جستجوی مقالات مرتبط با کلیدواژه « شناخت اجتماعی » در نشریات گروه « پزشکی »

Autism is one of the most common neurodevelopmental disorders. It causes problems in social cognition, communication, and understanding of self and others’ feelings, and has a negative effect on the quality of a person’s life. The present study determines the effectiveness of the Cogniplus cognitive training program on the social cognition (theory of mind (ToM) of children with autism spectrum disorder (ASD).

In a semi-experimental study with a pre-test, post-test design, and a control group with a two-month follow-up, 65 children (44 male and 21 female) from 6 to 11 years old with ASD were selected based on the convenience sampling method from individuals referred to one of autism rehabilitation centers in Shahr-e-Ray City, Iran. They were assessed by the autism spectrum screening questionnaire (ASSQ). Overall, 50 children (33 male and 17 female) with a score of 19 and above on the autism spectrum screening questionnaire were diagnosed with high-functioning autism. They entered into the study according to the inclusion criteria as follows: having speech ability, the absence of motor or intellectual disability, and visual and hearing impairments. Meanwhile, they were matched based on their age. They were randomly and equally assigned to two experimental and control groups. The parents completed the ToM test. The experimental group participated individually in 20 sessions (twice a week, 30 min per session), in the Cogniplus cognitive training program, but the control group only received mainstream services (occupational therapy, speech therapy, art therapy, and music therapy). The parents completed the ToM test in the last session and two months follow-up. The data were analyzed by the correlation analysis, analysis of regression, and generalized estimating equations in the SPSS software, version 27.

The results of generalized estimating equations analysis showed that the Cogniplus cognitive training program improved social cognition (total, first level, and second level of ToM). Meanwhile, the β coefficient showed that 2.9, 3.08, and 0.96 of the variations, respectively, in the ToM levels as the first, the second, and the total, in children with ASD who received Cogniplus cognitive training program. Also, the variations lasted after a two-month follow-up.

Considering the positive effect of the Cogniplus cognitive training program on social cognition, the use of the Cogniplus cognitive training program can solve the need for therapists who have new cognitive insight into training. Also, the implementation of such programs can help to improve the social cognition of children with autism disorder with high functioning in real-life situations.

Quality of life is important in improving the health of patients. The current study was developed to present a structural model of quality of life and health promotion of women with Multiple Sclerosis (MS) based on illness perception, health hardiness with the mediating role of social cognition.

The research method was descriptive-correlation. The statistical population consisted of all women with MS who were members of the MS Association of Iran and referred to the MS Research Center of Sina Hospital in Tehran, which numbered 470 in 1401, using the available and voluntary methods, to the MSIS-29 questionnaires, short-form illness perception, RHHI-24 and Emotion Recognition Task (social cognition) were answered online.

Data analysis showed that the structural model of the quality of life of women with MS based on illness perception and health hardiness with the mediating role of social cognition has a favorable fit of 0.375. There was a negative and significant relationship between quality of life, illness perception with the mediation of social cognition with an influence coefficient of -0.124, and between quality of life and health hardiness with the mediation of social cognition with an influence coefficient of -0.60 (P < 0.05).

Based on the research results, it can be concluded that the mediating role of social cognition in the impact of illness perception and health hardiness on the quality of life can provide a suitable model to explain the psychological improvement of women with MS.

The Quality of Life decreases in chronic debilitating diseases such as Multiple Sclerosis, and interactions in the desired range of Social Cognition have beneficial effects in increasing the quality of life of patients. The purpose was to investigate the relationship between social cognition and quality of life in affected women.

A descriptive-analytical study of the correlation type with multiple regression analysis, in which 470 women with MS were selected from patients who were members of the Iranian MS Association in 1401 by the available sampling method, and were asked specific quality of life questionnaires for MS patients. MSIS-29 and Emotion Recognition Task (Social Cognition) responded.

The average age was 38.79 ± 8.91 years old and the most common type of disease was relapsing-remitting MS (49.4%). The quality of life (Average score) was between 58 and 87. To predict the quality of life using social cognition in the last step of multiple regression, the coefficient of determination was 0.407. People who recognized the emotions of fear, anger, disgust, surprise and sadness better had a higher quality of life. There was no significant relationship between happiness and quality of life. The components of surprise, sadness, disgust and fear purely explained 40% of the changes in the quality of life.

Increasing social cognition in recognizing the main facial emotions increases the quality of life of people with MS.

Objectives :

One of the most common problems in old age is mild cognitive impairment (MCI) which, in addition to cognitive problems, reduces important aspects of social cognition ability such as facial emotion recognition (FER). One of the effective methods in this field is social cognition and interaction training (SCIT). The present study aims to investigate the effect of SCIT on FER  in the elderly with MCI.

Methods & Materials :

This is a quasi-experimental study with pretest/post-test/follow-up design. The study population includes all the elderly over 60 years with MCI living in nursing homes in Tehran, Iran in 2021. Of these, 40 were selected by purposive and convenience sampling methods and randomly assigned to intervention (n=20) and control (n=20) groups. The intervention group received group SCIT at 20 sessions of 60 minutes for two months. During this period, the control group had no training. The used test included the Montreal Cognitive Assessment Test and the Face Emotion Recognition Test. The data were analyzed by mixed analysis of variance and Bonferroni post-hoc test in SPSS software, version 23. 

Results :

The results of mixed analysis of variance showed that the group and time factors explained 51% and 71% of variances in FER, respectively. The results of Bonferroni test showed that FER score in the intervention group was increased immediately after and two months after training, indicating that SCIT had a significant effect on FER (P<0.001). However, FER score in the control group did not show a significant change.

Conclusion:

 The SCIT can be used as an effective method to increase FER in the elderly by using techniques such as examining the role of emotions in social environments and developing emotion recognition skills.

Academic procrastination is one of the important issues that has been considered by many researchers in recent years and it has been mentioned as a bad habit and a behavioral problem and a special type of behavioral procrastination. Many adults experience regular daily activities, so the present study aimed to investigate the relationship between IQ and academic procrastination through social cognition.

The present study was a descriptive research and correlational design and path analysis. The statistical population of the study consisted of all students of Shiraz universities in the academic year of 1995-96, of which 300 (174 girls and 126 boys) were selected by multi-stage cluster random sampling. . Data were collected using the Rescue Social Cognition Questionnaire (2016), the Duke Intelligence Beliefs (2006), and the academic procrastination of Solomon and Rothblum (1984). Pearson correlation coefficient and path analysis using Emos software were used to analyze the data.

The results showed that increasing belief in intelligence has a positive effect on the dimensions of social cognition (p = 01.) but the inherent belief in intelligence did not have a significant effect on these dimensions. Also, the dimensions of social cognition had a negative effect on academic procrastination (p = 01.). Finally, the dimensions of social cognition mediated the increased belief in intelligence and academic procrastination (p = 01.) but did not mediate between the increasing belief in intelligence and academic procrastination.

In general, it can be concluded that social cognition and intelligence beliefs are two of the main factors for examining academic procrastination.

The concept of mentalization as a purely human capacity refers to the understanding of onechr('39')s own and otherschr('39') psychological processes, which in 4 dimensions forms the basis of onechr('39')s daily interactions. Today, this basic psychological process has been considered in all major mental disorders. In this study, a summary review of the concept and multidimensional nature of mentalization has been studied.

Methods and Materials: 

This review study was conducted in December 2020 from indexed articles on mentalization and its four dimensions in PubMed Databases (SID), Scientific Information Database, Google Scholar, Scopus using related key words such as: Mentalization، Automatic mentalizing، Controlled mentalizing، Cognitive mentalizing، Affective mentalizing.

Neuroscientists have identified four components or different dimensions of mentalization: 1. automatic mentalizing versus controlled mentalizing 2. Self- mentalizing versus another mentalizing 3.Internal mentalizing versus external mentalizing 4.Cognitive mentalizing versus Affective mentalizing which indicates different social cognitive processes and different forms of mental illness can be explained as an imbalance in these dimensions.

Applications of mindfulness and treatment based on it indicate the treatment of several different mental health disorders Such as psychosis, depression, eating disorders as well as personality disorders. This model is applicable to a wide range of contexts and conditions, such as parenting, couple therapy, family therapy, art therapy, and services to help some of the most vulnerable, and social contexts such as schools and even prisons.

Studentschr('39') academic status is one of the missions of universities. The cognitive abilities of the brain play a central role in learning and academic achievement. The purpose of this study was to investigate the role of mediators of academic excitement and cognitive ability in relation between social cognition and academic performance.

This research was a descriptive research and correlation design. The statistical population was comprised of all undergraduate students of Shahid Beheshti University in the academic year 1397-1398, of which 380 students were selected as available. Data were gathered through a questionnaire of academic performance, a questionnaire of emotional readiness, a cognitive ability questionnaire, and a social cognition questionnaire. Pearson correlation coefficient and path analysis were used to analyze the data.

The results of the correlation matrix table showed that there was a significant relationship between academic performance and cognitive ability with social cognitive variable and self-cognitive dimensions, mindfulness and perception of educational environment. Also, there was a significant relationship between cognitive and social cognition and all four dimensions of academic excitement. Also, the results of path analysis indicated a significant role of the mediating role of academic excitement and cognitive ability in the relationship between social cognition and academic performance.

Generally, it can be concluded that social cognition by mediating educational excitements and cognitive ability is one of the basic factors for assessing the satisfaction and academic performance of students.