Interpersonal Cognition Research Articles

The Contribution of Mentalization-Based Theory and Practice for Understanding and Treating Self-Injurious Behavior in Young People

ABSTRACT Despite advances in theory and research surrounding self-injurious behavior (SIB), rates of SIB in adolescents continue to increase. The Interpersonal Theory of Suicide (IPTS) proposes that suicidality results from incorrect mental calculations of perceived burdensomeness and thwarted belongingness, but does not consider how these negative interpersonal cognitions are developed. We argue that existing theoretical models for understanding the development and treatment of SIB in youth can be improved by including the role of self and self-function, using mentalization-based theory and practice as a guide. By providing an overview of mentalization-based theory, we illustrate how the development of mentalization can go awry in the early caregiving environment and lead to incoherence in the sense of self. A continuous and reciprocal relationship between an incoherent sense of self and poor mentalization then develops and sustains negative interpersonal cognitions, and subsequent SIB. We build an evidence base for this argument by demonstrating the role of personality, the early caregiving environment, mentalizing, and the sense of self in the development of SIB. Finally, we conclude with clinical implications of how mentalization can be integrated to the treatment of SIB.

COMMUNICATION AS A PROFESSIONAL QUALITY OF THE FUTURE ECOLOGIST

The article reveals communicativeness as a professional quality of the future ecologist. It has been established that in teaching ecology, emphasis is placed on strengthening the communicative orientation of the educational process. The concept of “communicativeness”, “professional communication” is revealed. It has been proven that communication is an important component of a large group of professionally significant qualities of a young specialist, as a quality necessary for performing professional activities. The peculiarity of the applicantʼs communicativeness is established, which is his theoretical training in the field of interpersonal cognition, interpersonal relations; laws of logic and argumentation; professional, in particular language etiquette; communication technologies. The criteria of productive professional communication are disclosed: creation of a favorable psychological climate, formation of certain interpersonal relationships in the team. The organization of productive communication of future ecologists is highlighted, which implies the presence of a high level of development of communicative skills, which can be formed only in the presence of certain communicative abilities. Two groups of communication skills are distinguished: general communication skills and special professional communication skills. Blocks of laboratory and practical classes are proposed for the formation of communication skills of future ecologists. The main requirements for the formation of professional communication skills in future ecologists are revealed: the ability to form a system of theoretical knowledge on the problems of professional communication; availability of skills and abilities in theoretical development and conducting socio-psychological training; the ability to organize during production practice the inclusion of applicants in professional activity (in particular, in its communicative aspect) and to ensure its psychological analysis; willingness to organize and guide the independent work of applicants regarding the formation of professional communication skills and the ability to diagnose the level of their formation. The content indicators of the communicative core of the personality are highlighted.
 Keywords: communication; interaction; professional quality; future ecologist; favorable psychological climate; interpersonal relationships in the team; communicative training.

Structural equation modeling of female gait attractiveness using gait kinematics

In our social lives, movement’s attractiveness greatly affects interpersonal cognition, and gait kinematics mediates walkers’ attractiveness. However, no model using gait kinematics has so far predicted gait attractiveness. Thus, this study constructed models of female gait attractiveness with gait kinematics and physique factors as explanatory variables for both barefoot and high-heel walking. First, using motion capture data from 17 women walking, including seven professional runway models, we created gait animations. We also calculated the following gait kinematics as candidate variables to explain walking’s attractiveness: four body-silhouette-related variables and six health-related variables. Then, 60 observers evaluated each gait animation’s attractiveness and femininity. We performed correlation analysis between these variables and evaluation scores to obtain explanatory variables. Structural equation modeling suggested two models for gait attractiveness, one composed of trunk and head silhouette factors and the other of physique, trunk silhouette, and health-related gait factors. The study’s results deepened our understanding of mechanisms behind nonverbal interpersonal cognition through physical movement and brought us closer to realization of artificial generation of attractive gait motions.

A review of effects of visual environmental factors on interpersonal cognition and behavior: Focusing on brightness, color, and depth

AbstractMany interpersonal cognitions and behaviors, such as impression formation, communication, and cooperation, are controlled and performed while surrounded by the built environment. This study reviewed over 20 years of literature on the influence of visual environmental factors, particularly brightness, color, and depth, on interpersonal cognition and behavior. Twelve articles on brightness were extracted, showing that the effects of brightness varied significantly depending on individual characteristics, interpersonal relationships, and interactional situations. Thirteen articles on color revealed that various factors such as age, gender, and interpersonal relationships are involved in the influence process. Eight articles that examined influences from depth (spaciousness and height) indicated that influences from depth are a highly complex process. Finally, the study has shown areas for further research, challenges to be overcome, and prospects.

Effects of Background Color on Interpersonal Cognition and Behavioral Modification

The aim of this study was to investigate the influence of the persuaded’s preferred color on interpersonal cognition and behavioral modification in persuasion situations. To elucidate this influence process, a psychological experiment was conducted using a video to persuade people to visit the lab. From weak behavioral intentions (lab visit, website browsing) to strong behavioral intentions (face-to-face conversation), the aim was to see what level of behavior was elicited. The results showed that, compared to the achromatic condition, the presence of a favorable color behind the persuader reduced ‘careless’ interpersonal impressions and improved the relative evaluation of the persuasive content. It was also found that weak behavioral intentions, such as ‘visit the lab’ or ‘browse the lab website’, were promoted as a result of the persuasion. These findings can enrich the use of color and improve communication in real and online spaces.

Adolescents’ interpersonal cognition and self-appraisal of their own anxiety in an imagined anxiety-provoking classroom presentation scenario: Gender differences

Oral class presentations are regularly assigned to adolescents, but often provoke social anxiety, due to the importance of peer approval and need to appraise oneself as normal. Also, little is known about gender differences in girls’ and boys’ interpersonal cognition and appraisals of anxiety and self in anxiety-provoking speech situations. We examined gender differences in interpersonal cognition and appraisals of anxiety in an imagined class presentation scenario in a normative sample of 687 adolescents, 14-16-years-old, from Southwest Finland. Measures included the Classroom Questionnaire of Social Anxiety and Interpersonal Cognition and the Social Anxiety Scale for Adolescents. T-tests examined gender differences in interpersonal cognition, and chi-square tests examined adolescents’ appraisals of the likelihood of their own presentation anxiety and self as anxious. Girls more frequently reported positive, and less frequently reported negative, responses toward the depicted, anxious peer than boys. Also, a higher percentage of girls predicted that becoming anxious in the situation was likely, and non-acceptance of self as anxious was more frequent among girls. Boys predicted negative overt classmate reactions (e.g., laughing) towards the depicted, anxious peer, and towards themselves more frequently than did girls. Results are discussed in the context of gender-specific development and procedures for reducing adolescent social anxiety.

Early Life Maltreatment and Adolescent Interpretations of Ambiguous Social Situations: Investigating Interpersonal Cognitions and Emotional Symptoms

In the general population, negative interpretations of social situations have been associated with risk of developing emotional disorders such as anxiety and depression. Given that childhood maltreatment poses risk for later emotional disorders, this study examined whether interpersonal cognitive style differentiated maltreated adolescents from their non-maltreated peers and correlated with emotional symptoms across each group. Forty-seven maltreated and 28 non-maltreated adolescents were recruited from New South Wales, Australia to complete a battery of questionnaires that assessed interpersonal cognitions and levels of anxiety and depression. Comparable endorsement of threatening interpretations of social situations between maltreated adolescents and their non-maltreated peers across measures was found. Furthermore, an association between anxiety and depressive symptoms and interpretation bias was found within the non-maltreatment group but not the maltreated group. Unlike general population samples, negative cognitions do not associate with emotional symptoms in victims of early maltreatment. More research is needed to investigate the cognitive factors maintaining emotional symptoms in adolescent victims of maltreatment.

THE AGE PECULIARITIES OF FORMATION THE SOCIAL INTELLIGENCE OF PERSONALITY WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

The problem of the development of social intelligence of children withintellectual disabilities as a main factor of their successful socializationis relevant and significant. The goal of the research is to define the agepeculiarities of the formation the social intelligence of personality withdisabilities of intellectual development. In modern foreign and domesticscientific space, psychologists and teachers studied different aspects ofthe problem of the development of personality’s social intelligence. Theirscientific research concerned personalities of different age with disabilities of the intellectual development and with normal intellectual development.Trying no to change the scientific positions of psychologists and teachers in the conducted and given theoretical analysis there have been appealed to the terms used by them. The theoretical analysis of recent research and publications in the field of psychological and pedagogical science has enabled the following conclusions. Modern foreign and domestic scientists studied certain aspects of the problem of the development of social intelligence of personality with disabilities of the intellectual development andwith normal intellectual development at different age stages. Accordingto the results of a study of primary school age, it was found that, compared with peers with normal intellectual development, second-graders and fourth-graders with intellectual disabilities are characterized by a low level of differentiation and integration of interpersonal cognition. Accordingto the results of the study of middle school age, it was found that thesocial intelligence of adolescents with intellectual disabilities facilitatestheir orientation in situations of interpersonal interactions. Low levels of social intelligence in such adolescents can be combined with a high level of their aggression, as well as deviant behavior. According to the results of a study of senior school age, it was found that high school students with intellectual disabilities have a practical level of social intelligence. However, regardless of the formation of this level of social intelligence and the conditions of upbringing, the full adaptation of this category of high school students in society is hindered by their social immaturity.

Borderline personality features influence treatment response to suicide prevention

BackgroundSuicide is a notable risk for individuals with features of borderline personality disorder. Given the centrality of interpersonal difficulties in this disorder, we proposed that the negative interpersonal cognitions (perceived burdensomeness and thwarted belongingness) identified by the Interpersonal Theory of Suicide (IPTS) may explain the associations between suicidal ideation and borderline personality features. MethodParticipants were 322 suicidal youth (74% girls) aged 11–18 years (M, SD = 14.74, 1.6) in an intensive outpatient program in the southwest United States. Youth completed measures assessing borderline personality features at program entry, and suicidal ideation and IPTS variables at entry and exit. ResultsBorderline personality features did not moderate associations of IPTS variables and suicidal ideation. For the entire sample, changes in suicidal ideation from entry to discharge occurred in tandem with changes in perceived burdensomeness and depressive symptoms, but not thwarted belongingness. Youth with elevated borderline personality features entered with greater suicidal ideation, but improved more from treatment entry to exit. Regardless of level of borderline personality features, changes in negative interpersonal cognitions over treatment were associated with changes in suicidal ideation. LimitationsSelf-report measures and lack of sample diversity are study limitations. ConclusionsThis research highlights the clinical utility of the IPTS variables and the importance of promoting competence and interpersonal connectedness when treating this population. Findings indicate that the IPTS variables carry the same fundamental information for contributing to suicidal ideation, regardless of level of borderline personality features.

Social approach and avoidance in language: N400-like ERP negativity indexes congruency and theta rhythms the conflict.

Motivational congruency has been examined using tasks where participants perform approach or avoidance movements towards socially positive or negative faces. Language is tightly intertwined with interpersonal cognition. Thus, similar situations could be represented by means of language in interpersonal contexts: adjectives furnish valence to people (e.g. someone is cordial or arrogant), and attitudinal verbs define direction to relationship-actions: approach-avoidance (e.g. accept vs. reject). In an Electroencephalography (EEG) study, 40 participants were presented with sentences where a character was valenced (e.g. "Arthur is cordial/arrogant") before being the target of a relationship-actions ("Grisela welcomed/ignored Arthur at the party"). We analyzed both Event-related potential (ERP) amplitude and time-frequency power in response to the attitudinal verb. For ERP amplitudes, we found a significant cluster between 280 and 370 ms, covering part of the development of a N400-like ERP component. This cluster reflects an interaction driven by congruency between motivational direction and target valence. Likewise, time-frequency power analysis revealed an enhancement of theta rhythms under incongruent conditions, most likely indexing conflict processing. Results support that relationship-actions are represented as approach and avoidance and thus involve conflict processing and resolution of incongruent situations. Implications for the interweaving of affective language and social cognition within Embodiment Simulation Theory are discussed.

Interpersonal cognitions as a mechanism of change in cognitive behavioral therapy for generalized anxiety disorder? A multilevel dynamic structural equation model approach.

This study aimed to investigate the effects of changes in interpersonal cognitions on outcome during cognitive behavioral therapy (CBT) for generalized anxiety disorder (GAD) and how these effects are moderated by patients' interpersonal problems at intake. A sample of 80 adult patients diagnosed with GAD who were undergoing CBT within a randomized controlled trial completed a questionnaire concerning interpersonal problems at baseline as well as measures of changes in interpersonal and self-related cognitions and in worry severity session by session. We conducted dynamic structural equation modeling to estimate cross-lagged within-patient effects of changes in interpersonal cognitions on worry, adjusting for the effects of self-related cognitions. Furthermore, we included interpersonal problems as a moderator of the effects of changes in interpersonal cognitions. We found significant cross-lagged effects of changes in both interpersonal cognitions and self-related cognitions on subsequent worry levels. Greater changes in interpersonal cognitions and self-related cognitions in a given session were associated with lower worry levels at the beginning of the next session. When adjusting for self-related cognitions, the effects of changes in interpersonal cognitions on subsequent worry remained significant. However, there were no interactive effects of changes in interpersonal cognitions by patients' interpersonal problems on worry severity. The results present evidence supporting changes in interpersonal cognitions and self-related cognitions as relevant change mechanisms in CBT for GAD. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Effect of the Opponent’s Appearance on Interpersonal Cognition that Affects User-to-User Relationship in Virtual Whole-Body Interaction

People infer the internal characteristics (attitude, intent, thoughts, ability, relationship, etc.) of others (interpersonal cognition, IC) from the impressions they form from the personality or attributes of those others (impression formation). Studies premised on interpersonal communication in a seated condition have confirmed that, regardless of whether the communication is in the real world or in a media environment, the appearance of the other person affects IC and the outcome of the communication. People also develop relationships based on impressions or images of the other party. The psychological relationship manifests in physical relationships, that is, the relative positions of the body or the movement. In this study, we evaluate the effects of the appearance of the opponent’s avatar on the players’ IC in whole-body interaction taking place in a virtual reality (VR) space. Moreover, we examine the feasibility of constructing a method of changing the players’ relationship in interpersonal interactions that accompany the control and interference of the entire body, “whole-body interaction,” by manipulating their appearances. In this study, we selected the party game Twister as a case model of whole-body interaction and developed a system that allows users to play Twister in VR space. Using this system environment, we conducted an experiment to evaluate the players’ IC based on the gender and realism of the opponent’s avatar. The results showed that differences in the appearance of the opponent’s avatar affected the IC of male players. We also indicated that changes in IC observed in the experiment can affect the players’ relationship, thus identifying issues that must be resolved in order to realize the method.

Deconstructing the shared leadership emergence process in entrepreneurial teams

PurposeEntrepreneurship literature has not sufficiently explored the process of how, at different points in time, different members of the co-founding team emerge as leaders. The purpose of this paper is to deconstruct the phenomenon of shared leadership emergence process amongst co-founders in entrepreneurial teams.Design/methodology/approachThe study adopted a qualitative approach. 21 co-founders from 7 entrepreneurial teams participated in the study. In-depth interviews were conducted. The data were analysed using Nvivo 11 software.FindingsThe study elaborates the process model of shared leadership emergence. The study found that shared interpersonal cognition and trust amongst the co-founders lead to claiming and granting of leadership. The findings also illustrate various strategies used by co-founders to emerge as leaders.Practical implicationsThe findings provide key insights to entrepreneurial teams by illuminating what kind of leadership dynamics should be developed, right from the initial stages of the venture. Also, the findings would be beneficial to investors, mentors and coaches of the entrepreneurial teams and ventures, by highlighting team dynamics to be considered before making any investment or team development decisions.Originality/valueThe inductive approach adopted in the study helps in understanding the process of shared leadership emergence in entrepreneurial teams, which is not adequately answered by previous studies. The study extends both shared leadership and entrepreneurship literature by providing a process theory of leadership emergence.

Typology of students by the degree of competence in interpersonal cognition

Typology of students by the degree of competence in interpersonal cognition

формування індивідуального стилю професійної діяльності майбутніх перекладачів: міжнародний контекс

The article analyzes the international experience of forming an individual style of professional activity of future translators. The emphasis is placed on the importance of training competitive translators with a high level of desire for personal development, knowledge of business ethics, understanding of the requirements for appearance that corresponds to the situation in professional activities, etc. The purpose of this article is a theoretical study of the process of forming an individual style of professional activities of future translators abroad for the prospect of further use of positive experience to improve the system of higher translation education in Ukraine. The experience of countries with high results in the field of training competitive personnel, namely countries with a highly developed system of training, including philological profile, is revealed. It has been established that the formation of an individual style of professional activities of future translators in Spain must take into account the market requirements, which are reflected in educational practice. The strength of the UK in this process is the introduction of independent educational courses that form such competencies as the ability to use information and communication technologies on a theoretical, practical and creative levels in professional translation activities; understand and use techniques of business communication in a particular situation, the ability to negotiate and ways to influence the interlocutor; analyze and be able to apply in professional activities the knowledge of historical aspects of translation development, etc. As a result of the analysis of foreign scientific literature, the following organizational and pedagogical conditions of formation of individual style of professional activities of future translators abroad are substantiated: taking into account the requirements and features of the market of translation services for preparation of future translators; ensuring the relationship between the educational process and real professional activity; the study of different word-forming models in a foreign language; the introduction of educational courses (technical written text, copywriting or legal editing, etc.), which are aimed at developing writing skills, etc. An important aspect of the article is discussing the process of forming the professional image of a future translator, as a component of the individual style of professional activities. It is noted that in the foreign scientific literature a lot of attention is paid to such a phenomenon as the “individual image of the translator”and the process of its formation. The main thing in the context of this problem is the creation of academic disciplines that reveal the basics of psychology of communication, imageology, psychology of interpersonal cognition.

Supplemental Material for Interpersonal Cognitions as a Mechanism of Change in Cognitive Behavioral Therapy for Generalized Anxiety Disorder? A Multilevel Dynamic Structural Equation Model Approach

Supplemental Material for Interpersonal Cognitions as a Mechanism of Change in Cognitive Behavioral Therapy for Generalized Anxiety Disorder? A Multilevel Dynamic Structural Equation Model Approach

The identified and defined constructions of repertoire methods in research of interpersonal cognition of students

The identified and defined constructions of repertoire methods in research of interpersonal cognition of students

Towards a Cognitive Science of the Human: Cross-Cultural Approaches and Their Urgency.

While a major aim of cognitive science is to understand human cognition, our conclusions are based on unrepresentative samples of the world's population. A new wave of cross-cultural cognitive science has sought to remedy this with studies that are increasing in scope, scale, and visibility. Here, I review the state of this new wave of research. The portrait of human cognition that emerges is one of variations on a theme, with species-typical capacities shaped by culture and individual experience. The new wave has expanded our understanding of processes underlying human variation and cumulative cultural change, including mechanisms of social learning and cultural transmission. Less consensus has been reached, however, on the cognitive foundations of human nature. The promise of cross-cultural cognitive science will not be fully realized unless we continue to be more inclusive of the world's populations and strive for a more complete cognitive portrait of our species.

An Empirical Study on the Influence of Social Media on the Interpersonal Relationship of Middle School Students

With the development of society, social media plays an increasingly important role in people's life as it creates a new social environment, which has subsequently and greatly changed the mode of communication in younger students. The new social norm will inevitably influence their interpersonal relationships and skills. The present study aims to find out the influence of social media on the interpersonal relationship of middle school students (including junior middle schools and senior middle schools). To this effect, 210 middle school students and 3 teachers from two middle schools in Guangzhou city of China took part in the research. Three aspects are considered in this study: interpersonal interaction (including interactions with peers, teachers, and strangers), interpersonal cognition (including an individual's evaluation of others, self-awareness, and self-presentation) and social participation.

Analysis of Personality, Suicide, and Self‐Injury in Emerging Adulthood

Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI.