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Social conceptual knowledge is imperative to communicate with, interact with, and interpret human society; however, little is known about the neural basis of social concepts. Previous research has predominantly suggested that the right anterior temporal lobe (ATL) may specifically represent social conceptual knowledge, whereas the left ATL is necessary for general semantic processing. However, this view has not always been supported by empirical studies. Employing a lateralized design and two different semantic tasks and a nonsemantic control task, we aimed to clarify some of these ambiguities by potentially dissociating left from right functionality and social from nonsocial concepts, using inhibitory repetitive transcranial magnetic stimulation (rTMS) coupled with a sham and control site stimulation (N = 56). The results showed that stimulation of the left ATL led to overall faster processing times without affecting accuracy, whilst the right ATL and control groups did not significantly change in reaction times or accuracy. No difference occurred between social and nonsocial concepts after stimulation. This study is the first to show that inhibition of the left temporal lobe may improve performance on a semantic task and provides evidence that the ATLs may be lateralized in conceptual processing. The results do not confirm that the right temporal lobe is crucial for social conceptual processing, as inhibition did not significantly affect performance for social concepts.

Inappropriate social behaviours are early and distinctive symptoms of the temporal and frontal variants of frontotemporal lobar degeneration (FTLD). Knowledge of social behaviour is essential for appropriate social conduct. It is unknown, however, in what way this knowledge is degraded in FTLD. In a recent functional MRI study, we have identified a right-lateralized superior anterior temporal lobe (aTL) region showing selective activation for 'social concepts' (i.e. concepts describing social behaviour: e.g. 'polite', 'stingy') as compared with concepts describing less socially relevant animal behaviour ('animal function concepts': e.g. 'trainable', 'nutritious'). In a further fMRI study, superior aTL activation was independent of the context of actions and feelings associated with these social concepts. Here, we investigated whether the right superior sector of the aTL is necessary for context-independent knowledge of social concepts. We assessed neuronal glucose uptake using 18-fluoro-deoxy-glucose-positron emission tomography (FDG-PET) and a novel semantic discrimination task which probed knowledge of social and animal function concepts in patients with FTLD (n = 29) and corticobasal syndrome (n = 18). FTLD and corticobasal syndrome groups performed equally poorly on animal function concepts but FTLD patients showed more pronounced impairments on social concepts than corticobasal syndrome patients. FTLD patients with right superior aTL hypometabolism, as determined on individual ROI analyses, were significantly more impaired on social concepts than on animal function concepts. FTLD patients with selective impairments for social concepts, as determined on individual neuropsychological profiles, showed higher levels of inappropriate social behaviours ('disinhibition') and demonstrated more pronounced hypometabolism in the right superior aTL, the left temporal pole and the right lateral orbitofrontal and dorsomedial prefrontal cortex as compared with FTLD patients showing selective impairments of animal function concepts. Combining both FTLD subgroup analyses, based on anatomical and neuropsychological criteria, by using inclusive masks, revealed the right superior aTL as associated with selective impairments of social concepts in both analyses. These results corroborate the hypothesis that the right aTL is necessary for representing conceptual social knowledge. Further, we provide first evidence for the potential importance of conceptual social knowledge impairments as contributing to behavioural symptoms of FTLD.

State-dependent TMS reveals the differential contribution of ATL and IPS to the representation of abstract concepts related to social and quantity knowledge

Social concepts such as "tactless" or "honorable" enable us to describe our own as well as others' social behaviors. The prevailing view is that this abstract social semantic knowledge is mainly subserved by the same medial prefrontal regions that are considered essential for mental state attribution and self-reflection. Nevertheless, neurodegeneration of the anterior temporal cortex typically leads to impairments of social behavior as well as general conceptual knowledge. By using functional MRI, we demonstrate that the anterior temporal lobe represents abstract social semantic knowledge in agreement with this patient evidence. The bilateral superior anterior temporal lobes (Brodmann's area 38) are selectively activated when participants judge the meaning relatedness of social concepts (e.g., honor-brave) as compared with concepts describing general animal functions (e.g., nutritious-useful). Remarkably, only activity in the superior anterior temporal cortex, but not the medial prefrontal cortex, correlates with the richness of detail with which social concepts describe social behavior. Furthermore, this anterior temporal lobe activation is independent of emotional valence, whereas medial prefrontal regions show enhanced activation for positive social concepts. Our results demonstrate that the superior anterior temporal cortex plays a key role in social cognition by providing abstract conceptual knowledge of social behaviors. We further speculate that these abstract conceptual representations can be associated with different contexts of social actions and emotions through integration with frontolimbic circuits to enable flexible evaluations of social behavior.

The research paper studies the didactic features of the organization and management of the process of comprehension of social and humanitarian knowledge by the public school students. The author presents the results of the research focused on the development and implementation of both the didactic structure of the organization and management of students’ understanding of instruction materials and the didactic means used to solve the issues related to implementing the proposed didactic structure and improving the efficiency of instruction material. The didactic structure of the organization and management of students’ understanding of social and humanitarian knowledge is described as a specific system, which includes motivating students to learn and understand the learning material; organizing and conducting active reflection based on the use of appropriate techniques and teaching methods; discovery and consolidation of new knowledge, formation of concepts. The paper presents the results of the system experimental testing, data of a comprehensive study of the level and nature of student motivation to understand social and humanitarian concepts based on the application of the methodology used for determining the educational activity motivation, its levels and types, methods for determining the depth and stability of cognitive interest and the depth of knowledge of the subject, methods for identifying the educational motivation orientation. The paper describes the problematic questions, situations, and tasks that prove highly effective in the process of organizing active understanding of learning materials. The author presents intermediate and final results of the experiment based on the criteria specification and level development measurement of student thinking activity using such methods as Short Screening Test (to determine an integral indicator of general abilities), School Test of Mental Development, Intellectual Lability. The experiment proves that the level of student thinking activity development has increased by 10%, the activity of students in comprehending social and humanitarian concepts and knowledge has intensified. The results of the research clarify the potential role of problematic questions, situations, and tasks to enhance students’ mental activity, and determine the effectiveness of the didactic structure of organizing comprehension of social and humanitarian concepts.

Introduction Social knowledge is an important aspect of social cognition that pertains to broader knowledge of social concepts and norms. People with intellectual disabilities are more likely to experience mental health challenges, and it’s important to pay special attention to how comorbid conditions can affect their social cognition skills, potentially weakening these skills. Consequently, the present study seeks to compare social knowledge between two groups of adults in Bosnia and Herzegovina: those with intellectual disabilities and those diagnosed with a dual diagnosis encompassing intellectual disability and psychiatric conditions. An additional goal was to identify the factors contributing to social knowledge in these groups. Methods The study sample included 62 adults with mild intellectual disability, divided into two groups based on their comorbid psychiatric condition. We used a demographic questionnaire, Raven’s Progressive Matrices, Peabody Picture Vocabulary Test (PPVT), MINI PAS – ADD scale, and The Social Knowledge Test to assess social knowledge and intellectual functioning. We compared the social knowledge scores between the two groups and identified the predictors of social knowledge in each group. Results The results indicated that adult participants with dual diagnoses had lower social knowledge scores than those with intellectual disabilities only, even after controlling for intellectual functioning and verbal abilities. The predictors of social knowledge differed between the two groups, with age being the only statistically significant predictor in both groups. In individuals with intellectual disabilities, age and the presence of obsessive-compulsive disorder symptoms were important predictors of social knowledge, while in the group of participants with dual diagnoses, age and PPVT were significant predictors of social knowledge. Conclusion This study highlights the importance of social knowledge in individuals with intellectual disabilities and dual diagnoses. The findings suggest that individuals with dual diagnoses may have a specific deficit in social knowledge that is not fully explained by their intellectual functioning or verbal abilities. Clinicians and educators should focus on identifying and addressing social knowledge deficits in individuals with dual diagnoses to improve their overall social functioning.

Memory for people and their relationships, along with memory for social language and social behaviors, constitutes a specific type of semantic memory termed social knowledge. This review focuses on how and where social knowledge is represented in the brain. We propose that portions of the anterior temporal lobe (ATL) play a critical role in representing and retrieving social knowledge. This includes memory about people, their names and biographies and more abstract forms of social memory such as memory for traits and social concepts. This hypothesis is based on the convergence of several lines of research including anatomical findings, lesion evidence from both humans and non-human primates and neuroimaging evidence. Moreover, the ATL is closely interconnected with cortical nuclei of the amygdala and orbitofrontal cortex via the uncinate fasciculus. We propose that this pattern of connectivity underlies the function of the ATL in encoding and storing emotionally tagged knowledge that is used to guide orbitofrontal-based decision processes.

Moral behaviour requires at least two components: 1) knowing about socio-cultural norms and the needs of others (i.e. social knowledge), and 2) being motivated to act on this knowledge (i.e....

The petroleum industry in Saudi Arabia is not only crucial to the country's economy but also to the global economy. Scholars in the field of knowledge creation and management field, including Nonaka and Grant, Alavi, and Spender, have been intrigued by the idea that people possess knowledge beyond what they can articulate. Western philosophers, who founded the schools of knowledge, sought to determine what knowledge means, how it is created, and what affects its creation. Within these effects, social practice plays a significant role in organisational knowledge. This organisational knowledge, in turn, can serve as a foundation for innovation. Nonetheless, there is a gap in the literature regarding how social practice influences the creation of organisational knowledge and fosters innovation. Consequently, this research aims to investigate the relationship between social practice and knowledge creation in the Saudi Arabian petroleum industry by proposing a knowledge innovation theory. The research utilised grounded theory methodology in an empirical investigation conducted in four phases. Phase One involved four exploratory interviews with employees and a manager in organisations of varying sizes, which revealed a relationship between stakeholders' social practices and organisational knowledge. These interviews led to a literature review in Phase Two, where the research method was designed to propose a theory capable of covering different aspects of social practices' effects. Phase Three comprised thirty interviews from six organisations with varying size, scope, gender representation, and employment levels, alongside employee observations and business consultation presentations for three organisations. In the final phase, a thematic and cross-group analysis was employed to scrutinise data gathered in the preceding stages. The empirical investigation contributes to the social practice literature by delineating the concept of social practice and what it involves in relation to the knowledge. The findings disclose that positive social practices, encouraged by managers, can facilitate knowledge creation and innovation, whereas negative social practices may impede them. As a result, the research introduces a knowledge innovation theory that explains the factors that assist Saudi petroleum's managers in fostering positive social practices that positively affect organisational knowledge and eliminating negative social practices that negatively affect the organisational knowledge. This research also contributes to the literature by identifying three components of knowledge in the Saudi petroleum industry: understanding, know-how, and knowing. These components have different methods of creation, and the present research explains how social practice affects one or more components. In summary, this research provides valuable insights into the relationship between social practice and knowledge creation in the crucial Saudi Arabian petroleum industry, and proposes a new theory that can assist organisations in better comprehending and harnessing knowledge creation processes. The findings have practical implications for managers seeking to enhance their knowledge creation and management capabilities, and the proposed theory can direct organisations towards creating and managing knowledge more effectively, potentially leading to innovation and competitive advantage.

The social debate on Unconditional Basic Income (UBI) has been growing in recent years. While the academic literature on social attitudes towards UBI has exploded, qualitative studies analysing the nuances and ideological conflicts that shape public debate remain scarce. Drawing on (action‐oriented) social representations theory and conceptions of social order, this study aims to delve into the shared meanings and arguments through which UBI is socially re‐presented, as well as the ideological objectives pursued by these arguments. To do so, we conducted a reflexive thematic analysis of 26 individual interviews conducted in the Basque Country. We generated four main themes: (1) Origins of social inequality; (2) The right to a good life; (3) Accessibility: Who should get a UBI; (4) Feasibility in the current system. Results indicated that the re‐presentation for UBI is anchored in socially disputed values of equality and freedom, which are objectified into conceptions of distributive justice and group stereotypes. This meaning‐making process seems to be conditioned by a social context marked by capitalist realism and political despair. We discuss these results from a theoretical and applied perspective, extending our understanding of how people collectively reason about UBI and what social‐psychological processes underpin it.

This article analyses the case of a successful young high technology cluster in an old industrialized European region, the electronics and information and communications technology cluster in the Basque Country (Spain). Based on the findings of this case study, we propose that social capital and internationalization play an important role in increasing the absorptive capacity of clusters (thus, the capacity of a cluster to absorb, diffuse and creatively exploit extra-cluster knowledge), and hence, in sustaining their growth and dynamism. Absorptive capacity depends on the capacity of firms to establish intra- and extra-cluster knowledge linkages. We put forward in this article the fact that social capital fosters intra-cluster knowledge linkages, and cluster's internationalization the extra-cluster knowledge ones. Therefore, social capital and internationalization are key elements to increase the absorptive capacity of a cluster and its growth. Given the accumulative, path- and place-dependent nature of social capital and knowledge creation and accumulation, we employed a largely qualitative and historical analysis, combining statistical and qualitative cluster data and interviews with key actors.

Spain: Natural Hazards in the Country

Translating social science concepts into medical education: A model and a curriculum

Translating social science concepts into medical education: a model and a curriculum.

Semantic knowledge of social interactions is mediated by the hedonic evaluation system in the brain.