition. ToM-related activity in the PC was negatively associated with variation in multiple aspects of children’s social cognitive behavior. Together, these findings elucidate how nodes of the ToM network act and interact to support false belief reasoning in school-age children and suggest that neural ToM mechanisms are linked to variation in everyday social cognition.
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Hussein, Dina, Son N. Han, Gyu Myoung Lee, and Noel Crespi. "Social Cloud-Based Cognitive Reasoning for Task-Oriented Recommendation." IEEE Cloud Computing 2, no. 6 (2015): 10–19. http://dx.doi.org/10.1109/mcc.2015.117.
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de Oliveira, Wellington. "Discussing Reasoning, Creating, Interaction and Social Reasoning." Mind, Culture, and Activity 17, no. 3 (2010): 295–97. http://dx.doi.org/10.1080/10749030903480731.
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Aiken-Morgan, Adrienne T., Ian M. McDonough, Jeanine M. Parisi, et al. "Associations Between Body Mass Index and Cognitive Change in the ACTIVE Study: Variations by Race and Social Determinants of Health." Journal of Aging and Health 35, no. 9_suppl (2023): 59S—73S. http://dx.doi.org/10.1177/08982643221109645.
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Objectives: The current study examines relationships between Body Mass Index (BMI) and cognitive performance and change in processing speed, memory, and reasoning, while accounting for variations by race and the influence of social determinants of health. Methods: Secondary data analysis of the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study, which included participants who self-identified as African American or Black ( n = 728) and White ( n = 2028). Latent growth curve modeling was used to assess study aims. Results: Increases in BMI were associated with less cognitive decline over 10 years across each cognition domain. Race moderation effects were noted for speed and memory. Relationships between BMI and cognitive trajectories were mediated by economic stability for speed and reasoning. Discussion: Overall, these findings are consistent with the “obesity paradox.” Further research is needed to elucidate patterns of results by race.
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Seubert-Ravelo, Ana Natalia, Ma Guillermina Yáñez-Téllez, María Lizbeth Lazo-Barriga, Alejandra Calderón Vallejo, Carlos Eduardo Martínez-Cortés, and Adela Hernández-Galván. "Social Cognition in Patients with Early-Onset Parkinson’s Disease." Parkinson's Disease 2021 (January 7, 2021): 1–13. http://dx.doi.org/10.1155/2021/8852087.
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Social cognition (SC) deficits have been linked to Parkinson’s disease (PD) but have been less well researched than general cognitive processes, especially in early-onset PD (EOPD), despite this population often having greater social and family demands. Most studies focus on recognition of facial emotion, theory of mind (ToM), and decision-making domains, with limited research reporting on social reasoning. The main objective of this work was to compare SC ability across four domains: emotional processing, social reasoning, ToM, and decision-making between patients with EOPD and healthy controls. Twenty-five nondemented patients with EOPD and 25 controls matched for sex, age, and educational level were enrolled. A battery that included six SC tests was administered to all study participants; a decision-making scale was completed by participants’ partners. Statistically significant differences were found between patients with EOPD and controls in all subtests across the four SC domains studied. The EOPD group demonstrated worse performance on all tasks, with large effect sizes. Differences remained significant after adjusting for Montreal Cognitive Assessment (MoCA) test scores for all SC subtests except the decision-making scale and the Iowa gambling task. No significant correlations between SC and other clinical PD variables were found. Our study shows that patients with EOPD perform significantly below controls in multiple SC domains affecting recognition of facial emotion, social reasoning, ToM, and decision-making. Only decision-making seems to be mediated by overall cognitive ability. The confounding or contributing effect of other clinical PD variables should be studied further.
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Seubert-Ravelo, Ana Natalia, Ma Guillermina Yáñez-Téllez, María Lizbeth Lazo-Barriga, Alejandra Calderón Vallejo, Carlos Eduardo Martínez-Cortés, and Adela Hernández-Galván. "Social Cognition in Patients with Early-Onset Parkinson’s Disease." Parkinson's Disease 2021 (January 7, 2021): 1–13. http://dx.doi.org/10.1155/2021/8852087.
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Social cognition (SC) deficits have been linked to Parkinson’s disease (PD) but have been less well researched than general cognitive processes, especially in early-onset PD (EOPD), despite this population often having greater social and family demands. Most studies focus on recognition of facial emotion, theory of mind (ToM), and decision-making domains, with limited research reporting on social reasoning. The main objective of this work was to compare SC ability across four domains: emotional processing, social reasoning, ToM, and decision-making between patients with EOPD and healthy controls. Twenty-five nondemented patients with EOPD and 25 controls matched for sex, age, and educational level were enrolled. A battery that included six SC tests was administered to all study participants; a decision-making scale was completed by participants’ partners. Statistically significant differences were found between patients with EOPD and controls in all subtests across the four SC domains studied. The EOPD group demonstrated worse performance on all tasks, with large effect sizes. Differences remained significant after adjusting for Montreal Cognitive Assessment (MoCA) test scores for all SC subtests except the decision-making scale and the Iowa gambling task. No significant correlations between SC and other clinical PD variables were found. Our study shows that patients with EOPD perform significantly below controls in multiple SC domains affecting recognition of facial emotion, social reasoning, ToM, and decision-making. Only decision-making seems to be mediated by overall cognitive ability. The confounding or contributing effect of other clinical PD variables should be studied further.
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Eraña, Ángeles, and Sergio Martínez. "The Heuristic Structure of Scientific Knowledge." Journal of Cognition and Culture 4, no. 3-4 (2004): 701–29. http://dx.doi.org/10.1163/1568537042484878.
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AbstractWe examine two major perspectives in the literature on domain specificity in cognition: in one of them cognitive modules are "intuitive theories"; in the other they are dispositional structures. Both of these positions accept that there is a continuous line from ordinary to scientific reasoning; nevertheless they interpret this continuity differently. We propose an alternative way of understanding the relation between ordinary and scientific reasoning: the continuity thesis holds because heuristic structures play a fundamental role in both types of reasoning. Our main contention is that cognitive modules can be thought of as heuristic structures and that, since science is a complex of practices that embody different heuristic structures, science should be understood as a complex of cognitive modules.
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Njomboro, Progress, Shoumitro Deb, and Glyn W. Humphreys. "Dissociation between Decoding and Reasoning about Mental States in Patients with Theory of Mind Reasoning Impairments." Journal of Cognitive Neuroscience 20, no. 9 (2008): 1557–64. http://dx.doi.org/10.1162/jocn.2008.20118.
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Theory of mind (ToM) reasoning may involve a multiplicity of processes, including an initial stage, where cues relevant for social processes are detected and decoded, and a mentalizing stage, where the decoded information is used to reason about mental states. Here we report that the processing of lower-order facial cues relevant to social judgments can be relatively spared in patients with impaired ToM reasoning. We discuss the implications for understanding the mechanisms underlying social judgments in brain-lesioned patients.
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Negara, Habibi Ratu Perwira, Wahyudin, Elah Nurlaelah, and Tatang Herman. "Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra." International Journal of Emerging Technologies in Learning (iJET) 17, no. 18 (2022): 118–35. http://dx.doi.org/10.3991/ijet.v17i18.32151.
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Abstract— There have been many studies on technology-supported learning based on cognitive theory in the literature. However, little is known about GeoGebra-assisted social cognitive learning in supporting students' reasoning abilities for online learning during the COVID-19 pandemic. This study aims to examine and analyze the differences in the improvement of students' mathematical reasoning abilities who follow GeoGebra-assisted social cognitive learning (Geo-SCL) and GeoGebra-assisted problem-based learning (Geo-PBL). This study used a quantitative method with a quasi-experimental nonequivalent pre-test post-test control-group design. The sample consisted of 70 students from XI SMA Negeri 8 in Bandung, Indonesia. Before and after therapy, research data were collected using a mathematical reasoning test consisting of 5 essay questions. Paired sample t-test analysis and independent t-test were used to answer the research hypothesis. The results of the study concluded that students who studied with Geo-SCL obtained a higher increase in mathematical reasoning abilities than students who studied with Geo-PBL, with the criteria for improving abilities in both classes being in the moderate category. Research findings related to the application of Geo-SCL can be an alternative learning model in online learning situations.
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Rek-Owodziń, Katarzyna, Ernest Tyburski, Piotr Plichta, et al. "The Relationship between Cognitive Functions and Psychopathological Symptoms in First Episode Psychosis and Chronic Schizophrenia." Journal of Clinical Medicine 11, no. 9 (2022): 2619. http://dx.doi.org/10.3390/jcm11092619.
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Impairments in cognitive functions are one of the main features of schizophrenia. A variety of factors can influence the extent of cognitive deficits. In our study, we examined the severity of cognitive deficits at different stages of the disease and the relationship between psychopathological symptoms and cognitive functions. We recruited 32 patients with first-episode psychosis (FEP), 70 with chronic schizophrenia (CS), and 39 healthy controls (HC). Psychopathological symptoms were evaluated with the Positive and Negative Syndrome Scale (PANSS) and cognitive functions were measured with the MATRICS Cognitive Consensus Battery (MCCB). Cognitive deficits were present in both FEP and CS participants. CS individuals had lower overall scores and poorer working memory; however, clinical variables appeared to play a significant role in these scores. In FEP, disorganization correlated negatively with verbal and visual learning and memory, social cognition, and overall score; negative symptoms negatively correlated with social cognition. In CS participants, disorganization correlated negatively with speed of processing, reasoning, problem solving, and overall score; negative symptoms were negatively correlated with speed of processing, visual learning, memory, and overall score; positive symptoms were negatively correlated with reasoning and problem solving. Our findings indicate that psychopathological symptoms have a significant impact on cognitive functions in FEP and CS patients.
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Plichta, Piotr, Ernest Tyburski, Maksymilian Bielecki, et al. "Cognitive Dysfunctions Measured with the MCCB in Deficit and Non-Deficit Schizophrenia." Journal of Clinical Medicine 12, no. 6 (2023): 2257. http://dx.doi.org/10.3390/jcm12062257.
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This study compared cognitive domains between deficit schizophrenia (DS) and non-deficit schizophrenia (NDS) patients and healthy controls (HC), analyzing relationships between psychopathological dimensions and cognitive domains. A total of 29 DS patients, 45 NDS patients, and 39 HC subjects participated. Cognitive domains were measured using the Measurement and Treatment Research to Improve Cognition in Schizophrenia Battery. Psychopathological symptoms were evaluated with the Positive and Negative Syndrome Scale. Clinical groups performed poorer than HC groups in regards to speed of processing, attention/vigilance, working memory, verbal and visual learning and memory, reasoning and problem solving, and social cognition. DS patients scored poorer than NDS patients in terms of all cognitive domains and the overall score, except for reasoning and problem solving. Positive, negative, disorganization, and resistance symptoms were related to cognitive functions only in NDS patients. Our findings suggest that the MCCB battery is sensitive to detecting cognitive dysfunctions in both deficit and non-deficit schizophrenia.
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Meyer, Oanh L., Shannon M. Sisco, Danielle Harvey, et al. "Neighborhood Predictors of Cognitive Training Outcomes and Trajectories in ACTIVE." Research on Aging 39, no. 3 (2016): 443–67. http://dx.doi.org/10.1177/0164027515618242.
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We examined the influence of neighborhood socioeconomic position (SEP), racial/ethnic composition, and living in a major city on cognitive trajectories and intervention outcomes. Data came from the Advanced Cognitive Training for Independent and Vital Elderly study ( N = 2,438). Mixed effects analyses examined the associations between neighborhood variables and memory, reasoning, speed of processing, and everyday cognition, estimating differences in initial gains (potentially related to practice) and long-term rate of change over 10 years. The effect of reasoning training on initial gain was weaker for individuals in a major city. For everyday cognition, there was a stronger initial gain for memory-trained and control participants in areas with more racial/ethnic minorities and for speed-trained and control individuals in higher SEP areas. The racial/ethnic minority effect was no longer significant after adjustment for multiple comparisons. Neighborhood factors may be more important in practice-related improvement than in long-term change.
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Belova, S. S., and O. M. Smirnova. "Features of Social Dilemmas Solving in Older Adolescents with Different Levels of Intellectual Abilities." Психологическая наука и образование 20, no. 2 (2015): 43–54. http://dx.doi.org/10.17759/pse.2015200205.
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We discuss one of the aspects of social competence formation in older teens relevant in the light of the requirements of the second generation of Federal Educational Standards. The general hypothesis: Features of reasoning and decision-making in senior teenagers in social dilemmas are related to the level of their intellectual abilities and have sex specificity. The subject of the study was the relationship of intellectual abilities of students in grades 9-10 (N = 115, 65% were girls, 35% were boys) and their activity and critical reasoning, categorical position in solving social dilemmas. We revealed that verbal intelligence in older adolescents is positively related to criticality argument. Verbal intelligence relationship with the activity of reasoning and categorical position on social dilemmas was gender-specific. Girls with higher verbal intelligence have higher activity and low categorical reasoning; boys have higher categorical position. We conclude that verbal intellectual abilities are the cognitive basis of the processes of social cognition in older teens.
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Brienza, Justin P., and Igor Grossmann. "Social class and wise reasoning about interpersonal conflicts across regions, persons and situations." Proceedings of the Royal Society B: Biological Sciences 284, no. 1869 (2017): 20171870. http://dx.doi.org/10.1098/rspb.2017.1870.
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We propose that class is inversely related to a propensity for using wise reasoning (recognizing limits of their knowledge, consider world in flux and change, acknowledges and integrate different perspectives) in interpersonal situations, contrary to established class advantage in abstract cognition. Two studies—an online survey from regions differing in economic affluence ( n = 2 145) and a representative in-lab study with stratified sampling of adults from working and middle-class backgrounds ( n = 299)—tested this proposition, indicating that higher social class consistently related to lower levels of wise reasoning across different levels of analysis, including regional and individual differences, and subjective construal of specific situations. The results held across personal and standardized hypothetical situations, across self-reported and observed wise reasoning, and when controlling for fluid and crystallized cognitive abilities. Consistent with an ecological framework, class differences in wise reasoning were specific to interpersonal (versus societal) conflicts. These findings suggest that higher social class weighs individuals down by providing the ecological constraints that undermine wise reasoning about interpersonal affairs.
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Gao, Zhili, Chaojie Yang, and Chaozhi Yang*. "66 THE POSITIVE EFFECT OF AEROBIC EXERCISE ON SOCIAL COGNITION IN ADOLESCENTS WITH SCHIZOPHRENIA." Schizophrenia Bulletin 51, Supplement_1 (2025): S35—S36. https://doi.org/10.1093/schbul/sbaf007.066.
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Abstract Background In recent years, the social cognitive impairment of schizophrenia has become a focus of research. Social cognition refers to an individual’s ability to recognize, understand, and influence the behavior of others in social interactions, and for people with schizophrenia, impairment of this ability severely affects their social functioning and quality of life. As a special group of adolescents with schizophrenia, their social cognitive impairment is more significant. As a non-drug therapy, aerobic exercise has been proved to have a positive effect on social cognitive function in a variety of neuropsychiatric diseases. The aim of this study was to explore the potential positive effects of aerobic exercise on social cognition in adolescents with schizophrenia, and to provide evidence for clinical intervention. Methods A randomized controlled trial (RCT) was performed. A randomized controlled trial (RCT) was performed on 60 patients diagnosed with juvenile schizophrenia in a hospital, and the selected patients were randomly divided into an experimental group and a control group, with 30 people in each group. The experimental group received aerobic exercise training for 30 minutes five times a week for 12 weeks, while the control group only did the same amount of stretching. Before and after the experiment, facial expression recognition, eye contact, social reasoning and other indicators of social cognitive ability were evaluated in the two groups. Results The results of social cognitive indicators before and after comparison between the experimental group and the control group are shown in Table 1. As can be seen from Table 1, in the facial expression recognition index, the average value of pre-test and post-test in the experimental group was 50.2 and 68.5. In the index of eye contact, the pretest average was 35.6, and the posttest average was 52. In the social reasoning index, the average value of pre-test was 42.3, and the average value of post-test was 59.8. Discussion The experimental group showed significant improvement in facial expression recognition, eye contact and social reasoning, which indicated that aerobic exercise had a positive effect on the social cognitive ability of adolescents with schizophrenia. This study not only provides a new idea and method for non-drug treatment of adolescents with schizophrenia, but also provides strong evidence for further exploring the impact of aerobic exercise on cognitive function in patients with mental illness. Future studies can further explore the effects of different exercise types, exercise intensity and exercise time on social cognition of adolescents with schizophrenia, as well as the combined application of aerobic exercise and other therapeutic means.
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Rato, Diogo, and Rui Prada. "Towards Social Identity in Socio-Cognitive Agents." Sustainability 13, no. 20 (2021): 11390. http://dx.doi.org/10.3390/su132011390.
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Current architectures for social agents are designed around some specific units of social behavior that address particular challenges, such as modeling beliefs and motivations, establishing social relationships, or understanding group memberships. Although their performance might be adequate for controlled environments, deploying these agents in the wild is difficult. Moreover, the increasing demand for autonomous agents capable of living alongside humans calls for the design of more robust social agents that can cope with diverse social situations. We believe that to design such agents, their sociality and cognition should be conceived as one. This includes creating mechanisms for constructing social reality as an interpretation of the physical world with social meanings and selective deployment of cognitive resources adequate to the situation. We identify several design principles that should be considered while designing agent architectures for socio-cognitive systems. Taking these remarks into account, we propose a socio-cognitive agent model based on the concept of cognitive social frames that allow the adaptation of an agent’s cognition based on its interpretation of its surroundings, its social context. Our approach supports an agent’s reasoning about other social actors and its relationship with them. Cognitive social frames can be built around social groups, and form the basis for social group dynamics mechanisms and construct of social identity.
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Magis-Weinberg, Lucía, Sarah-Jayne Blakemore, and Iroise Dumontheil. "Social and Nonsocial Relational Reasoning in Adolescence and Adulthood." Journal of Cognitive Neuroscience 29, no. 10 (2017): 1739–54. http://dx.doi.org/10.1162/jocn_a_01153.
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Reasoning during social interactions requires the individual manipulation of mental representations of one's own traits and those of other people as well as their joint consideration (relational integration). Research using nonsocial paradigms has linked relational integration to activity in the rostrolateral PFC. Here, we investigated whether social reasoning is supported by the same general system or whether it additionally relies on regions of the social brain network, such as the medial PFC. We further assessed the development of social reasoning. In the social task, participants evaluated themselves or a friend, or compared themselves with their friend, on a series of traits. In the nonsocial task, participants evaluated their hometown or another town or compared the two. In a behavioral study involving 325 participants (11–39 years old), we found that integrating relations, compared with performing single relational judgments, improves during adolescence, both for social and nonsocial information. Thirty-nine female participants (10–31 years old) took part in a neuroimaging study using a similar task. Activation of the relational integration network, including the rostrolateral PFC, was observed in the comparison condition of both the social and nonsocial tasks, whereas the medial PFC showed greater activation when participants processed social as opposed to nonsocial information across conditions. Developmentally, the right anterior insula showed greater activity in adolescents compared with adults during the comparison of nonsocial versus social information. This study shows parallel recruitment of the social brain and the relational reasoning network during the relational integration of social information in adolescence and adulthood.
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Cheah, Charissa S. L., Christy Y. Y. Leung, and Sevgi Bayram Özdemir. "Chinese Malaysian Adolescents' Social-Cognitive Reasoning Regarding Filial Piety Dilemmas." Child Development 89, no. 2 (2017): 383–96. http://dx.doi.org/10.1111/cdev.12725.
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Dentici, Ornella Andreani, and Adriano Pagnin. "MORAL REASONING IN GIFTED ADOLESCENTS: COGNITIVE LEVEL AND SOCIAL VALUES." European Journal of High Ability 3, no. 1 (1992): 105–14. http://dx.doi.org/10.1080/0937445920030111.
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Kunda, Ziva, Dale T. Miller, and Theresa Claire. "Combining Social Concepts: The Role of Causal Reasoning." Cognitive Science 14, no. 4 (1990): 551–77. http://dx.doi.org/10.1207/s15516709cog1404_3.
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Lough, Sinclair, Christopher M. Kipps, Cate Treise, Peter Watson, James R. Blair, and John R. Hodges. "Social reasoning, emotion and empathy in frontotemporal dementia." Neuropsychologia 44, no. 6 (2006): 950–58. http://dx.doi.org/10.1016/j.neuropsychologia.2005.08.009.
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Sun, Ron. "Cognitive Social Simulation for Policy Making." Policy Insights from the Behavioral and Brain Sciences 5, no. 2 (2018): 240–46. http://dx.doi.org/10.1177/2372732218785925.
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Cognitive social simulation is at the intersection of cognitive modeling and social simulation, two forms of computer-based, quantitative modeling and understanding. Cognitive modeling centers on producing precise computational or mathematical models of mental processes (such as human reasoning or decision making), while social simulation focuses on precise models of social processes (such as group discussion or collective decision making). By combining cognitive and social models, cognitive social simulation is poised to address issues concerning both individual and social processes. To better anticipate the implications of policies, detailed simulation enables precise analysis of possible scenarios and outcomes. Thus, cognitive social simulation will have practical applications in relation to policy making in many areas that require understanding at both the individual and the aggregate level.
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Mccormick, Michael J., and Mark J. Martinko. "Identifying Leader Social Cognitions: Integrating the Causal Reasoning Perspective into Social Cognitive Theory." Journal of Leadership & Organizational Studies 10, no. 4 (2004): 2–11. http://dx.doi.org/10.1177/107179190401000401.
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Meristo, Marek, and Luca Surian. "Deafness, Hearing Loss and the Development of Mental State Reasoning Skills: A Review." Open Mind 9 (2025): 762–90. https://doi.org/10.1162/opmi.a.1.
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Abstract Individuals with hearing loss have a diverse spectrum of auditory experiences, shaped by the degree of hearing loss and interventions. The study of social cognition in deaf children and more generally, children with hearing loss, contributes to a nuanced understanding of how learning experiences influence social and cognitive development. Research suggests that limited access to language may influence conceptual development in theory of mind or the development of information processing skills required in mental state reasoning. In this article, we briefly review decades of research on social-cognitive development of children with hearing loss acquired in infancy, discuss how access to language-mediated communication contributes to the emergence and expression of understanding other minds and highlight some implications for effective interventions.
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Goolsby, Jerry R., and Shelby D. Hunt. "Cognitive Moral Development and Marketing." Journal of Marketing 56, no. 1 (1992): 55–68. http://dx.doi.org/10.1177/002224299205600106.
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Many academic disciplines are approaching the study of ethics from a cognitive orientation by exploring the moral reasoning processes individuals use to make ethical judgments. The authors empirically examine a rich theoretical concept with an extensive research-based literature, cognitive moral development or CMD, as it relates to professional marketing. Controlling for similar educational background, they find that (1) professional marketing practitioners compare favorably with other social groups, (2) marketers scoring high on CMD tend to be female and highly educated, and (3) marketers with advanced moral reasoning properties tend to have socially responsible attitudes and behaviors. Implications for marketing theory, education, and practice are discussed.
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Sánchez, Lydia, and Sergio Villanueva Baselga. "Protecting democracy from disinformation: Implications for a model of communication." Empedocles: European Journal for the Philosophy of Communication 14, no. 1 (2023): 5–20. http://dx.doi.org/10.1386/ejpc_00050_1.
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This article analyses the consequences that disinformation phenomena have for a model of communication, focusing on the dangers that disinformation poses to democratic societies, especially when it is disseminated by the media. Disinformation is examined here from the perspective of social cognitive psychology, with special attention to the role played by motivated reasoning and confirmation bias in human cognition. From this perspective, disinformation phenomena should be studied not only through an analysis of how the media operate, but also through an understanding of how we process information and what we use it for from a social cognitive point of view. This article emphasizes the role that intuition and affective persuasion play in communication processes, as key elements of motivated reasoning, and argues that once this cognitive dimension is integrated into communication theory, preventive strategies can be designed to protect democracies from the dangers caused by disinformation. Ideological polarization and a lack of consensus are highlighted here as being among the biggest dangers, preventing agreement on issues that affect the proper functioning of democracy. While a certain conception of communication posits reasoning, the media and education as the tools for resolving conflicts and preventing disagreements, this article concludes that the success of disinformation phenomena points to the need for a model that includes the cognitive elements mentioned above.
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Smith-Flores, Alexis S., Gabriel J. Bonamy, and Lindsey J. Powell. "Children’s Reasoning About Empathy and Social Relationships." Open Mind 7 (2023): 837–54. http://dx.doi.org/10.1162/opmi_a_00109.
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Abstract Across the lifespan, empathic and counter-empathic emotions are shaped by social relationships. Here we test the hypothesis that this connection is encoded in children’s intuitive theory of psychology, allowing them to predict when others will feel empathy versus counter-empathy and to use vicarious emotion information to infer relationships. We asked 4- to 7-year-old children (N = 79) to make emotion predictions or relationship inferences in response to stories featuring two characters, an experiencer and an observer, and either a positive or negative outcome for the experiencer. In the context of positive outcomes, we found that children engaged in robust joint reasoning about relationships and vicarious emotions. When given information about the characters’ relationship, children predicted empathy from a friendly observer and counter-empathy from a rival observer. When given information about the observer’s response to the experiencer, children inferred positive and negative relationships from empathic and counter-empathic responses, respectively. In the context of negative outcomes, children predicted that both friendly and rival observers would feel empathy toward the experiencer, but they still used information about empathic versus counter-empathic responses to infer relationship status. Our results suggest that young children in the US have a blanket expectation of empathic concern in response to negative outcomes, but otherwise expect and infer that vicarious emotions are connected to social relationships. Future research should investigate if children use this understanding to select social partners, evaluate their own relationships, or decide when to express empathy toward others.
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Rabkina, Irina. "Human-Like Learning of Social Reasoning via Analogy." Proceedings of the AAAI Symposium Series 3, no. 1 (2024): 582. http://dx.doi.org/10.1609/aaaiss.v3i1.31284.
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Neurotypical adult humans are impeccably good social reasoners. Despite the occasional faux pas, we know how to interact in most social settings and how to consider others' points of view. Young children, on the other hand, do not. Social reasoning, like many of our most important skills, is learned. Much like human children, AI agents are not good social reasoners. While some algorithms can perform some aspects of social reasoning, we are a ways off from AI that can interact naturally and appropriately in the broad range of settings that people can. In this talk, I will argue that learning social reasoning via the same processes used by people will help AI agents reason--and interact--more like people do. Specifically, I will argue that children learn social reasoning via analogy, and that AI agents should, too. I will present evidence from cognitive modeling experiments demonstrating the former and AI experiments demonstrating the latter. I will also propose future directions for social reasoning research that both demonstrate the need for robust, human-like social reasoning in AI and test the utility of common approaches.
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Kuchkorova, Sadokat Toshpulatovna. "Cognitive Structuring of Zoomorphic Symbols in French Discourse: Mechanisms and Interpretations." American Journal Of Social Sciences And Humanity Research 5, no. 5 (2025): 68–71. https://doi.org/10.37547/ajsshr/volume05issue05-13.
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This study explores the cognitive mechanisms underlying the formation of zoomorphic imagery in human cognition. Drawing on examples from the French language, the article analyzes how metaphorical modeling, cognitive projection, associative reasoning, categorization, and inferential logic shape animal-based symbolic representations. These cognitive mechanisms collectively contribute to the conceptualization and linguistic expression of animal traits as human characteristics. Through culturally embedded metaphorical structures, the study highlights how animal imagery conveys social, emotional, and evaluative meanings. The results contribute to a deeper understanding of conceptual metaphor and cognitive semantics in cross-cultural contexts.
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Yeo, Gerard, Fiona Tan An Ting, Kokil Jaidka, et al. "PHAnToM: Persona-Based Prompting Has an Effect on Theory-of-Mind Reasoning in Large Language Models." Proceedings of the International AAAI Conference on Web and Social Media 19 (June 7, 2025): 2124–42. https://doi.org/10.1609/icwsm.v19i1.35923.
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The use of LLMs in natural language reasoning has shown mixed results, sometimes rivaling or even surpassing human performance in simpler classification tasks while struggling with social-cognitive reasoning, a domain where humans naturally excel. These differences have been attributed to many factors, such as variations in prompting and the specific LLMs used. However, no reasons appear conclusive, and no clear mechanisms have been established in prior work. In this study, we empirically evaluate how role-playing persona-based prompting influences Theory-of-Mind (ToM) reasoning capabilities. Grounding our research in psychological theory, we found that, beyond the inherent variance in the complexity of reasoning tasks, ToM performance differences arise because of socially-motivated prompting differences. In an era where prompt engineering with role-play is a typical approach to adapt LLMs to new contexts, our research advocates caution as models that adopt specific personas might potentially result in errors in social-cognitive reasoning.
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Lei, Zhao, Bo Qijing, Mao Zhen, and Wang Chuanyue. "S72. MCCB COGNITIVE PROFILE IN CHINESE FIRST EPISODE SCHIZOPHRENIA PATIENTS AND SUBJECTS AT CLINICAL HIGH RISK FOR PSYCHOSIS." Schizophrenia Bulletin 46, Supplement_1 (2020): S61—S62. http://dx.doi.org/10.1093/schbul/sbaa031.138.
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Abstract Background Cognitive dysfunction is acknowledged as one of the most pivotal symptoms in schizophrenia. Although many studies have assessed cognitive functioning in first-episode schizophrenia (FES), the pattern and severity of impairment across cognitive domains remain unclear. Moreover, few studies have directly compared the pattern of cognitive performance between FES and subjects at clinical high risk for psychosis (CHR). The objective of the study was to examine the cognitive profile of Chinese patients with FES and to compare that to the profile of patients with subjects at CHR and healthy controls (HC). Methods We applied the MATRICS Consensus Cognitive Battery to evaluate the cognitive function of 56 first-episode patients with schizophrenia aged between 19–32 years old), 42 cases of clinical high risk for psychosis (aged between 18–28 years old) and 62 healthy controls (aged between 21–29 years old).All data were analyzed using SPSS 20.0 statistical software. Results FES showed impaired performance across all MCCB domains relative to HC（P＜0.05）. With the exception of relative preservation of reasoning and problem solving (P=0.21) and social cognition （P=0.16）in CHR, the MCCB domain scores were similar in CHR and FES. Discussion The findings suggest that the pattern, magnitude, and distribution of severity of impairment in CHR were similar to that observed in FES. However, early in the illness, there may be relative sparing of reasoning and problem solving and social cognition.
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Olson, Andrew P. J., Steven J. Durning, Carolina Fernandez Branson, Brian Sick, Kathleen P. Lane, and Joseph J. Rencic. "Teamwork in clinical reasoning – cooperative or parallel play?" Diagnosis 7, no. 3 (2020): 307–12. http://dx.doi.org/10.1515/dx-2020-0020.
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AbstractTeamwork is fundamental for high-quality clinical reasoning and diagnosis, and many different individuals are involved in the diagnostic process. However, there are substantial gaps in how these individuals work as members of teams and, often, work is done in parallel, rather than in an integrated, collaborative fashion. In order to understand how individuals work together to create knowledge in the clinical context, it is important to consider social cognitive theories, including situated cognition and distributed cognition. In this article, the authors describe existing gaps and then describe these theories as well as common structures of teams in health care and then provide ideas for future study and improvement.
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Graham, Lyndsey, and Shevaun Neupert. "WITHIN-PERSON RELATIONSHIP BETWEEN MINDFULNESS AND COGNITION IS MEDIATED BY SUBJECTIVE AGE." Innovation in Aging 6, Supplement_1 (2022): 86–87. http://dx.doi.org/10.1093/geroni/igac059.345.
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Abstract Cognitive functioning fluctuates daily throughout adulthood. Lapses in mindfulness can have cognitive consequences, which may be impacted by how old a person feels each day. Subjective age was examined as a mediator in the within-person relationship between mindfulness and cognition. 107 younger adults (aged 18-36, M = 19.96) and 116 older adults (aged 60-90, M = 64.71) completed reports of mindfulness and subjective age and tests of inductive reasoning and episodic memory for 8 consecutive days. Within-person multilevel mediation models indicated that daily subjective age mediated the relationship between daily mindfulness lapses and both indicators of daily cognition across ages. However, the mediation effect was stronger for younger adults on inductive reasoning but was stronger for older adults on episodic memory. These results show that daily changes in subjective aging are an important mechanism for daily cognition, with differential impact based on age and cognitive component.
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Reis, Deidre L., Marc A. Brackett, Noah A. Shamosh, Kent A. Kiehl, Peter Salovey, and Jeremy R. Gray. "Emotional Intelligence predicts individual differences in social exchange reasoning." NeuroImage 35, no. 3 (2007): 1385–91. http://dx.doi.org/10.1016/j.neuroimage.2006.12.045.
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Gray, Steven, Eleanor J. Sterling, Payam Aminpour, et al. "Assessing (Social-Ecological) Systems Thinking by Evaluating Cognitive Maps." Sustainability 11, no. 20 (2019): 5753. http://dx.doi.org/10.3390/su11205753.
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Systems thinking (ST) skills are often the foundation of sustainability science curricula. Though ST skill sets are used as a basic approach to reasoning about complex environmental problems, there are gaps in our understanding regarding the best ways to promote and assess ST learning in classrooms. Since ST learning provides Science, Technology, Engineering, and Mathematics (STEM) students’ important skills and awareness to participate in environmental problem-solving, addressing these gaps is an important STEM learning contribution. We have created guidelines for teaching and measuring ST skills derived from a hybrid of a literature review and through case study data collection. Our approach is based on semi-quantitative cognitive mapping techniques meant to support deep reasoning about the complexities of social–ecological issues. We begin by arguing that ST should be evaluated on a continuum of understanding rather than a binary of correct/incorrect or present/absent. We then suggest four fundamental dimensions of teaching and evaluating ST which include: (1) system structure, (2) system function, (3) identification of leverage points for change, and (4) trade-off analysis. Finally, we use a case study to show how these ideas can be assessed through cognitive maps to help students develop deep system understanding and the capacity to propose innovative solutions to sustainability problems.
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Demetriou, Andreas, George Spanoudis, Mislav Žebec, Maria Andreou, Hudson Golino, and Smaragda Kazi. "Mind-Personality Relations from Childhood to Early Adulthood." Journal of Intelligence 6, no. 4 (2018): 51. http://dx.doi.org/10.3390/jintelligence6040051.
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We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three times, and the personality test two times, covering the span from 9 to 16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice versa, especially in the 9- to 11-year period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N = 247). Network, hierarchical network, and structural equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions except emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.
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Westen, Drew, Pavel S. Blagov, Keith Harenski, Clint Kilts, and Stephan Hamann. "Neural Bases of Motivated Reasoning: An fMRI Study of Emotional Constraints on Partisan Political Judgment in the 2004 U.S. Presidential Election." Journal of Cognitive Neuroscience 18, no. 11 (2006): 1947–58. http://dx.doi.org/10.1162/jocn.2006.18.11.1947.
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Research on political judgment and decision-making has converged with decades of research in clinical and social psychology suggesting the ubiquity of emotion-biased motivated reasoning. Motivated reasoning is a form of implicit emotion regulation in which the brain converges on judgments that minimize negative and maximize positive affect states associated with threat to or attainment of motives. To what extent motivated reasoning engages neural circuits involved in “cold” reasoning and conscious emotion regulation (e.g., suppression) is, however, unknown. We used functional neuroimaging to study the neural responses of 30 committed partisans during the U.S. Presidential election of 2004. We presented subjects with reasoning tasks involving judgments about information threatening to their own candidate, the opposing candidate, or neutral control targets. Motivated reasoning was associated with activations of the ventromedial prefrontal cortex, anterior cingulate cortex, posterior cingulate cortex, insular cortex, and lateral orbital cortex. As predicted, motivated reasoning was not associated with neural activity in regions previously linked to cold reasoning tasks and conscious (explicit) emotion regulation. The findings provide the first neuroimaging evidence for phenomena variously described as motivated reasoning, implicit emotion regulation, and psychological defense. They suggest that motivated reasoning is qualitatively distinct from reasoning when people do not have a strong emotional stake in the conclusions reached.
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Forbus, Kenneth D., and Thomas Hinrich. "Analogy and Relational Representations in the Companion Cognitive Architecture." AI Magazine 38, no. 4 (2017): 34–42. http://dx.doi.org/10.1609/aimag.v38i4.2743.
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The Companion cognitive architecture is aimed at reaching human-level AI by creating software social organisms, systems that interact with people using natural modalities, working and learning over extended periods of time as collaborators rather than tools. Our two central hypotheses about how to achieve this are (1) analogical reasoning and learning are central to cognition, and (2) qualitative representations provide a level of description that facilitates reasoning, learning, and communication. This paper discusses the evidence we have gathered supporting these hypotheses from our experiments with the Companion architecture. Although we are far from our ultimate goals, these experiments provide strong breadth for the utility of analogy and QR across a range of tasks. We also discuss three lessons learned and highlight three important open problems for cognitive systems research more broadly.
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Weber, James. "Understanding the Millennials’ Integrated Ethical Decision-Making Process: Assessing the Relationship Between Personal Values and Cognitive Moral Reasoning." Business & Society 58, no. 8 (2017): 1671–706. http://dx.doi.org/10.1177/0007650317726985.
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Focusing on millennials, individuals born between 1980 and 2000 and representing the largest generational population in our history, this research seeks to understand their ethical decision-making processes by exploring the distinctive, yet interconnected, theories of personal values and cognitive moral reasoning. Utilizing a decision-making framework introduced in the 1990s, we discover that there is a statistically supported relationship between a millennial’s personal value orientation and stage of cognitive moral reasoning. Moreover, we discover a strong relationship between three of the four value orientations and a corresponding stage of cognitive moral reasoning. The theoretical and practical research implications of our discovery about millennials’ decision making are discussed.