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The purpose of this research is to analyze the empirical evidence on the relationship between social cognition and prosocial behavior in children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD). A systematic review was carried out following the PRISMA guidelines of empirical studies found in PubMed and Scopus databases, including a total of 51 research studies. The results indicate that children and adolescents with ADHD have deficits in social cognition and prosocial behavior. For children with ADHD, their deficits in social cognition highlight their difficulty in the process of theory of mind, emotional self-regulation, emotion recognition and empathy, affecting prosocial behavior, evidencing difficulty in personal relationships, and the creation of emotional bonds with their peers. [ABSTRACT FROM AUTHOR]

The automatic nature of evaluative judgments and, in particular, the role of implicit processes in this type of response is a central theme in cognitive psychology. The purpose of the present review is to explore the implications of the automaticity concept in social cognition, with a special emphasis on two well-documented phenomena: affective misattribution and embodiment. With this aim, we review the most relevant findings in this area, and we propose potential lines of application outside the laboratory. We conclude that affective misattribution is operative in several domains of social cognition, which suggests that our daily life can benefit substantially from a better understanding of how our implicit mind works. [ABSTRACT FROM AUTHOR]

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