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La investigación tuvo como objetivo indagar el impacto que tiene el TDAH (Trastorno de Déficit de Atención e Hiperactividad) en el desarrollo de la cognición social, en una muestra de estudiantes entre 10-17 años de Montreal (Canadá) y de la ciudad de Bogotá (Colombia). La investigación fue cualitativa, de alcance comparativa, no experimental. El número de participantes fue de 42, de ambos sexos, divididos en dos grupos, sin TDAH y con TDAH. Se aplicaron 6 test psicológicos que permitieron analizar la cognición social en las variables empatía, conducta prosocial, teoría de la mente y reconocimiento facial emocional, de la muestra seleccionada. Los resultados evidenciaron que el grupo sin TDAH puntuó por encima de la media, en comparación con el grupo con TDAH, cuyo rendimiento fue menor en las pruebas aplicadas. En conclusión, se puede evidenciar que la cognición social se ve afectada principalmente en los estudiantes con TDAH de ambos países, independiente de las variables culturales o su lugar de residencia; su afectación se atribuye más bien a las características propias del trastorno.

Background: Suicide attempt (SA) lethality is associated with heightened suicidal desires and social cognition deficits. Fearlessness about death (FAD) and hypomentalizing may play a role in SA and self-harm. Although studies have identified relationships between these constructs, this line of research is still limited. We aimed to explore the mediating role of FAD and mentalizing between suicidal ideation and both SA lethality and self-harm. Method: 1,371 suicide attempters (70.1% women; M = 40 years) from seven Spanish hospitals participated. We used the Fearlessness About Death (ACSS-FAD) subscale, the Reflective Functioning Questionnaire-8 (RFQ-8), and the Columbia Suicide Severity Rating Scale (CSSRS). We conducted serial multiple mediation analyses with suicidal ideation as exposure; FAD and mentalizing as mediators; SA lethality and self-harm as outcomes. Results: Indirect effects were found of suicidal ideation on self-harm (B = 0.08, CI = 0.03-0.15) and SA lethality mediated by FAD (B = 0.02, CI = 0.001-0.04); indirect effects of suicidal ideation on self-harm through mentalizing (B = 0.10, CI = 0.04-0.167), and total indirect effects between suicidal ideation and self-harm through FAD and mentalizing (B = 0.18, CI = 0.11-0.27). Conclusions: Interventions addressing mentalizing and FAD may help reduce SA lethality and self-harm risk. [ABSTRACT FROM AUTHOR]

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El siguiente estudio explora la relación entre unas variables (cognición social e ideación suicida) dentro de una población segmentada (adolescentes) en un determinado espacio. La cognición social es el conjunto de dimensiones cognitivas de nivel superior que permiten desarrollar experiencias personales en un entorno social; la ideación suicida es una fase de la conducta suicida que incluye pensamientos de muerte autoinfligida; la adolescencia es una etapa del desarrollo humano en la que surgen procesos mentales complejos, cambios físicos, emocionales y psicosociales. Objetivo: analizar la relación existente entre las variables cognición social e ideación suicida en adolescentes de 10° de una institución educativa (I.E.) del municipio de Envigado - Colombia. Método: estudio descriptivo-correlacional no experimental en una muestra no probabilística de 59 adolescentes entre 14 y 17 años, a quienes se les aplicó el test de Actitudes y Estrategias Cognitivas Sociales AECS (Moraleda et al., 1998) y el Inventario de Ideación Suicida Positiva y Negativa PANSI (Osman et al., 1998). Se emplea el coeficiente de correlación de Spearman para hallar correlación; igualmente, se aplicó una encuesta sociodemográfica para identificar diferencias significativas mediante las pruebas no paramétricas U de Mann-Whitney y Kruskal-Wallis. Resultados: la presencia de ideación suicida en la población analizada es poco considerable; las dimensiones de cognición social se encontraron en un nivel moderado y las diferencias estadísticamente significativas se hallaron en las categorías de sexo y tipología familiar; adicionalmente, se encontraron correlaciones inversas y directas entre las dimensiones del AECS y el Inventario PANSI.

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El estudio tiene como objetivo investigar los sesgos asociados a variables socio-cognitivas y psicosociales relacionadas con la desinformación. Especialmente interesa examinar la reflexividad cognitiva, la conciencia metacognitiva, la identificación con el grupo, las ideologías políticas y la religiosidad como variables predictoras asociadas tanto a la identificación de mensajes de desinformación como a la intención de compartirlos. Se llevó a cabo un experimento en línea con 328 estudiantes universitarios (49% mujeres) para estimar la presencia del sesgo de la verdad ilusoria y el efecto de las condiciones de inoculación. Los participantes fueron asignados a una de tres condiciones de inoculación cognitiva (evaluación individual, metacognición o condición de control) y leyeron varios mensajes falsos y verdaderos sobre política y asuntos públicos. Nuestros resultados han revelado la presencia del efecto de la verdad ilusoria en la muestra costarricense. Las personas con mayor conciencia metacognitiva se vieron menos afectadas por el sesgo de la verdad ilusoria al evaluar tanto mensajes falsos como verdaderos. Los participantes que tienden a identificarse con su endogrupo presentan mayor probabilidad de percibir los mensajes falsos como verdaderos. Los hallazgos no mostraron una reducción sustancial del sesgo con las condiciones de inoculación.

Introduction: Theory of mind (ToM) is the human ability to perceive, interpret, and attribute the mental states of other people, and the alteration of this cognitive function is a core symptom of autistic spectrum disorder (ASD). In such other neurodevelopmental disorders as childhood-onset obsessive-compulsive disorder (OCD) and Tourette syndrome (TS) that can present with cognitive dysfunctions, ToM has been less extensively studied, especially in the young population. The aim of the study was to compare advanced ToM between groups of young people diagnosed with OCD, TS, or ASD and a control group. Methods: Clinical interviews were conducted with male patients aged between 11 and 17 years with a main diagnosis of OCD (n = 19), TS (n = 14), or ASD (n = 18), and a control group (n = 20). We administered instruments for estimating intelligence quotient and severity of psychiatric symptoms, and tasks to evaluate ToM (the ''Stories from everyday life'' task and the ''Reading the mind in the eyes” test). Results: Young people with TS and with ASD present similar difficulties in solving advanced ToM tasks, whereas patients with childhood-onset OCD present similar results to controls. Conclusions: ToM is altered in other neurodevelopmental disorders beyond ASD, such as TS. Resumen: Introducción: La Teoría de la Mente (ToM) es la capacidad humana de percibir, interpretar y atribuir los estados mentales de las otras personas y la alteración de esta función cognitiva es un síntoma nuclear del Trastorno del Espectro Autista (TEA). Hay otros trastornos del neurodesarrollo como el Trastorno Obsesivo-Compulsivo de inicio en la infancia (TOC) y el Síndrome de Tourette (ST), que pueden presentarse con disfunciones cognitivas, y en los que la ToM ha sido menos estudiada, especialmente en población juvenil. El objetivo de este estudio fue comparar la ToM avanzada entre grupos de jóvenes con diagnóstico de TOC, ST o TEA y un grupo de controles sanos. Métodos: Se entrevistaron clínicamente a varones de entre 11 y 17 años con diagnóstico principal de TOC (n = 19), ST (n = 14), TEA (n = 18), y un grupo control de sujetos sanos (n = 20). Se les administraron instrumentos de estimación de cociente intelectual, severidad de los síntomas psiquiátricos, y las pruebas para evaluar la ToM: la tarea Historias de la Vida Cotidiana y el Test de la Mirada. Resultados: Los jóvenes con ST presentan dificultades similares para resolver tareas de ToM avanzada al nivel de los pacientes con TEA, a diferencia de los pacientes con TOC de inicio en la infancia que presentan resultados similares a los controles sanos. Conclusiones: La ToM está alterada en otros trastornos del neurodesarrollo más allá del TEA, como en el ST.

Copyright of Gaceta Médica de Caracas is the property of Academia Nacional de Medicina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adolescence is a sensitive period for the neurodevelopment of social cognition (SC), and adverse childhood experiences (ACE) can alter these processes. This study investigated the relationship between ACE and SC in 157 adolescents (66 females, 54 males) from a school in Bogota. The level of EAN was assessed through the Adverse Childhood Experiences Scale. SC was assessed with mentalization, morality and self-control tasks. In addition, behavioral problems were probed with a scale based on DSM IV-R criteria. The accumulation of ACE was related to alterations in SC in a sex-dependent manner. Specifically: (a) women with high ACEs presented lower accuracy in mental inferences and instrumental moral decisions; (b) men under similar conditions presented self-control problems; (c) exposure to armed conflict correlated with higher latency in moral decisions; and (d) men with ACE accumulation, moral decisions based on immediate rewards and low self-control showed more externalizing behaviors. The social implications of these findings for the design of evidence-based, sectorized psychosocial interventions are discussed. [ABSTRACT FROM AUTHOR]

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El objetivo del estudio fue determinar si la cognición social se relaciona con el desarrollo de las habilidades comunicativas, en los niños de primer grado de una institución educativa primaria de Talavera 2021, en la provincia de Andahuaylas. Su base metodológica fue mixta puesto que tuvo un enfoque cualitativo con procedimientos estadísticos de medición expresados en porcentajes. El tipo de investigación fue descriptivo correlacional con un diseño transeccional. La población la conformó cuatrocientos estudiantes y se seleccionó una muestra de cuarenta. La técnica empleada para la recolección de datos fue la encuesta y el instrumento el cuestionario validado por juicios de expertos. Los resultados expresaron que sí existe correlación moderada entre la cognición social y el desarrollo de las habilidades comunicativas, verbales y no verbales, enfatizando que cuanto mejor sea el comportamiento de una mejor será la evolución de las otras. Se concluyó que existe relación significativa entre la cognición social y la dimensión comunicación no verbal en los estudiantes de primer grado de una institución educativa de nivel primario de la localidad de Talavera 2021.

La adolescencia es un periodo sensible para el neurodesarrollo de la cognición social (CS) y experiencias adversas en la niñez (EAN) pueden alterarlo. Este estudio indagó sobre la relación entre EAN y la CS en 157 adolescentes (66 mujeres, 54 hombres) de una escuela de Bogotá. El nivel de EAN fue valorado a través de la Escala de experiencias adversas durante la niñez. La CS se evaluó con tareas de mentalización, moralidad y autocontrol. Además, se indagaron problemas de conducta con una escala basada en criterios DSM IV-R. La acumulación de EAN se relacionó con alteraciones en la CS de una forma dependiente del sexo. Puntualmente: (a) mujeres con altos EAN presentan menor precisión en inferencias mentales y decisiones morales instrumentales; (b) hombres bajo condiciones similares presentan problemas de autocontrol; (c) la exposición al conflicto armado correlacionó con mayor latencia en las decisiones morales; y (d) hombres con acumulación de EAN, decisiones morales basadas en recompensas inmediatas y bajo autocontrol muestran más conductas externalizantes. Se discuten las implicancias sociales de estos resultados en el diseño de intervenciones psicosociales sectorizadas y basadas en evidencias.

To interact in the social world, people make use of processes that contribute to understand relevant aspects and key indicators to interact effectively. These processes are framed within the construct of social cognition that integrates different processes within which the theory of mind is included. The theory of mind (ToM) is the competence of attributing minds to others and predicting and understanding their behaviors based on mental entities such as beliefs, desires and intentions. This process is made up of two aspects, one cognitive and the other affective or emotional. Cognitive ToM refers to the ability to make inferences about the desires, beliefs and intentions of other people, while affective ToM is related to the ability to infer the emotions of others. Taking this characteristic of dimensionality into account, researchers created a task called Yoni Task that attempts to assess both aspects of ToM with the use of mainly visuospatial stimuli administered to children, adolescents and adults. The aim of this study was to carry out linguistic adaptations and systematize the Yoni Task in an application by analyzing its psychometric properties in a pilot sample in order to contribute to the validation of the Yoni Task in Argentine context and assess different aspects of ToM in a systematic way and with low incidence of other cognitive processes. The tool was administered in a pilot test to 33 young adults between 20 and 40 years old, using a computerized version of the Yoni Task adapted to Argentine environment. To perform the data analysis given the size of the sample, the resampling technique called Bootstrap with simulation of 1000 cases was used. This technique allows, by generating a large number of random samples considering the real data available, to estimate the real distribution of the data and not a theoretical distribution based on assumptions that must be met. This method has been used in psychology and education but is not as widely used as it should be in these areas of social and human sciences because the data do not usually meet the parameters necessary to use parametric statistical tests. The reliability analysis showed a score of Cronbach's alpha of .896 on a total of 98 items, which describes a good internal consistency, and no variations were found if items were eliminated. The data show that Yoni Task in its Spanish version presents moderate correlations with the Eyes Test in both dimensions (cognitive and affective). Likewise, within the test, high correlations are observed between the cognitive and affective dimensions. This pattern is sustained when the Bootstrap is performed, considering that both tasks value similar processes (theory of mind). With regard to the computerization of the task and its implementation in the developed application, it can be anticipated that its use is simple and simple to administer by the evaluator. On the other hand, from the perspective of those evaluated, it does not generate fatigue and is simple to use; and although some users argued that at first the task seems simple and becomes more complex, requiring more attentional effort, they note that this is a product of the task itself and not of its computerization. It is important to highlight the importance of designing tasks that measure cognitive processes in a simple and systematic way, creating a bridge between psychology and the use of technologies, allowing greater accuracy in the measurement of processes from friendly environments for the person being studied evaluated. The systematization of an analogue test and the development of an application do not introduce defects in the methodology or affect unexpected results. [ABSTRACT FROM AUTHOR]

The Theory of Mind (ToM) is the ability to attribute mental or emotional states to others and to oneself. The development of this process is highly associated with family structure and dynamics. There are scarce studies about the role of the family in the functioning of ToM in children with attention deficit hyperactivity disorder (ADHD). This study aimed to establish the association between family structure and ToM functioning in children with ADHD. A group of 63 children with ADHD and 63 children with Typical Development (TD) were included, all of them in school and aged between 7 and 12 years old. To assess ToM, a battery based on false belief tasks, the Reading the Mind in the Eyes test, and the faux pas test were used. Linear regression models were used for data analysis. The position and number of siblings were predictors of advanced ToM in children with ADHD, while living with siblings was the predictor of basic ToM in children with TD. The relevance of the family for the functioning of ToM is confirmed both for children with ADHD and for children with typical development. Likewise, it was determined that the interaction with siblings, and not with parents, has the most significant effect on ToM [ABSTRACT FROM AUTHOR]

Theory of mind and empathy constitute sociocognitive skills central to understanding the social world and formulating responses within social contexts. However, studies continue to face the challenge of clarifying their boundaries and unraveling the presumed connections between them. This study aimed to conduct a scoping review of the conceptual interplay between theory of mind and empathy in research exploring socio-individual differences in typical adults, while also organizing these findings according to thematic categories. A total of 62 articles were analyzed, revealing five different models of relations between theory of mind and empathy, as well as three thematic production nuclei linked to social behavior, physiological variations in daily life, and cognitive, affective, and social variations. The study also discusses advancements and limitations in this field, pointing out both a fruitful production and the need to advance in the construction of more precise parameters in this area. [ABSTRACT FROM AUTHOR]

Introduction. Early intervention during childhood in patients with Autism Spectrum Disorder (ASD) has been strongly advocated. As adolescence is reached, new, more complex social demands emerge. These demands require a therapeutic approach that has not been widely studied. The aim of this review is to examine and synthesize the existing literature on social cognition interventions in adolescence and lay the groundwork for future interventions. Methods. Searches were conducted in the PubMed, PsycINFO, and Web of Science databases up until April 20, 2023. Quantitative or qualitative research aimed at examining the influence of social cognition-focused interventions in the treatment of ASD in adolescence, in either English or Spanish language, was included. Quantitative and qualitative studies were evaluated using a modified version of the Newcastle-Ottawa Scale and the Critical Appraisals Skills Programme checklist, respectively. Results. Nineteen original studies that met the inclusion criteria were selected. The selected studies included a total of 916 patients. The average duration of the interventions was 13.28 weeks. They were categorized into group-based social skills interventions, experience-based interventions, and computer-mediated interventions. Conclusions. The scarcity of social cognition interventions specifically designed for adolescents with ASD is striking. The neuroplasticity window between puberty and the transition to adulthood provides an opportunity for structural and dynamic functional reorganization. Therefore, adolescence is a unique developmental stage that is amenable to specific interventions. [ABSTRACT FROM AUTHOR]

El objetivo del presente estudio consistió en describir la cognición social de una muestra de 30 padres de familia de 14 niños y adolescentes que presentan problemáticas de convivencia escolar, y de 16 que no la presentan, de tres instituciones educativas de los municipios de Venecia (Antioquia), Quinchía (Risaralda) y Medellín (Antioquia), escogidas de modo intencional por parte de los investigadores. La investigación se realizó con un enfoque cuantitativo de alcance descriptivo, el cual permitió un análisis comparativo entre la cognición social de los padres de familia y la convivencia escolar de sus hijos. Para ello se evaluaron las variables inteligencia emocional y el coeficiente de empatía en los padres seleccionados, al igual que se evaluó la convivencia escolar de sus hijos. Dentro de los resultados se resaltaron niveles adecuados de cognición social en estos padres de familia, y no se evidenció una relación de esta variable con las problemáticas de convivencia escolar de sus hijos. Se concluye, mediante la aplicación de la escala de evaluación de comportamiento para niños BASC para maestros, que las problemáticas de convivencia en los estudiantes evaluados pueden deberse a altos niveles de ansiedad, depresión y bajos puntajes en habilidades sociales.

En el conjunto de las ciencias conductuales, de las cuales forma parte la ciencia jurídica, cobra creciente importancia el análisis psicológico del Derecho. Este análisis está ya presente en el Derecho penal y en el Derecho privado (a través del análisis económico del Derecho). Más recientemente, la psicología conductual también está renovando el instrumentario propio del Derecho administrativo, a través de los llamados nudges o “acicates”. En este estudio se ofrece un posible marco teórico general para el análisis psicológico del Derecho administrativo. Se comienza por identificar las dificultades metodológicas para poner en relación una ciencia hoy empírica y experimental (la psicología) y una ciencia aún hoy poco empírica (la ciencia jurídica). Una vez reconocidas las dificultades metodológicas, se seleccionan varios postulados de la psicología contemporánea que a priori pueden ser útiles para el análisis del Derecho administrativo: la distinción entre el pensamiento racional y el pensamiento automático o intuitivo; la diversidad de formas de pensamiento problemático; la importancia de cognición social; y la relevancia de la motivación para el rendimiento profesional. Todos estos postulados son útiles para analizar la elaboración, el cumplimiento, la sistematización y la enseñanza del Derecho administrativo.

Empathy is a skill that enables the identification with and interpretation of others' subjective experiences. The purpose of this study was to validate the Empathy Quotient (EQ) in adolescents in Mexico. A sample of 573 Mexican adolescent students (350 female and 223 male) with an age range of 12-19 years was employed (Mage= 14.8 years, SD= 1.96). An exploratory factor analysis (EFA) was carried out which identified two factors, one with 16 items associated with the affective dimension and one with 13 items related to the cognitive dimension (model fit indices: GFI= .984, RMSEA= .034, and RMSR= .072). To evaluate the resultant bifactor model, a confirmatory factor analysis (CFA) was performed, showing good fit indexes (RMSEA= .020, RMSR= .045, CFI= .998, GFI= .988). Regarding internal consistency, we found a McDonald's x correlation coefficient of= .941 for the affective dimension and ?= .772 for the cognitive dimension, with p< .001. The validation of this empathy instrument will support its use as a clinical research assessment tool in Mexican adolescents. [ABSTRACT FROM AUTHOR]

Background: Deficits in information processing, sustained attention and social cognition have important implications for the daily functioning of people with schizophrenia. The present study analyzed the relationship between processing speed, sustained attention, social cognition, and functioning in clinically stable people with schizophrenia. Method: Ninety people with schizophrenia and 100 healthy controls completed a battery of measures to assess clinical symptoms, processing speed, sustained attention, social cognition, and functioning. GLMMs and SEM were used to assess the relationships between these variables. Results: People with schizophrenia had impaired performance in all cognitive outcomes compared to healthy controls. Processing speed and sustained attention, together in a latent variable, had a strong effect on functioning (Beta = 0.32; p < .05). However, social cognition had also a strong effect on functioning (Beta = 0.29; p <.001) in the mediation model, which exhibited better indices of fit than the model including neurocognition alone (e.g. RMSEAbasic = 0.131 and RMSEAmediator = 0.054). Conclusions: The mediating effect of social cognition on the relationship between processing speed, sustained attention, and functioning in people with schizophrenia suggests the importance of including both domains of neurocognition along with social cognition as treatment targets in rehabilitation interventions to optimize improvements in functioning in schizophrenia. [ABSTRACT FROM AUTHOR]

Bullying is a contemporary social phenomenon that impacts multiple social structures and contexts. This study aimed to establish the association between executive functions (EF) and social cognition in adolescents. A cross-sectional descriptive study with a sample of 109 subjects was selected by convenience sampling. Multinomial logistic regression was performed, finding that social cognition is a protective factor (OR: 0.17 IC 95% 0.05-0.59) (OR: 0.27 IC 95% 0.08-0.85) in the group of aggressors to controls; in addition, the group of victims to controls (OR: 0.15 IC 95% 0.05 - 0.42) (OR: 0.30 IC 95% (0.11-0.82). Thus, adequate social cognition is associated as a protective factor against bullying, and presenting deficits in EF is associated with a threefold increased risk of bullying. [ABSTRACT FROM AUTHOR]

Social cognition is a neurodynamic process that restructures and regulates a person's social behavior in function of time and space. In recent years, this construct has taken relevance regarding neuropsychological evaluations since it lays the foundations for the approach and forecast of a successful social adaptation in people with autistic condition. This article explores the life of Saya, a three year and ten months old child, whom reflects a slight autist condition. As the main study tool, a neuropsychological evaluation was carried out and focused on psychobiology. This evaluation included the social cognition, which analyzes four different systems: social perception, socio-affective, mental attribution and inferential and executive, in order to start her therapeutic process. [ABSTRACT FROM AUTHOR]

Copyright of Teoría y Praxis is the property of Editorial Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Limite is the property of Universidad de Tarapaca, Departamento de Filosofia y Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas (17949998) is the property of Universidad Santo Tomas, Facultad de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Experiences of negative social interactions and childhood trauma (CT) can lead to aberrant hypothalamic–pituitary–adrenal functions. Poor theory of mind (ToM) ability is related to increased social stress levels; however, studies on the relationship between ToM and cortisol remain scarce. Objective: This study aimed to evaluate the relationship between ToM and the hair cortisol concentration (HCC) in healthy young adults considering the moderating role of CT. Method: A total of 206 healthy young adults were divided into two groups based on an experience of moderate-to-severe childhood trauma (CT+ and CT–). To determine whether CT moderated the relationship between ToM and HCC, moderation analysis was conducted controlling for age, sex, years of education, and scores of perceived stress, depression, and anxiety. Results: CT+ individuals reported higher subjective stress perception and depressive symptoms than CT– individuals, whereas anxiety-related symptoms, ToM, and HCC were not different between the groups. The experience of CT significantly moderated the relationship between ToM and HCC. The association between poorer ToM ability and higher HCC was significant only in CT+ group. Conclusion: CT is a moderator of the association between ToM and HCC, indicating the importance of CT in social cognition and the stress response. Impaired social cognition and childhood trauma (CT) is associated with cortisol secretion. Higher hair cortisol levels and poorer theory of mind (ToM) were associated in adults with CT. CT is a significant moderator of the link between ToM and hair cortisol levels. [ABSTRACT FROM AUTHOR]

En el presente artículo se realizó una revisión de la literatura sobre la relación entre el trastorno del espectro autista (TEA) y la cognición social (CS), la cual permite entender las alteraciones en la comunicación social en el autismo. Para ello se seleccionaron 50 artículos de estudios empíricos publicados en diferentes bases de datos entre el año 2010 y 2021. Los resultados se ordenaron y categorizaron a partir de conceptos relacionales, a través del estudio del arte, encontrando que las investigaciones consultadas convergen en las alteraciones de la CS en el TEA; otros estudios presentan instrumentos para la evaluación de la CS e intervenciones sobre la misma, buscando mejorar las habilidades y competencias en la comunicación en el autismo. Se confirmaron las alteraciones en CS y teoría de la mente (ToM) en población TEA y se evidenció la falta de más estudios sobre el diseño e implementación de intervenciones dirigidas a mejorar la CS en esta población, especialmente centrados en Latinoamérica.

El Bullying es un fenómeno social contemporáneo que impacta en múltiples estructuras y contextos sociales. Este estudio tuvo como objetivo establecer la asociación entre funciones ejecutivas (FE), cognición social en adolescentes y el bullying. Estudio descriptivo transversal con una muestra de 109 sujetos seleccionados mediante un muestreo por conveniencia. Se realizó una regresión logística multinomial, encontrando que la cognición social es un factor protector (OR: .17 IC 95% .05-.59) (OR: .27 IC 95% .08- .85) en el grupo de los agresores respecto a los controles; así como en el grupo de víctimas respecto a los controles (OR: .15 IC 95% .05 – .42) (OR: .30 IC 95% (.11- .82). De esta manera, una adecuada cognición social se asocia como un factor protector ante el bullying y el presentar déficits en las FE se asocia a un incremento del riesgo de tres veces de padecerlo.

La cognición social es un proceso neurodinámico que reestructura y organiza el comportamiento social de la persona en función del espacio y tiempo. En los últimos años, este constructo ha tomado relevancia en la evaluación neuropsicológica, debido a que sienta las bases para el abordaje y pronóstico de la adaptación social en las personas de condición autista. El presente estudio explora la vida de Saya una niña de 3 años 10 meses, quien refleja un grado leve de la condición autista. Se realizó una evaluación neuropsicológica a base del enfoque psicobiológico que incluye la cognición social, el cual analiza cuatro sistemas percepción social, socioafectivo, atribución mental e inferencial y ejecutivo, con el fin de dar inicio a su proceso terapéutico.

This paper is extracted from the research "Relationship between executive functions and social cognition with job performance in the Corporación Universitaria Minuto de Dios, seccional Bello" carried out in 2019. Social cognition as a fundamental part of higher cognitive processes and Person - Environment interaction is presented as a leading actor at work and in its manifestations, that is, the level of work performance is closely linked to social interaction skills. The article works with a population made up of university professors from the city of Medellín (Colombia) whose performance is variable but within the criteria accepted by that educational institution and who, in addition, do not present emotional alterations or mental illnesses categorized in the DSM -V. A series of tests are applied to this population that are detailed throughout the writing and a direct relationship between social cognition and performance is evidenced. This investigative work promises a great contribution to the improvement, not only of the performance of the teachers, but also of the quality of life of them and their families and the positioning and continuous improvement of the IES (Institutions of Higher Education). [ABSTRACT FROM AUTHOR]

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Introducción: en este estudio se realizó un análisis comparativo, de acuerdo con el estrato socioeconómico, de tres habilidades de cognición social (teoría de la mente, empatía y reconocimiento de emociones) en un grupo de adolescentes de Medellín. Metodología: se realizó una investigación cuantitativa comparativa transversal con una muestra de 130 adolescentes de ambos sexos a quienes se les administraron las pruebas Sistema Internacional de Imágenes Afectivas, el Test de la Mirada y el Índice de Reactividad Interpersonal. Resultados: los resultados de los análisis comprobaron la hipótesis, en algunas de las variables, de que los niveles socioeconómicos más bajos tienen niveles más bajos de habilidades de cognición social, especialmente en la teoría de la mente y la empatía, pero no en la evaluación emocional de las expresiones faciales. Discusión: la adolescencia es un periodo crítico del neurodesarrollo. Neurobiológicamente, durante este periodo ocurren cambios significativos en el denominado cerebro social. Conclusión: no todas las habilidades socio-cognitivas tienen la misma sensibilidad a los efectos ambientales durante su desarrollo.

Introduction People with schizophrenia have deficits in the ability to identify emotions. An area of important dysfunction is the understanding of affective prosody, which can limit communication and social functionality. The objective of this study is to compare emotional recognition through prosody between a group of people with schizophrenia versus a control group without pathology, through the Reading the Mind in the Voice - Spanish Version scale (RMV-SV). Method A group of people with clinically stable schizophrenia or schizoaffective disorder was recruited (n = 62). They were compared with a control group (n = 63) in sociodemographic, clinical characteristics, intelligence quotient, and performance on RMV-SV scale. Results The case group presented lower scores on the RMV-SV, with statistically significant differences (p < .001) compared to controls. In 17/22 items of wrong answers, the statements contained negative emotions. The correlation was positive between RMV-SV and IQ. RMV-SV and PANSS, mainly the negative subscale, and age were inversely correlated. Conclusions The RMV-SV scale, validated in autism, allows detecting the alterations of prosodic recognition in Spanish in schizophrenia, postulating itself as an evaluating tool of this domain of social cognition. [ABSTRACT FROM AUTHOR]

Aims: To identify the impact of ventromedial prefrontal cortex injury (vmpFC) on social cognition (SC) processes in a stroke patient in relation to a control group matched by age, gender, and schooling. Possible associations between post-injury behavior and impacted neuropsychological attributes of emotion recognition, Theory of Mind (tom), and empathy are discussed. Method: One male patient (n = 1) (58 years old) with stroke in right vmpFC and 10 healthy participants completed different screening, neuropsychological assessment, and SC tests as: Addenbrooke's Cognitive Examination-Revised; The Trail Making Test; Raven's Matrices; Faux Pas Test; Reading Mind in the Eyes Test, among others. Results: Due single cases are reported, p< .05 values of a tail were considered statistically significant in all comparisons. Correlations were found between damage in vmpFC and alterations in affective tom, working and retrograde memory, mood and relational alterations in the patient. Discrepancies were found with respect to other studies in relation to the laterality of the injury and the impact of cognitive and affective empathy that seems to be relatively intact. Conclusions: There is a need to clarify the role of affective tom after acquired brain injury (aBi) in vmpFC. A protocol is needed to assess and intervene in aspects of tom that would involve documenting strengths and deficits of tom: inter and intrapersonal after an aBi. Similarly, there is a need to address the lateralization of different domains of function in vmpFC and their relationship to affective tom. [ABSTRACT FROM AUTHOR]

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Copyright of Psicoespacios is the property of Institucion Universitaria de Envigado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Medica Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The level varies depending on the impact and persistence of the symptoms in the person's daily life. Some level 3 cases have a full dependence on their caregivers, while level 1, the other side of the spectrum, includes what used to be known as Asperger's Syndrome (AS), who usually have a normal IQ and high language skills. The prevalence varies depending on the country and type of methodology for the estimation; at present it has been estimated that approximately 1 in 59 children presented this condition according to the study of the Centers for Disease Control and Prevention (CDC). In Colombia, a high prevalence of the disorder has been found: from 1/87 to 1/91 according to the screening instrument. The objective of this work is to determine the relationship between social cognition (SC), that focuses on how people process, store, and apply information about other people and social situations, and executive functioning (EF), that are skills we use every day to learn, work and manage daily life, in a sample of children with level 1 Autism Spectrum Disorder. An observational, cross-sectional, correlational analytical methodology was designed with two independent groups, ASD (n = 39) and control (n = 39) between 8 and 16 years of age, all of them enrolled in school. Both groups were assessed by neurodevelopmental experts to determine the presence or absence of ASD symptoms. For the components of the EF, the card classification subtests, regression digit span and phonological fluency of the Infant Neuropsychological Assessment (ENI) were used to evaluate the capacity for abstraction, the formation of concepts and the change of cognitive strategies in response to the changes that occur in environmental contingencies, as well as the initiation, efficient organization of verbal recovery, inhibition and self-monitoring. For the SC, the first and second order false beliefs were used to evaluate the ability of subjects to infer that someone has a belief that is different from their own and a third party; the Facial Expressions Test, to assess facial emotional recognition; and advanced tests such as Happé's Strange Stories, the Faux Pas test and Reading the mind in the eyes test to assess understanding of covert language, detection of lies or deception, and attribution of cognitive emotions through inference from beliefs or intentions of others. This study found that the SC test, Happé's strange stories and Reading the mind in the eyes test were able to discriminate both groups and confirm that ASD subjects have an alteration in emotional Theory of Mind. Although no differences were found in EF between the two groups, the hypothesis that there are alterations in EF in ASD is not rejected; on the contrary, the importance of carrying out a complete evaluation with sensitive instruments is emphasized, it suggests reviewing the evaluation of executive functioning to better delineate the interaction between EF and SC in ASD, expanding the measurement of EF of more emotional domain including some "hot" EF measures; outlining new strategies to understand the interaction between the cognitive and social domains, advancing neurocognitive intervention and prognosis in this syndrome. In future phases of this line of research, a better choice of instruments should be considered, including the Theory of Mind Inventory-2 (ToMi-2), a ques tionnaire filled out by caregivers that allows obtaining information on factors and domains evaluated by the applied tests that also has a pragmatic subscale. [ABSTRACT FROM AUTHOR]

The purpose of this study was to validate the GEOPTE scale of social cognition for its use in patients diagnosed with schizophrenia in Latin American countries. The participants were 253 patients with a diagnosis of Schizophrenia and 253 main caregivers from mental health services in Bolivia, Chile and Peru. The psychometric properties of the GEOPTE scale were obtained through confirmatory factor analysis (CFA), CFA-multigroup, reliability coefficients and Pearson's correlation. The CFA showed the adequacy between the original theoretical factor structure and the one established in this validation study. The scale showed satisfactory reliability indicators, presented significant associations with the Positive and Negative Syndrome Scale (PANSS) and showed only weak invariance according to gender. The GEOPTE scale has sufficient evidence of validity and reliability for its use in patients diagnosed with Schizophrenia in Latin American countries. [ABSTRACT FROM AUTHOR]

El objetivo del estudio fue adaptar y validar una batería de instrumentos para evaluar subdominios de la cognición social con población forense en Colombia y México a partir de una selección de instrumentos utilizados en neuropsicología clínica. Se revisó la pertinencia de los subdominios que componen la cognición social como evidencia de validez de contenido mediante la evaluación de diferentes expertos en psicología forense, neuropsicología y medición y evaluación; utilizando el método ANGOFF modificado y un análisis de confiabilidad según el modelo Rasch y el coeficiente Alfa de Cronbach. Posteriormente fue sometido a pilotaje con 20 personas condenadas en cárceles colombianas y mexicanas con privación de libertad. Se encontraron calibraciones INFIT 1.17 y 1.04, OUTFIT 1.08 y 1.18, con índices de separación de 2.66 y 1.63, y fiabilidad de .88 en colombianos y .73 en mexicanos; estos datos proporcionaron evidencias de validez de la batería adaptada.

Un problema poco examinado en las teorías del diseño es la naturaleza de las experiencias emocionales que despierta el espacio edificado, por ejemplo, los sentimientos de atracción o rechazo en determinados lugares, el sentimiento de pertenencia o de solemnidad y de trascendencia ante ciertas formas urbanas, edificaciones o espacios públicos, tales como iglesias, cementerios o jardines y plazas. En este trabajo se plantea que para saber cómo influye la arquitectura en las emociones de los habitantes, el especialista en diseño urbano-arquitectónico debe explorar sus propias experiencias ante el espacio arquitectónico y ante la esfera social y emocional que forma parte de este. Para demostrarlo se abordó brevemente el concepto de empatía, la cognición social, y la interacción social a partir de una revisión bibliográfica de recientes publicaciones de diseño urbano-arquitectónico. Se comparó la base teórico-metodológica y epistémica del diseño con otras provenientes de la geografía cultural, de los estudios urbanos y culturales y de las ciencias cognitivas en su vertiente corporeizada, así como de la tradición hermenéutica sobre la interpretación de significados. Como casos de estudio se tomaron algunos ejemplos de proyectos constructivos que dan preponderancia a la interacción simbólica, a la percepción fenoménica, y al manejo colectivo de significados y metáforas cognitivas. Si bien la actividad cerebral coordina la cognición social y diversos estados emocionales, el contexto urbano-social también determina el significado de las emociones y experiencias sensibles en una producción colectiva de sentido mediante la inter-corporalidad y la interacción.

In recent years, numerous theoretical models based on the theory of empathy and self-efficacy founded the explanation of vocational behavior. The finding of a particular profile of the social cognition function in the staff that attends for people with disabilities makes it necessary to evaluate the dimension of their influence for inclusion in the evaluation of vocational behavior. The present work is a cross-sectional correlational quantitative type study for which a study group of 115 subjects of both sexes and a control group of 30 subjects with similar activities but without attention to people with disabilities were selected. The test used for the work were a sociodemographic questionnaire, emphatizing and systemizing test, modified coping strategies scale, reading the mind in the eyes test, temperament inventory and revised character of cloninger, faux pastest and scale of general self-efficacy. A particular profile of social cognitive function was found in the population that works in the field of care for people with disabilities, with significant differences defined by very high levels of cognitive (empathizing) and emotional empathy, high levels of systemizing and high results in variable cooperation and a direct relationship in the decrease in the ability to recognize hostile glances in the gaze test. These special characteristics are not explained or achieved only by the concepts of self-efficacy or empathy, so the study of social cognition function should be included in all studies of vocational behavior and professional development.

El propósito del presente estudio fue evaluar un grupo de pacientes con Trauma Craneoencefálico (TCE) en una tarea de reconocimiento emocional. Para ello, se examinó el rol de la intensidad emocional en el desempeño y se compararon las puntuaciones de los pacientes con TCE con las del grupo control. Tras realizar una prueba piloto con individuos sanos, se procedió a presentar 42 imágenes, categorizadas por emoción (alegría, asco, ira, miedo, sorpresa, tristeza y neutralidad) e intensidad emocional (alta, media, baja), a un grupo de 10 pacientes con antecedentes de trauma craneoencefálico (TCE). Al hacer la comparación, se identificaron diferencias estadísticamente significativas en el número de aciertos por parte del grupo de pacientes en la tarea de reconocimiento emocional (p

Background: Social cognitive impairments, specifically in facial emotion processing and mental state attribution, are common in post-traumatic stress disorder. However few studies so far have examined whether social cognitive ability impacts on PTSD recovery. Objective: To examine whether baseline social cognitive abilities are associated with treatment outcomes following trauma-focused therapy for PTSD. Method: This is a cohort study that will relate treatment outcomes post-discharge to baseline measures of social cognition (five tasks: Emotion Odd-One-Out Task (Oddity), Reading the Mind in the Eyes Task (RMET), Social Shapes Test (SST), Spontaneous Theory of Mind Protocol (STOMP), and Reflective Functioning Questionnaire (RFQ-8)) in people starting a course of psychological therapy for PTSD (target N = 60). The primary outcome will be pre- to post-treatment change in PTSD symptom severity (assessed using the PTSD Checklist for DSM-5). Secondary outcomes include functional impairment (assessed using the Work and Social Adjustment Scale), drop-out rate, and analyses differentiating participants with DSM-5 PTSD and ICD-11 PTSD and CPTSD. Regression models will be used to examine associations between baseline social cognitive performance and outcome measures while adjusting for potential confounders. Two pilot studies informed the development of our study protocol. The first involved qualitative analysis of interviews with nine participants with lived experience of mental health problems to inform our research questions and study protocol. The second involved trialling social cognitive tasks on 20 non-clinical participants to refine our test battery. Discussion: This study will address a gap in the literature about whether abilities in social cognition in people living with PTSD are associated with treatment-related recovery. Impairments in social cognition are recognised in people with PTSD. Few studies have examined whether social cognitive ability is associated with recovery from PTSD. We present a study protocol, developed after pilot testing, to address this question. [ABSTRACT FROM AUTHOR]

Avoidance describes any action designed to prevent an uncomfortable situation or emotion from occurring. Although it is a common reaction to trauma, avoidance becomes problematic when it is the primary coping strategy, and plays a major role in the development and maintenance of posttraumatic stress disorder (PTSD). Avoidance in PTSD may generalize to non-harmful environmental cues that are perceived to be unsafe. We tested whether avoidance extends to social cues (i.e. emotional gazes) that are unrelated to trauma. A total of 159 participants (103 who had been exposed to the 2015 Paris terrorist attacks and 56 who had not) performed a gaze-cueing task featuring sad, happy and neutral faces. Attention to the eye area was recorded using an eyetracker. Of the exposed participants, 52 had been diagnosed with PTSD (PTSD+) and 51 had not developed PTSD (PTSD-). As a result of the preprocessing stages, 52 PTSD+ (29 women), 50 PTSD- (20 women) and 53 nonexposed (31 women) participants were included in the final analyses. PTSD+ participants looked at sad eyes for significantly less time than PTSD- and nonexposed individuals. This effect was negatively correlated with the intensity of avoidance symptoms. No difference was found for neutral and happy faces. These findings suggest that maladaptive avoidance in PTSD extends to social processing, in terms of eye contact and others' emotions that are unrelated to trauma. New therapeutic directions could include targeting sociocognitive deficits. Our findings open up new and indirect avenues for overcoming maladaptive avoidance behaviours by remediating eye processing. Trial registration: ClinicalTrials.gov identifier: NCT02810197. Avoidance is a key symptom of posttraumatic stress disorder (PTSD). Avoidance is often viewed as limited to reminders linked to the trauma. Results show that attention to the eyes of sad faces is also affected by PTSD. This effect is correlated with avoidance symptoms in PTSD [ABSTRACT FROM AUTHOR]

The aim of the present research is to characterize the development of social cognition in a theory of mind task in adolescents with early onset of specific language disorder, and to indicate the difference in theory of mind reports according to the specific language disorder in adolescents. The method of the study is quantitative, analytical-descriptive, relational/comparative in scope. The results will allow expanding the framework of knowledge about the relationship between language and theory of mind and whether people who have been diagnosed with language disorders or report any delay, have satisfied social skills through extra-linguistic elements. [ABSTRACT FROM AUTHOR]

Suicidal behavior is a priority objective of research and intervention in the world, because this public health problem generate consequences in the mental health of individuals, families and communities. Suicide prevention requires strengthening from the scientific knowledge of risk factors, which has been complex due to its etiological heterogeneity. However these limitations, contemporary explanatory models show the contribution of research in cognitive neuroscience, because they have allowed to elucidate promising findings for the study of neurocognitive markers of suicidal vulnerability. The development of research in this area is crucial in the Colombian context to apply theoretical models and evidence-based interventions to suicide prevention. [ABSTRACT FROM AUTHOR]

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