190 recherche sur le mot-clé 'social cognition'

Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? / L. BOADA in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3046-3059 Titre : Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? Type de document : texte imprimé Auteurs : L. BOADA, Auteur ; Guillermo LAHERA, Auteur ; Laura PINA-CAMACHO, Auteur ; Jessica MERCHAN-NARANJO, Auteur ; Covadonga M. DIAZ-CANEJA, Auteur ; J.M. BELLON, Auteur ; J.M. RUIZ-VARGAS, Auteur ; Mara PARELLADA, Auteur Article en page(s) : p.3046-3059 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Masc  Psychosis  Schizophrenia  Social cognition  Theory of mind Index. décimale : PER Périodiques Résumé : Social cognition impairment is a core shared phenotype in both schizophrenia spectrum disorders (SSD) and autism spectrum disorders (ASD). This study compares social cognition performance through four different instruments in a sample of 147 individuals with ASD or SSD and in healthy controls. We found that both clinical groups perform similarly to each other and worse than healthy controls in all social cognition tasks. Only performance on the Movie for the Assessment of Social Cognition (MASC) test was independent of age and intelligence. Proportionately, individuals in the control group made significantly more overmentalization errors than both patients group did and made fewer undermentalization errors than patients with SSD did. AUC analyses showed that the MASC was the instrument that best discriminated between the clinical and control groups. Multivariate analysis showed negative symptom severity as a potential mediator of the association between social cognition deficit and poor global functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04408-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? [texte imprimé] / L. BOADA, Auteur ; Guillermo LAHERA, Auteur ; Laura PINA-CAMACHO, Auteur ; Jessica MERCHAN-NARANJO, Auteur ; Covadonga M. DIAZ-CANEJA, Auteur ; J.M. BELLON, Auteur ; J.M. RUIZ-VARGAS, Auteur ; Mara PARELLADA, Auteur . - p.3046-3059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3046-3059 Mots-clés : Autism spectrum disorders  Masc  Psychosis  Schizophrenia  Social cognition  Theory of mind Index. décimale : PER Périodiques Résumé : Social cognition impairment is a core shared phenotype in both schizophrenia spectrum disorders (SSD) and autism spectrum disorders (ASD). This study compares social cognition performance through four different instruments in a sample of 147 individuals with ASD or SSD and in healthy controls. We found that both clinical groups perform similarly to each other and worse than healthy controls in all social cognition tasks. Only performance on the Movie for the Assessment of Social Cognition (MASC) test was independent of age and intelligence. Proportionately, individuals in the control group made significantly more overmentalization errors than both patients group did and made fewer undermentalization errors than patients with SSD did. AUC analyses showed that the MASC was the instrument that best discriminated between the clinical and control groups. Multivariate analysis showed negative symptom severity as a potential mediator of the association between social cognition deficit and poor global functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04408-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders / Rhideeta JALAL in Journal of Neurodevelopmental Disorders, 13 (2021)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 13 (2021) Titre : Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders Type de document : texte imprimé Auteurs : Rhideeta JALAL, Auteur ; Aarti NAIR, Auteur ; Amy LIN, Auteur ; Ariel ECKFELD, Auteur ; Leila KUSHAN, Auteur ; Jamie ZINBERG, Auteur ; Katherine H. KARLSGODT, Auteur ; Tyrone D. CANNON, Auteur ; Carrie E. BEARDEN, Auteur Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Child  Cognition  DiGeorge Syndrome  Female  Humans  Male  Psychotic Disorders  Social Cognition  Young Adult  22q11.2 deletion  Neurocognition  Psychosis  Social cognition Index. décimale : PER Périodiques Résumé : BACKGROUND: 22q11.2 deletion syndrome (22q11DS) is a common recurrent neurogenetic condition associated with elevated risk for developmental neuropsychiatric disorders and intellectual disability. Children and adults with 22q11DS often exhibit marked social impairment as well as neurocognitive deficits, and have elevated rates of both autism spectrum disorder (ASD) and psychosis. However, the relationship between the basic processes of social cognition and cognitive ability has not been well studied in 22q11DS. Here, we examined differences in social cognition in 22q11DS, relative to multiple groups of idiopathic neuropsychiatric disorders, and typically developing healthy controls (HC). Additionally, we examined differences in intellectual functioning and its relationship to social cognitive abilities. Finally, we examined the relationship between social cognitive abilities and real-world social behavior. METHODS: We examined social cognition and intellectual functioning in 273 participants (mean age = 17.74 ± 5.18% female = 44.3%): 50 with 22q11DS, 49 youth with first episode psychosis (FEP), 48 at clinical high-risk (CHR) for psychosis, 24 participants with ASD, and 102 HC. Social cognition was assessed using The Awareness of Social Inference Test (TASIT), while reciprocal social behavior was assessed via parent/caregiver ratings on the Social Responsiveness Scale (SRS). Participants were also administered the Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II) to assess intellectual functioning. RESULTS: The 22q11DS group exhibited significantly lower social cognitive abilities compared to CHR, FEP, and HC groups after controlling for intellectual functioning, but not in comparison to the ASD group. Significant positive correlations were found between social cognition, as measured by the TASIT and IQ across groups. In contrast, no significant relationships were found between TASIT and real-world social behavior (SRS) for any group. CONCLUSIONS: Our findings indicate social cognitive deficits are more prominent in 22q11DS than idiopathic neuropsychiatric conditions across the age range, even after adjusting for global intellectual function. These results contribute to our understanding of the intellectual and social vulnerabilities of 22q11DS in comparison to idiopathic neuropsychiatric disorders. Our findings of robust associations between intellectual ability and social cognition emphasizes the importance of accounting for neurocognitive deficits in social skills interventions and tailoring these existing treatment models for 22q11DS and other populations with intellectual impairment. En ligne : https://dx.doi.org/10.1186/s11689-021-09363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Social cognition in 22q11.2 deletion syndrome and idiopathic developmental neuropsychiatric disorders [texte imprimé] / Rhideeta JALAL, Auteur ; Aarti NAIR, Auteur ; Amy LIN, Auteur ; Ariel ECKFELD, Auteur ; Leila KUSHAN, Auteur ; Jamie ZINBERG, Auteur ; Katherine H. KARLSGODT, Auteur ; Tyrone D. CANNON, Auteur ; Carrie E. BEARDEN, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 13 (2021) Mots-clés : Adolescent  Autism Spectrum Disorder  Child  Cognition  DiGeorge Syndrome  Female  Humans  Male  Psychotic Disorders  Social Cognition  Young Adult  22q11.2 deletion  Neurocognition  Psychosis  Social cognition Index. décimale : PER Périodiques Résumé : BACKGROUND: 22q11.2 deletion syndrome (22q11DS) is a common recurrent neurogenetic condition associated with elevated risk for developmental neuropsychiatric disorders and intellectual disability. Children and adults with 22q11DS often exhibit marked social impairment as well as neurocognitive deficits, and have elevated rates of both autism spectrum disorder (ASD) and psychosis. However, the relationship between the basic processes of social cognition and cognitive ability has not been well studied in 22q11DS. Here, we examined differences in social cognition in 22q11DS, relative to multiple groups of idiopathic neuropsychiatric disorders, and typically developing healthy controls (HC). Additionally, we examined differences in intellectual functioning and its relationship to social cognitive abilities. Finally, we examined the relationship between social cognitive abilities and real-world social behavior. METHODS: We examined social cognition and intellectual functioning in 273 participants (mean age = 17.74 ± 5.18% female = 44.3%): 50 with 22q11DS, 49 youth with first episode psychosis (FEP), 48 at clinical high-risk (CHR) for psychosis, 24 participants with ASD, and 102 HC. Social cognition was assessed using The Awareness of Social Inference Test (TASIT), while reciprocal social behavior was assessed via parent/caregiver ratings on the Social Responsiveness Scale (SRS). Participants were also administered the Wechsler Abbreviated Scale of Intelligence, 2nd edition (WASI-II) to assess intellectual functioning. RESULTS: The 22q11DS group exhibited significantly lower social cognitive abilities compared to CHR, FEP, and HC groups after controlling for intellectual functioning, but not in comparison to the ASD group. Significant positive correlations were found between social cognition, as measured by the TASIT and IQ across groups. In contrast, no significant relationships were found between TASIT and real-world social behavior (SRS) for any group. CONCLUSIONS: Our findings indicate social cognitive deficits are more prominent in 22q11DS than idiopathic neuropsychiatric conditions across the age range, even after adjusting for global intellectual function. These results contribute to our understanding of the intellectual and social vulnerabilities of 22q11DS in comparison to idiopathic neuropsychiatric disorders. Our findings of robust associations between intellectual ability and social cognition emphasizes the importance of accounting for neurocognitive deficits in social skills interventions and tailoring these existing treatment models for 22q11DS and other populations with intellectual impairment. En ligne : https://dx.doi.org/10.1186/s11689-021-09363-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : texte imprimé Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [texte imprimé] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Social cognition, social skill, and the broad autism phenotype / Noah J. SASSON in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.655-667 Titre : Social cognition, social skill, and the broad autism phenotype Type de document : texte imprimé Auteurs : Noah J. SASSON, Auteur ; Rachel B. NOWLIN, Auteur ; Amy E. PINKHAM, Auteur Année de publication : 2013 Article en page(s) : p.655-667 Langues : Anglais (eng) Mots-clés : broad autism phenotype  social cognition  social functioning  social skills Index. décimale : PER Périodiques Résumé : Social-cognitive deficits differentiate parents with the “broad autism phenotype” from non–broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability. En ligne : http://dx.doi.org/10.1177/1362361312455704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Social cognition, social skill, and the broad autism phenotype [texte imprimé] / Noah J. SASSON, Auteur ; Rachel B. NOWLIN, Auteur ; Amy E. PINKHAM, Auteur . - 2013 . - p.655-667. Langues : Anglais (eng) in Autism > 17-6 (November 2013) . - p.655-667 Mots-clés : broad autism phenotype  social cognition  social functioning  social skills Index. décimale : PER Périodiques Résumé : Social-cognitive deficits differentiate parents with the “broad autism phenotype” from non–broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability. En ligne : http://dx.doi.org/10.1177/1362361312455704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Parahippocampal deactivation and hyperactivation of central executive, saliency and social cognition networks in autism spectrum disorder / Susana MOUGA in Journal of Neurodevelopmental Disorders, 14 (2022)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 14 (2022) Titre : Parahippocampal deactivation and hyperactivation of central executive, saliency and social cognition networks in autism spectrum disorder Type de document : texte imprimé Auteurs : Susana MOUGA, Auteur ; Isabel Catarina DUARTE, Auteur ; Cátia CAFÉ, Auteur ; Daniela SOUSA, Auteur ; Frederico DUQUE, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO-BRANCO, Auteur Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/complications  Cognition  Humans  Magnetic Resonance Imaging  Neuroimaging  Social Cognition  Autism spectrum disorder  Central executive network  Ecological task  Saliency network  Social cognition network  fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: The concomitant role of the Central Executive, the Saliency and the Social Cognition networks in autism spectrum disorder (ASD) in demanding ecological tasks remains unanswered. We addressed this question using a novel task-based fMRI virtual-reality task mimicking a challenging daily-life chore that may present some difficulties to individuals with ASD: the EcoSupermarketX. METHODS: Participants included 29 adolescents: 15 with ASD and 15 with typical neurodevelopment (TD). They performed the EcoSupermarketX (a shopping simulation with three goal-oriented sub-tasks including "no cue", "non-social" or "social" cues), during neuroimaging and eye-tracking. RESULTS: ASD differed from TD only in total time and distance to complete the "social cue" sub-task with matched eye-tracking measures. Neuroimaging revealed simultaneous hyperactivation across social, executive, and saliency circuits in ASD. In contrast, ASD showed reduced activation in the parahippocampal gyrus, involved in scene recognition. CONCLUSIONS: When performing a virtual shopping task matching the performance of controls, ASD adolescents hyperactivate three core networks: executive, saliency and social cognition. Parahippocampal hypoactivation is consistent with effortless eidetic scene processing, in line with the notion of peaks and valleys of neural recruitment in individuals with ASD. These hyperactivation/hypoactivation patterns in daily life tasks provide a circuit-level signature of neural diversity in ASD, a possible intervention target. En ligne : https://dx.doi.org/10.1186/s11689-022-09417-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Parahippocampal deactivation and hyperactivation of central executive, saliency and social cognition networks in autism spectrum disorder [texte imprimé] / Susana MOUGA, Auteur ; Isabel Catarina DUARTE, Auteur ; Cátia CAFÉ, Auteur ; Daniela SOUSA, Auteur ; Frederico DUQUE, Auteur ; Guiomar OLIVEIRA, Auteur ; Miguel CASTELO-BRANCO, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 14 (2022) Mots-clés : Adolescent  Autism Spectrum Disorder/complications  Cognition  Humans  Magnetic Resonance Imaging  Neuroimaging  Social Cognition  Autism spectrum disorder  Central executive network  Ecological task  Saliency network  Social cognition network  fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: The concomitant role of the Central Executive, the Saliency and the Social Cognition networks in autism spectrum disorder (ASD) in demanding ecological tasks remains unanswered. We addressed this question using a novel task-based fMRI virtual-reality task mimicking a challenging daily-life chore that may present some difficulties to individuals with ASD: the EcoSupermarketX. METHODS: Participants included 29 adolescents: 15 with ASD and 15 with typical neurodevelopment (TD). They performed the EcoSupermarketX (a shopping simulation with three goal-oriented sub-tasks including "no cue", "non-social" or "social" cues), during neuroimaging and eye-tracking. RESULTS: ASD differed from TD only in total time and distance to complete the "social cue" sub-task with matched eye-tracking measures. Neuroimaging revealed simultaneous hyperactivation across social, executive, and saliency circuits in ASD. In contrast, ASD showed reduced activation in the parahippocampal gyrus, involved in scene recognition. CONCLUSIONS: When performing a virtual shopping task matching the performance of controls, ASD adolescents hyperactivate three core networks: executive, saliency and social cognition. Parahippocampal hypoactivation is consistent with effortless eidetic scene processing, in line with the notion of peaks and valleys of neural recruitment in individuals with ASD. These hyperactivation/hypoactivation patterns in daily life tasks provide a circuit-level signature of neural diversity in ASD, a possible intervention target. En ligne : https://dx.doi.org/10.1186/s11689-022-09417-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis / Samantha PEARCEY in Journal of Child Psychology and Psychiatry, 62-7 (July 2021)  

Permalink

Task-based functional neural correlates of social cognition across autism and schizophrenia spectrum disorders / Lindsay D. OLIVER in Molecular Autism, 15 (2024)  

Permalink

Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)  

Permalink

An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome / Carlos Alberto SERRANO-JUAREZ in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Permalink

Annual Research Review: Towards a developmental neuroscience of atypical social cognition / Francesca HAPPE in Journal of Child Psychology and Psychiatry, 55-6 (June 2014)  

Permalink