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Les troubles schizophréniques et les troubles du spectre autistique (TSA) ont en commun des troubles de la communication, des interactions sociales, des affects et des émotions. Dans le domaine de la cognition sociale, ces similitudes suscitent des questions sur la similarité ou les différences des processus neurocognitifs sous-jacents. Cependant, à l’heure actuelle, très peu d’études expérimentales comparent directement les personnes avec un trouble schizophrénique et les personnes avec un TSA dans les différents domaines de la cognition. Dans cette thèse, ces questions seront abordées à travers 3 domaines : le profil cognitif (évaluation du fonctionnement cognitif général et analyse qualitative de la fluence verbale), le domaine du langage pragmatique : (compréhension du langage figuré en contexte et des métaphores) et le domaine de la cognition sociale (reconnaissance des émotions faciales et style d’attribution). Ainsi, il sera examiné, si les similitudes apparentes entre les troubles schizophréniques et les TSA à ces différents domaines se matérialisent par des performances similaires et si des comportements et des performances similaires résultent de mécanismes neurocognitifs communs, différents, ou diamétralement opposés. Nos résultats ont montré que malgré des similitudes apparentes, le fonctionnement neurocognitif observé dans les troubles du spectre schizophrénique et autistique se caractérise par des différences qualitatives importantes que nous discutons dans le contexte de la littérature internationale et des perspectives cliniques de ces recherches. / Schizophrenia Spectrum Disorders and Autism Spectrum Disorders (ASD) have similar difficulties in communication, social interaction, affects and emotions. These apparent similarities raise the question whether similar or different neurocognitive processes might underlie similar symptoms and cognitive profiles. However, currently, very few experimental studies directly compare individuals with autism and schizophrenia in different cognition areas.The major aim of the present Doctoral Dissertation was to address these issues by exploring three areas: cognitive profile (the assessment of general cognitive functioning and the quantitative and the qualitative analysis of verbal fluency), pragmatic language (idiom comprehension in context and novels metaphors’ comprehension) and social cognition (facial affect recognition and attributional style). In each of these areas, the major results showed that despite apparent cognitive similarities, neurocognitive functioning observed in patients with schizophrenic disorders and autism were characterized by significant qualitative differences that were examined and discussed in the context of the international literature and in relation to the possible clinical perspectives.

abstract: The relations between aspects of social understanding (e.g., theory of mind, ToM, and emotion understanding, EU) were studied in relation to language and effortful control (EC). Data were collected when children were 30, 42, and 54 months of age (N's = 216, 192, and 168 for T1, T2, and T3, respectively). Children were assessed via mother and caregiver reports, and through observational measures. Although language and ToM did not relate within time, there was limited support for early language positively predicting later ToM. Language and EU were positively related within time, and there was some support for early language positively predicting later EU. Unexpectedly, significant positive relations were found for early EU predicting later language. ToM and EC were positively related within T3, and there was some support for early EC predicting later ToM. EU and EC were often positively related within time. Early EU also tended to positively predict later EC, whereas the opposite relation was not found. There was no support for significant a significant relation between EU and ToM. Findings suggest that children's early language may lead to later EC, and that early EU may help promote later EC and language; thus, it is important for parents and teachers to promote these early skills. / Dissertation/Thesis / M.A. Educational Psychology 2011

BACKGROUND: One of the central determinants of functional outcome in schizophrenia is social cognition (SC). With the wide array of SC domains, factor-analysis provides a powerful tool to identify commonalities amongst their underlying dysfunctions and its neural underpinnings. METHODS: The present study performed exploratory factor analysis (EFA) on 93 patients with early course schizophrenia using eight validated SC subtests. Factors derived from this analysis were then used to investigate their relationships with neurocognitive performance, clinical symptoms, and functional outcome. Moreover, subsequent shape analysis of the amygdala and hippocampus was performed using the MAGeT Brain pipeline to investigate their relationship to the composite scores of SC factors. RESULTS: EFA revealed a 3-factor solution, representing the domains of emotion management, emotion recognition, and theory of mind-social contextual appraisal, together accounting for 63.58% of the variance. Interestingly, only the theory of mind-social context appraisal factor correlated with measures of functional outcome. Addition analysis revealed that higher score on the theory of mind factor is significantly related with higher functional outcome measures and verbal learning performance, as well as with lower negative symptoms. Both emotion management and emotion perception factors indicated significant positive correlations with attention-vigilance while only emotion perception significantly correlated with visual learning and memory. Outward convexity of the right amygdala was identified to be positively correlated with the theory of mind-social context appraisal factor (p<0.05, FDR corrected), while the left and right hippocampus, specifically greater surface area of the dorsal-medial and ventral-lateral aspect of the hippocampus respectively, were positively correlated with higher composite score on theory of mind factor (p<0.05, FDR corrected). CONCLUSION: Our EFA indicates overlap amongst SC subtests which represent three different SC subdomains. Furthermore, shape analysis reveals that displacement and surface area of the amygdala and hippocampus respectively play a role in theory of mind. In the future, the SC factors that we identified, along with their neural correlates, could provide essential diagnostic tools to assess SC functioning in early schizophrenia patients, as well as identify strategies for potential improvement following cognitive remediation therapy.

Este estudo, de natureza teórica, teve por objetivo discutir a possibilidade de aplicação da abordagem psicossociológica da Cognição Social à análise e compreensão do fenômeno da cultura nas organizações sociais de produção. Neste sentido, está dividido em quatro partes. A primeira delas traça a evolução histórica do conceito de cultura do ponto de vista antropológico. A segunda parte analisa a apropriação deste conceito nas organizações sociais de produção, procurando evidenciar as diferentes apropriações até agora feitas e as relações que guardam com os igualmente diferentes concepções históricas do conceito antropológico de cultura. A terceira parte é dedicada à análise da abordagem psicossociológica da Cognição Social. E a quarta e última parte aponta as convergências possíveis entre a Cultura Organizacional e a Cognição Social, salientando como esta abordagem atual pode ser capaz de auxiliar efetivamente a melhor compreensão e conseqüente intervenção nas organizações sociais de produção, considerando a cultura que lhes é constituinte e constitutiva. / This theoretical study intend to discuss the possibility of apply Social Cognition approach to analyse organisational culture. In this way it is divided in four parts. The first one build the historic evolution of the anthropologic concept of culture. The second one analyse the ways in which this concept has been appropriated in organisations trying to observe the correlation that it takes to the anthropologic conceptions of culture. The third one is dedicated to analyse the Social Cognition approach. And the fourth one try to establish the possible converges between organisational culture and Social Cognition emphasising the point in which this approach can be able to support best organisational analyses and contributed to this supported development.

Este estudo, de natureza teórica, teve por objetivo discutir a possibilidade de aplicação da abordagem psicossociológica da Cognição Social à análise e compreensão do fenômeno da cultura nas organizações sociais de produção. Neste sentido, está dividido em quatro partes. A primeira delas traça a evolução histórica do conceito de cultura do ponto de vista antropológico. A segunda parte analisa a apropriação deste conceito nas organizações sociais de produção, procurando evidenciar as diferentes apropriações até agora feitas e as relações que guardam com os igualmente diferentes concepções históricas do conceito antropológico de cultura. A terceira parte é dedicada à análise da abordagem psicossociológica da Cognição Social. E a quarta e última parte aponta as convergências possíveis entre a Cultura Organizacional e a Cognição Social, salientando como esta abordagem atual pode ser capaz de auxiliar efetivamente a melhor compreensão e conseqüente intervenção nas organizações sociais de produção, considerando a cultura que lhes é constituinte e constitutiva. / This theoretical study intend to discuss the possibility of apply Social Cognition approach to analyse organisational culture. In this way it is divided in four parts. The first one build the historic evolution of the anthropologic concept of culture. The second one analyse the ways in which this concept has been appropriated in organisations trying to observe the correlation that it takes to the anthropologic conceptions of culture. The third one is dedicated to analyse the Social Cognition approach. And the fourth one try to establish the possible converges between organisational culture and Social Cognition emphasising the point in which this approach can be able to support best organisational analyses and contributed to this supported development.

Made available in DSpace on 2016-03-15T19:41:14Z (GMT). No. of bitstreams: 1 Alessandra Aronovich Vinic.pdf: 1071969 bytes, checksum: a2b96264fc59fc1e772f1f7c0b911665 (MD5) Previous issue date: 2012-02-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Autism Spectrum Disorders (ASD) is a group of conditions characterized by delays and deficits in the development of social, communication and behavioral skills. The terminology ASD refers to the idea of a spectrum of syndromes having common characteristics and is comprised of Autism Disorders, Global Development Disorders Not Otherwise Specified and Asperger s Syndrome (LAMPREIA, 2003). Deficits in Social Cognition are one of the outstanding aspects of individuals with ASD and are being investigated as criteria for diagnosis. This study presents a proposal for the specific evaluation of Social Cognition in ASD, in a diagnostic situation. The evaluation of 22 male children with ASD, between the ages of 6 and 11 years, compared with a control group, consisted of the Social Cognition Protocol, Questionnaire of Social Behavior and Communication or the Autism Screening Questionnaire (ASQ) (SATO et al, 2008), Wisc III and the Quotient Evaluation Scale of Empathy and Systematization Child s Portuguese version Child EQ-SQ (VINIC; SCHWARTZMAN, 2010). The results obtained were discussed, in view of the indicated proposal for Social Cognition Evaluation in children and its use in diagnosing ASD. / Os Transtornos do Espectro Autista (TEA) são um grupo de condições caracterizadas pelo início, na primeira infância de atrasos e déficits no desenvolvimento das habilidades sociais, comunicativas e comportamentais. A terminologia TEA remete a ideia de um espectro de síndromes com características em comum e compõem o Transtorno Autista, o Transtorno Global do Desenvolvimento Sem Outra Especificação e a Síndrome de Asperger (LAMPREIA, 2003). Prejuízos na Cognição Social são um dos aspectos marcantes nos quadros de TEA e vêm sendo investigados como critérios para o diagnóstico. Este estudo apresenta uma proposta de avaliação específica para Cognição Social nos TEA, em situação diagnóstica. A avaliação de 22 crianças com TEA, do sexo masculino, entre 6 e 11 anos, comparadas com grupo controle, constou do Protocolo de Cognição Social desenvolvido pela pesquisadora, Questionário de Comportamento e Comunicação Social ou Autism Screening Questionnaire (ASQ) (SATO et al, 2009), Wisc III-R e Escala de Avaliação do Quociente de Empatia e Sistematização versão para criança, em Português Child EQ-SQ (VINIC; SCHWARTZMAN, 2010). Os resultados obtidos foram discutidos, visando à indicação da proposta de Avaliação de Cognição Social para crianças e seu uso como parte da avaliação diagnóstica de TEA.

This master thesis is dealing with the term "energy" in relation to interpersonal perception in the context of natural language. The main research question is, how we perceive the level of energy in humans and if there is a general agreement about that. The theoretical part starts with an etymological explanation of the word energy, which follows an overview of scientific disciplines and their explanation of energy. The emphasis in this chapter is put on energy in psychology, in which the concept is first grasped in terms of psychometry and personality psychology. Psychological theories, which work with the concept of energy in the clinical field, are then described. The last chapter of the theoretical part is about non-verbal communication and social cognition. The research part is divided into a quantitative and a qualitative part. The quantitative part, using a correlation study, verifies to what degree the word energy in relation to humans is reliable and valid. The participants saw 8 short videos, where they observed interviews with different person. After that they rated the level of energy of the observed person on the Likert scale from 1 to 10. The judgers' agreement calculated with Kendall's W is 0,3. This value is not high enough to conclude, that the word energy is a valid and reliable...

Introduction: Socio-emotional behaviour difficulties following acquired brain injury (ABI) have been shown to have a persisting negative effect on quality of life. A systematic review was carried out to look at the efficacy and clinical effectiveness of available psychological treatments for socio-emotional behaviour difficulties following ABI. Research was carried out to further understand socio-emotional behaviour by exploring the possible underlying cognitive aspects (specifically social cognition) in a traumatic brain injury (TBI) population. The study investigated the relationship between social cognition and socio-emotional behaviour post-TBI. Method: A systematic search of articles published between January 2008 and November 2013 was carried out following the Cochrane (2008) guidelines. Papers were quality assessed to identify strengths and weaknesses. In the research study, forty TBI participants were asked to complete tasks of emotion recognition, theory of mind, cognitive flexibility, processing speed, attention and working memory. Selfrated and proxy-rated behaviour questionnaires were also administered. Results: The systematic review revealed seven studies for inclusion; three papers looked at a Comprehensive Holistic Approach, two papers on Cognitive Behavioural Therapy, and two on Cognitive Rehabilitation Therapy. The findings suggested that CHA showed the best efficacy and generalization. However, there were also positive results within the CBT studies. The research paper found that the TBI group performed significantly poorer than the control group on measures of emotion recognition and three out of the four ToM tasks. The TBI group also performed significantly poorer on measures of processing speed and working memory (executive function). There was no association found between performance on any of the cognitive tests and socio-emotional behaviour. Conclusions: This is an area of limited research, likely due to the challenges of carrying out research in an ABI population. The systematic review highlighted the limited research available which has implications in clinical practice due to a lack of evidence base for potentially effective interventions. The research study results suggest that there is still a lack of understanding of socio-emotional behaviour and its underlying cognitive functioning. Further research would improve understanding and could also focus appropriate post-ABI interventions for socio-emotional behaviour problems.

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