Designing Collective Artist Residencies

Parkinson's disease (PD) is associated with behavioral disorders that can affect social functioning but are poorly understood. Since emotional and cognitive social processes are known to be crucial in social relationships, impairment of these processes may account for the emergence of behavioral disorders. We used a systematic battery of tests to assess emotional processes and social cognition in PD patients and relate our findings to conventional neuropsychological data (especially behavioral disorders). Twenty-three PD patients and 46 controls (matched for age and educational level) were included in the study and underwent neuropsychological testing, including an assessment of the behavioral and cognitive components of executive function. Emotional and cognitive social processes were assessed with the Interpersonal Reactivity Index caregiver-administered questionnaire (as a measure of empathy), a facial emotion recognition task and two theory of mind (ToM) tasks. When compared with controls, PD patients showed low levels of empathy (p = .006), impaired facial emotion recognition (which persisted after correction for perceptual abilities) (p = .001), poor performance in a second-order ToM task (p = .008) that assessed both cognitive (p = .004) and affective (p = .03) inferences and, lastly, frequent dysexecutive behavioral disorders (in over 40% of the patients). Overall, impaired emotional and cognitive social functioning was observed in 17% of patients and was related to certain cognitive dysexecutive disorders. In terms of behavioral dysexecutive disorders, social behavior disorders were related to impaired emotional and cognitive social functioning (p = .04) but were independent of cognitive impairments. Emotional and cognitive social processes were found to be impaired in Parkinson's disease. This impairment may account for the emergence of social behavioral disorders.

This study used the Community of Inquiry framework to examine how university instructors designed, facilitated, and supported social and cognitive processes in online courses, and how instructors and students experienced these processes. In early 2021, 25 online focus groups were organized with instructors (n = 52) and students (n = 44) from all faculties of a large Dutch university to discuss this. In terms of design, instructors restructured their courses (e.g. reduced group sizes to intensify interaction and implemented a flipped classroom approach) and communicated more explicitly about the course structure and expectations to better enable students to self-regulate their learning process. During the course, instructors orchestrated cognitive and social processes by facilitating discourse (e.g. breakout room activities and collaboration activities) and offering direct support (e.g. online progress monitoring and “being there” for students). The analysis illustrated how teaching presence plays a crucial role in fostering cognitive and social processes in online courses. This study contributes to a better understanding of the role of teaching presence in a community of inquiry, while providing insights that can inform the development of effective online teaching strategies.

Although children with Fetal Alcohol Spectrum Disorders (FASDs) are at high risk of attention deficit hyperactivity disorder (ADHD), direct comparisons show distinct cognitive phenotypes in the 2 diagnoses. However, these groups have not been directly compared for social problems or social cognition, nor has social cognition been directly examined in FASDs. To compare FASDs and ADHD groups on social cognition tasks and determine whether deficient social cognition and emotion processing predict behavioral problems and social skills. Studied were 33 children with FASDs, 30 with ADHD, and 34 normal controls (NC). All received tasks of social cognition and emotion processing. Parents and teachers rated children on measures of completed questionnaires assessing child's behavioral problems and social skills using the Child Behavior Checklist, Teacher Report Form, and Social Skills Rating Scale. Children received 3 subtests from the Saltzman-Benaiah and Lalonde (2007) Theory of Mind Task as a measure of social cognition and 4 subtests from the Minnesota Test of Affective Processing (Lai et al., 1991) to assess emotion processing. Parents and teachers reported more behavior problems and poorer social skills in children in FASD and ADHD than NC groups. FASDs demonstrated significantly weaker social cognition and facial emotion processing ability than ADHD and NC groups. Regression analyses identified social cognition as a significant predictor of behavior problems and emotion processing as a significant predictor of social skills. Children with FASDs show a distinct behavioral profile from children with ADHD. Difficulties in social cognition and emotion processing in children with FASDs may contribute to their high incidence of social behavioral problems.

Previous studies have linked clinicians' implicit racial bias with less patient-centered communication between healthcare providers and patients in a variety of healthcare contexts. The current study extends this research by exploring the influence of implicit racial bias in genetic counselors' (GCs') facilitation of simulated clients' cognitive and emotional processing during genetic counseling sessions. We conducted a secondary analysis of a nationally representative sample of genetic counseling sessions of White and ethnic and/or racial minority (Black and Latinx) simulated clients with a subset of 60 GCs who had completed a Race Implicit Association Test (IAT). Linguistic Inquiry Word Count (LIWC) was applied to session transcripts to identify word use by the simulated client consistent with emotional and cognitive processing. The Roter Interaction Analysis System (RIAS) was used to link GC statements consistent with facilitation of emotional and cognitive processing, as used in previous studies. Multiple linear regression analyses were performed to relate LIWC and RIAS variables to GC IAT scores, client race/ethnicity, and statistical interaction between GC IAT scores and client race/ethnicity. GCs used more cognitive facilitation strategies with ethnic and/or racial minority than with White clients (p=.04). There were no statistically significant associations between GCs' pro-White implicit bias and GCs' facilitation of cognitive and emotional processing or clients' use of positive, negative, or cognitive process words. While implicit bias may affect some communication processes, our analysis did not show a relationship between GC IAT score and how GCs help clients process emotional or cognitive information conveyed during a session. It is also possible that the LIWC measure of cognitive and emotional processing is not a sensitive enough measure to capture an implicit bias effect if indeed one is present.

The lifetime prevalence of 15% for major depressive disorder (MDD) within the general population is among the highest among all mental disorders. MDD is also one of the leading causes of disability and has been estimated to affect 300 million people worldwide. Clinical, functional, and biological correlates of MDD are frequently investigated almost exclusively based on research that defines depression as a categorical disorder assessed by established diagnostic instruments. Given the phenotypic and biological heterogeneity of depression, a refocus of the clinical phenotype of depression is required and widely recommended. Cognitive dimensions of depression have long been implicated in the nature of depression as a disorder that is characterized by typically impaired cognitive and emotional processes. The systems of cognitive function, emotion processing, and social cognitive processing are regarded as comprehensively describing large parts of the clinical symptoms as well as the pathophysiology of the brain-based disorder of depression. The focus on the above cognitive and emotional dimensions of depression offers promising extended and novel diagnostic and treatment approaches ranging from pharmacological to psychological interventions targeting those dimensions of depression. This book aims to provide an improved understanding of the characteristics of the dimensional approach of depression, focusing on the cognitive, emotional, and social cognitive processes.

Intimate partner violence (IPV) is a serious social, physical and mental health issue. Women victims of IPV can develop short- and long-term consequences such as depression and post-traumatic stress disorder (PTSD). Where trauma has been incurred, standard psychotherapies may usefully be complemented by interventions based on expressive writing (EW). Numerous studies have explored the mechanisms underpinning improvement after writing, focusing on the cognitive and emotional processing of traumatic experiences. The aims of this study were to evaluate changes in PTSD and depression symptoms following EW and to examine the mediating effect of emotional and cognitive processing on symptom reduction in subjects who engaged in EW. Seventy-seven abused women (mean age = 41.43, SD = 10.75) were randomly assigned to a three-session expressive writing condition (n = 43) or a neutral writing condition (n = 34). Psychological distress (PTSD and depression) was assessed both before and after the writing sessions. Linguistic inquiry word count software was used to analyze the women’s narratives in relation to emotional processing (positive and negative emotions) and cognitive processing (insight and causal attributions). The mediation model indicated that the reduction in depression was fully mediated by negative emotion processing and partially mediated by cognitive processing, while the reduction in PTSD was partially mediated by negative emotion processing and fully mediated by cognitive processing. No effect of positive emotion processing was found. The clinical implications are discussed.

Objectives Coping, emotional and cognitive processes are crucial in child development, particularly in children with pediatric chronic physical conditions (CPC). No systematic review in pediatric psychology has investigated the effectiveness of interventions on these processes concurrently. This review addresses this gap by focusing on the effectiveness of psychological interventions on coping, emotional and cognitive processes in children with CPCs. Methods Five electronic databases were searched for studies assessing at least one of these processes. Only randomized-controlled trials with children (8-12 years) with a CPC (e.g. diabetes, asthma), which implemented a psychological intervention were included. This study is registered in (CRD42021233505). Results Ten intervention studies were identified. While cognitive interventions (Cogmed) showed some improvements in working memory, the effects varied across studies despite similar methodologies. Coping interventions (e.g. Coping Skills Training) showed little effect on coping strategies or psychological health variables and were no more beneficial than control groups. No study trained coping, emotional processes and cognitive processes together. Conclusion This review shows current limitations in evaluating psychological interventions targeting coping, cognitive or emotional processes in children with CPCs, limiting a comprehensive understanding of the interventions’ action mechanisms. Systematically including underlying processes in intervention studies could help to better adjust those interventions.

Relative performance information and social comparisons: Exploring managers' cognitive, emotional and dysfunctional behavioral processes

This study examines by means of functional magnetic resonance imaging the neural mechanisms underlying adolescents’ risk decision-making in social contexts. We hypothesize that the social context could engage brain regions associated with social cognition processes and developmental changes are also expected. Sixty participants (adolescents: 17–18, and young adults: 21–22 years old) read narratives describing typical situations of decision-making in the presence of peers. They were asked to make choices in risky situations (e.g., taking or refusing a drug) or ambiguous situations (e.g., eating a hamburger or a hotdog). Risky as compared to ambiguous scenarios activated bilateral temporoparietal junction (TPJ), bilateral middle temporal gyrus (MTG), right medial prefrontal cortex, and the precuneus bilaterally; i.e., brain regions related to social cognition processes, such as self-reflection and theory of mind (ToM). In addition, brain structures related to cognitive control were active [right anterior cingulate cortex (ACC), bilateral dorsolateral prefrontal cortex (DLPFC), bilateral orbitofrontal cortex], whereas no significant clusters were obtained in the reward system (ventral striatum). Choosing the dangerous option involved a further activation of control areas (ACC) and emotional and social cognition areas (temporal pole). Adolescents employed more neural resources than young adults in the right DLPFC and the right TPJ in risk situations. When choosing the dangerous option, young adults showed a further engagement in ToM related regions (bilateral MTG) and in motor control regions related to the planning of actions (pre-supplementary motor area). Finally, the right insula and the right superior temporal gyrus were more activated in women than in men, suggesting more emotional involvement and more intensive modeling of the others’ perspective in the risky conditions. These findings call for more comprehensive developmental accounts of decision-making in social contexts that incorporate the role of emotional and social cognition processes.

The profession of genetic counseling has received limited guidance from theoretical models in how to communicate complex health information so that clients can actively use the information. In this study of a national sample of 145 genetic counselors conducting sessions with simulated clients, we apply two different approaches for analyzing and describing verbal health communication. The Roter interaction analysis system (RIAS) and linguistic inquiry word count (LIWC) were used to identify evidence of communication behaviors consistent with tenets of the social cognitive processing model (SCPM). These tools revealed descriptive evidence of counselor facilitation of client emotional processing and, to a lesser extent, facilitation of client cognitive processing and understanding. Conversely, descriptive analysis of client communication revealed evidence of cognitive processing, but less affective processing. Second, we assessed whether genetic counselor facilitative communication predicted simulated client responses consistent with the cognitive and emotional processing inherent in SCPM. These analyses revealed that counselor attempts to promote emotional expression and client insight were positively associated with client word usage indicative of expression of negative affect and cognitive processing. This study is the first to our knowledge to apply RIAS and LIWC in tandem and gives us a description of current practices within genetic counseling within a theoretical framework. Additionally, it provides suggestions for education and communication goals to improve providers' responses to patient emotions as well as skills to engender patient understanding and personal meaning-making of complex medical information.

Neuroanatomical markers of social cognition in neglected adolescents

Objective : to analyze measures of social support and cognitive processing among elderly caregivers and non-caregivers. Method : a comparative, cross-sectional and quantitative study was performed. Participants were divided into two groups: 41 elderly caregivers of other elderly persons (G1) and 41 elderly non-caregivers (G2). Sociodemographic, health and care variables, social support, cognition and cognitive processing (verified by long-latency auditory evoked potential acquisition with the Neuron-Spectrun-4 / EPM device) were assessed. Results : in G1, the majority were female (n=33, 80.5%), married (n=34, 82.9%), with a mean age of 68.5 (± 5.8) years, a mean 4.5 (± 3.7) years of schooling and had provided care on average for 18.0 (± 18.4) years for 6.5 (± 5.1) hours per day. In G2, the majority were female (n=31, 75.6%), widowed (n=23, 56.1%), had a mean age of 69.8 (± 7.2) years and a mean 3.7 (± 2) years of schooling. There were no statistically significant differences between the groups in social support, cognition and cognitive processing. Conclusion : the task of caring did not have a negative influence on social support and cognitive processing. This research may contribute to the planning of actions among primary health care providers and to future research investigating other factors that permeate this relationship.

Triple representation of language, working memory, social and emotion processing in the cerebellum: convergent evidence from task and seed-based resting-state fMRI analyses in a single large cohort

Compared to heterosexual men, gay and bisexual men (GBM) are at an increased risk of adverse mental and sexual health outcomes. Minority Stress Theory (MST) proposes that GBM experience an increased prevalence of poor mental health outcomes as a result of minority stress. Building upon MST, the Psychological Mediation Framework (PMF) posits that minority stress leads to changes in general cognitive, affective, and social psychological processes, thereby leading to negative mental health outcomes. The present mixed methods study focused on three primary objectives in a sample of 261 GBM: (a) testing the indirect effects of general psychological processes in the relationship between minority stress and poor mental health outcomes; (b) evaluating whether these processes also account for the relationship between minority stress and poor sexual health outcomes; and (c) qualitatively exploring and further clarifying the PMF. Quantitative results provided support for the PMF by demonstrating that experiences of objective stigma were associated with elevations in psychological risk factors, which were in turn associated with adverse mental health outcomes. When each mediator was examined separately, affective processes had a significant effect on mental health outcomes whereas cognitive and social processes were non-significant. For sexual health, the total indirect effect of general psychological mediators in the relationship between stigma and sexual health outcomes was non-significant. However, when mediators were examined separately, cognitive processes did appear to have a significant indirect effect in this relationship, whereas affective and social processes were non-significant. Qualitative results provided partial support for the PMF; many, but not all, of the key components of the model were discussed by participants, and a number of novel themes emerged that expand beyond variables described in the PMF. These findings have important theoretical implications by helping to refine the PMF and future studies of minority stress. Further, by offering a better understanding of the mechanisms linking minority stress and poor health outcomes, this study may help guide future psychological interventions aimed at improving the health of GBM.

Compared to heterosexual men, gay and bisexual men (GBM) are at an increased risk of adverse mental and sexual health outcomes. Minority Stress Theory (MST) proposes that GBM experience an increased prevalence of poor mental health outcomes as a result of minority stress. Building upon MST, the Psychological Mediation Framework (PMF) posits that minority stress leads to changes in general cognitive, affective, and social psychological processes, thereby leading to negative mental health outcomes. The present mixed methods study focused on three primary objectives in a sample of 261 GBM: (a) testing the indirect effects of general psychological processes in the relationship between minority stress and poor mental health outcomes; (b) evaluating whether these processes also account for the relationship between minority stress and poor sexual health outcomes; and (c) qualitatively exploring and further clarifying the PMF. Quantitative results provided support for the PMF by demonstrating that experiences of objective stigma were associated with elevations in psychological risk factors, which were in turn associated with adverse mental health outcomes. When each mediator was examined separately, affective processes had a significant effect on mental health outcomes whereas cognitive and social processes were non-significant. For sexual health, the total indirect effect of general psychological mediators in the relationship between stigma and sexual health outcomes was non-significant. However, when mediators were examined separately, cognitive processes did appear to have a significant indirect effect in this relationship, whereas affective and social processes were non-significant. Qualitative results provided partial support for the PMF; many, but not all, of the key components of the model were discussed by participants, and a number of novel themes emerged that expand beyond variables described in the PMF. These findings have important theoretical implications by helping to refine the PMF and future studies of minority stress. Further, by offering a better understanding of the mechanisms linking minority stress and poor health outcomes, this study may help guide future psychological interventions aimed at improving the health of GBM.