The power of feedback.

語用論(Pragmatics)を考える

Mini Mental State

In spite of the remarkable progress made in the burgeoning field of social neuroscience, the neural mechanisms that underlie social encounters are only beginning to be studied and could-paradoxically-be seen as representing the "dark matter" of social neuroscience. Recent conceptual and empirical developments consistently indicate the need for investigations that allow the study of real-time social encounters in a truly interactive manner. This suggestion is based on the premise that social cognition is fundamentally different when we are in interaction with others rather than merely observing them. In this article, we outline the theoretical conception of a second-person approach to other minds and review evidence from neuroimaging, psychophysiological studies, and related fields to argue for the development of a second-person neuroscience, which will help neuroscience to really "go social"; this may also be relevant for our understanding of psychiatric disorders construed as disorders of social cognition.

/pdf/toward-a-second-person-neuroscience-3cc8z1fj3t.pdf

Toward a second-person neuroscience.

https://ezequieldipaolo.files.wordpress.com/2011/10/dejaegher_dipaolo_gallagher_tics_2010.pdf

Can social interaction constitute social cognition

The Strengths and Difficulties Questionnaire (SDQ) has been shown to be invariant across informants, developmental stage and settings, but tests of cross‐cultural equivalence are limited to adolescents' self‐reports. The COVID‐19 pandemic makes this gap particularly pertinent, given the need to understand whether distinct government approaches (e.g., school closures) are uniquely associated with variability in children's psychosocial outcomes and the reliance on parents' ratings for young children.

/pdf/cross-cultural-equivalence-of-parental-ratings-of-child-13q0z0n0.pdf

Cross‐cultural equivalence of parental ratings of child difficulties during the pandemic: Findings from a six‐site study

Supportive family relationships may mitigate the impact of the Covid19 pandemic on young children's adjustment, but existing work is limited by its focus on within-country variation and parental influences. Addressing these gaps, and drawing on reported buffering effects of older siblings on child mental health (Lawson and Mace, 2010), the current international study examined whether child adjustment problems were, on average, elevated by the pandemic and whether this buffering effect of older siblings would be maintained. In the first wave of the Covid19 pandemic (April to July 2020), 2516 parents of 3- to 8-year-old children living in Australia, China, Italy, Sweden, United Kingdom, and United States of America—six countries with contrasting governmental responses to the pandemic—completed an online survey about family experiences and relationships and child adjustment, as indexed by ratings on the Strengths and Difficulties Questionnaire (SDQ: R. Goodman, 1997). As expected, child SDQ total difficulty scores were elevated in all sites except Sweden (which notably did not enforce mass school closures). Compared to children without siblings, children with one or more older siblings showed fewer adjustment problems. Children from lone-parent households displayed more adjustment problems, as did those whose parents reported increased sibling conflict. Finally, child adjustment problems were negatively associated with family socio-economic status, but positively related to the indices of Covid-19 family disruption and government stringency. We discuss these findings in relation to existing work on asymmetric effects of older versus younger siblings, and siblings as sources of support. 

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/sode.12668

Siblings in lockdown: International evidence for birth order effects on child adjustment in the Covid19 pandemic

Misurare la qualità della relazione fraterna: la validazione del Sibling Relationship Inventory (SRI) su un campione italiano di primogeniti e secondogeniti

Introduction : Why study theory of mind in middle childhood and adolescence?

Although long-term memory and Theory of Mind (ToM) are closely related across the whole lifespan, little is known about the relationship between ToM and semantic memory. Clinical studies have documented the co-occurrence of ToM impairments and semantic memory abnormalities in individuals with autism or semantic dementia. However, to date no study has directly investigated the existence of a relationship between ToM and semantic memory in the typical population. We addressed this gap on a sample of one hundred three healthy adults (M age = 22.96 years; age range = 19-35 years). Participants completed a classical false memory task tapping on semantic processes, the DRM task, and two ToM tasks, the Triangles and the Reading the Mind in the Eyes task. They also completed the vocabulary scale from the WAIS. Results showed that participants' semantic performance in the DRM task was significantly related with that in the Triangles task. Specifically, the higher participants' ToM, the higher participants' reliance on semantic memory while making false memories in the DRM task. Our findings are consistent with the Fuzzy Trace Theory and the Weak Central Coherence account and suggest that a (partially) common cognitive process responsible for global vs. detailed-focus information processing could underlie these two abilities.

Serena Lecce

Papers

Cross‐cultural equivalence of parental ratings of child difficulties during the pandemic: Findings from a six‐site study

Siblings in lockdown: International evidence for birth order effects on child adjustment in the Covid19 pandemic

Misurare la qualità della relazione fraterna: la validazione del Sibling Relationship Inventory (SRI) su un campione italiano di primogeniti e secondogeniti

Introduction : Why study theory of mind in middle childhood and adolescence?

EXPRESS: Individual differences in theory of mind correlate with the occurrence of false memory: a study with the DRM task.