This document discusses social cognition in individuals with bipolar disorder. It begins by defining social cognition and outlining its key dimensions. It then reviews studies comparing social cognition abilities in individuals with bipolar disorder versus healthy controls. The studies show impairments in areas like theory of mind, emotion processing, and attributional biases. Differences are also seen between bipolar type I and II. While some social cognition abilities are preserved, deficits tend to be more pronounced than in individuals with schizophrenia. Overall, the document analyzes research on social cognition challenges in bipolar disorder.
A critique of outcome research in psychotherapy, and a proposal that more weight should be put on the ability fo therapists and clients to continue in relationships for as long as therapy remains active and mutative
A critique of outcome research in psychotherapy, and a proposal that more weight should be put on the ability fo therapists and clients to continue in relationships for as long as therapy remains active and mutative
How should we judge the value of different therapies? Clearly some work better in the short haul, particularly focussing on symptom relief, and some are better at the long haul, where the changes that are might be expected are more secular. Much less is known about what such secular changes are although it has been suggested that they are schemata rather than thoughts, deeper levels of the personality, personality disorders, emotional dispositions, unconscious forces, factors that affect well-being or life-satisfaction in contract to happiness, moods and not emotions, or relationship styles rather than specific relationships.
The lack of clearly specified long haul outcomes means that the effectiveness of psychotherapy over the long term remains difficult to evaluate. In the short-term, using symptom scores as an outcome, most accepted psychotherapy methods produce the same gains although methods that make symptoms their first focus produce these changes more quickly.
A lecture given at the 1st international conference on humanistic and existential psychotherapy, Lima, Peru. I consider whether psychiatric diagnosis is consistent with an existential approach to psychotherapy, using the recent protests against the REMOVAL of the diagnosis Asperger's Syndrome from DSM 5 as an example
This was my final presentation for the undergraduate program. Some of it wont make much sense without the notes as it is just references to remind me what I wanted to cover.
With reference to relevant research, critically examine the application of psychological theory in relation to the psychological needs and clinical experience of one clinically relevant client group
Type D personality is a trait comprising of negative affectivity and social inhibition. The study focuses on the exact
summarization of this personality for obtaining the objectives.Type d personality is having many clinical
complications associated with it and it can cause all system related disease states. Development of such trait will result to poor health
status, poor compliance, impaired cognition and improper medication adherence. This article depicts the overview on type D
personality and suggests the need to perform research to generate epidemiological data and developing further strategies to overcome
complications of type D personality. There is again a necessity to aware people about this kind.
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
Sadder and Less Accurate False Memory for NegativeMaterial .docxlillie234567
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
How should we judge the value of different therapies? Clearly some work better in the short haul, particularly focussing on symptom relief, and some are better at the long haul, where the changes that are might be expected are more secular. Much less is known about what such secular changes are although it has been suggested that they are schemata rather than thoughts, deeper levels of the personality, personality disorders, emotional dispositions, unconscious forces, factors that affect well-being or life-satisfaction in contract to happiness, moods and not emotions, or relationship styles rather than specific relationships.
The lack of clearly specified long haul outcomes means that the effectiveness of psychotherapy over the long term remains difficult to evaluate. In the short-term, using symptom scores as an outcome, most accepted psychotherapy methods produce the same gains although methods that make symptoms their first focus produce these changes more quickly.
A lecture given at the 1st international conference on humanistic and existential psychotherapy, Lima, Peru. I consider whether psychiatric diagnosis is consistent with an existential approach to psychotherapy, using the recent protests against the REMOVAL of the diagnosis Asperger's Syndrome from DSM 5 as an example
This was my final presentation for the undergraduate program. Some of it wont make much sense without the notes as it is just references to remind me what I wanted to cover.
With reference to relevant research, critically examine the application of psychological theory in relation to the psychological needs and clinical experience of one clinically relevant client group
Type D personality is a trait comprising of negative affectivity and social inhibition. The study focuses on the exact
summarization of this personality for obtaining the objectives.Type d personality is having many clinical
complications associated with it and it can cause all system related disease states. Development of such trait will result to poor health
status, poor compliance, impaired cognition and improper medication adherence. This article depicts the overview on type D
personality and suggests the need to perform research to generate epidemiological data and developing further strategies to overcome
complications of type D personality. There is again a necessity to aware people about this kind.
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
Sadder and Less Accurate False Memory for NegativeMaterial .docxlillie234567
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Contents :
I. Introduction
II. Social cognition
a. Types
b. Grades
III. Bipolar disorder
IV. Studies comparing relation
V. Conclusion
3. Introduction
It is now widely accepted that a
considerable percentage of people
affected by bipolar disorders (BDs)
exhibit significant impairments in
social and vocational adjustment
(Huxley and Baldessarini,2007;
Jansenetal.,2012), resulting in more
than 75% of the total socio-economic
burden that such disorder scarry (Das
Gupta and Guest, 2002).
4. Social Cognition
Social cognition is a multifaceted construct concerned
with the cognitive processes required by people to
come to know themselves and understand other
people's behavioural intentions
(FiskeandTaylor,1991;Ochsner,2008).
It is meaningful to place social cognitive capacities
along a continuum of increasing complexity and
synthesis (Adolphs,2001;Adolphs,2010).
Social cognition is the sum of the processes that allow a
person to live in the society and manifest mainly
through the ability to create effective relationships with
others and through interacting with them (Christopher
and Uta Frith)
5. In order to provide an organizing framework, the
National Institute of Mental Health has delimited
five dimensions within this construct
(Greenetal.,2008) :
Social
cognition
Theory Of
Mind
Social
Perception
Social
Knowledge
Attribution
bias
Emotion
Processing
6. Theory Of Mind
Shamay – Tsoory et al postulate the
existence of a cognitive and affective aspect
of this ability.
◦ Socio-cognitive : Ability to infer on mental states
of other people. Based on observation of
behaviour one can infer on thoughts, intentions
and beliefs.
◦ Socio-perceptive : Based on the ability to
recognize emotions. It is linked to affective
system and allows to distinguish people from
other objects, and for inferring about mental
states of other people, based on facial
expressions and body movements.
7. Emotional Processing
As for emotional processing, this domain refers
broadly to the processes that enable an
individual to perceive and utilize emotions
(Greenetal.,2008).
Over the last decade, an emotion processing
paradigm gaining attention and influence has
been conceptualized as emotional intelligence
(Mayeretal.,2002), which not only involves the
ability to monitor, recognize, and discriminate
one's own and other people's emotions, but also
to use this emotional information to guide
reasoning and behaviour in the social
environment.
8. Social
Cognition
Lower Order
Intermediate
Order
Higher Order
(Premack, 1978; Brüne, 2003)
9. Lower Order
Lower-order social cognitive ability
encompasses the ability to identify
and categorize and manifest affective
stimuli, e.g. facial display of basic
emotions, biological motion and
speech prosody. Processing at this
level is characterized by being fast,
implicit and domain specific.
10. Intermediate Order
Intermediate order – The abilities to
make inferences about the mental
states of conspecifics including their
beliefs, desires and intentions,
commonly known as theory of mind
(ToM) and perspective taking.
11. Higher Order
Higher-order social cognition captures the
ability to reflect and reason about the mental
and affective states of oneself and others,
moreover, utilizing such understanding to
solve problems and master subjective
suffering.
This level is often referred to as mentalization
(Choi-Kainand Gunderson, 2008) or
metacognition (Dimaggioetal., 2009), which
compared to lower-order abilities is a more
controlled, creative and imaginative process
rendering it more sensitive to contextual
influences.
13. Unipolar depression
Research has suggested that
depressed patients are burdened with
social cognitive impairment in the
areas of ToM (Inoue et al., 2004;
Zobel et al., 2010; Cusi et al., 2012)
and in the decoding of affective stimuli
(e.g. identifying emotions displayed by
faces) (Leppänen, 2006; Stuhrmann et
al., 2011). In case of the latter, mood
congruent biases have consistently
been documented.
14. Bipolar Depression
The bipolar-depressed patients made
excessively global and stable attributions
for negative events (Robins & Hayes,
1995), showed slowed color naming for
depression-related words (Gotlib &
Hammen, 1992), endorsed more negative
trait words in comparison with the normal
participants, and also recalled more
negative trait words (Davenport et al.,
1979; Dent & Teasdale, 1988; Hammen et
al., 1985, 1986; J. M. G. Williams et al.,
1990).
15. BD1 vs BD11
The largest study comparing bipolar subtypes
with regard to social cognition(Martino et
al.,2011) did not find any differences for the
labelling of six basic emotions, Faux Pas, or
the Eyes Test. Contrarily, a small study by
Lembke and Ketter (2002) found that,
although both bipolar sub- groups exhibited
preserved emotion processing performance,
euthymic BDII patients outperformed BDI
subjects on fear recognition, whereas Derntl
et al.(2009) found that overall emotion
recognition performance was preserved in
subsyndromal BDII and impaired in BD1
16. Relation duration and
episodes
Though the analyses were limited by the small number
of studies reviewed and the lack of information on
possible moderators in many of the reports, these
results are in keeping with different pieces of evidence
at the primary study level showing no association
between years of illness evolution and social cognition
(Bora et al., 2005; Wolf et al. , 2010; Martino et al.,
2011). Unfortunately, we could not explore the
relationship between social cognition and the number of
affective episodes. However, evidence from primary
studies has not shown any association between these
variables (Bora et al., 2005; Martino et al., 2011;
Barrera et al., 2012). Such findings are also in
accordance with evidence from a recent meta-analysis
suggesting an on progressive evolution of cognitive
features in BDs (Samaméetal.,2014).
17. Specific Tests
The Pragmatic Inference Task (PIT) was used to
measure covert attributional style, whereas the
Attributional Style Questionnaire (parallel form; ASQpf)
measured overt attributional style.
Responses on these tests were similar to those of the
bipolar-depressed patients. Like the normal
participants, the manic patients showed a robust self-serving
bias on the ASQpf. On the PIT, however, they
attributed negative events more to self, a finding that is
consistent with Winters and Neale's (1985)
observations of manic patients in remission. Like bipolar
depressed patients and hypomanic normal participants
(Bentall & Thompson, 1990; French et al., 1996), the
manic patients showed slowed color naming for
depression-related but not euphoria related words on
the EST (Emotional Stroop Task). The manic patients
also showed most variability in Stroop times, which was
evident
18. BD and Psychosis
Recent studies have also indicated
that patients with BD with a history of
psychosis exhibit selective
impairments in social/ emotion
processing. Using the same sample,
our group has demon- strated that
individuals with psychosis share
similar misattributions
19.
20.
21. Conclusion
Regardless of whether these
impairments are primary or secondary,
this profile of neuropsychological
functioning in BDs, characterized by
quite preserved social cognitive abilities
in comparison to neuro-cognition,
contrasts with that of schizophrenia
patients, for which an opposite pattern
with more conspicuous deficits in social
cognitive skills has been shown
(Calettietal., 2013; Leeetal., 2013;
Martino and Strejilevich, 2014).
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