Understanding Atypical Social Behaviour Using Social Cognitive Theory

The brain represents the state of the world around us based upon a stream of ambiguous sensory data. This requires the integration of different sources of information, including information received from different sense modalities, and information drawn from past experience. Bayesian theories of perception provide an approach to characterising how systematic differences in the probabilistic integration of information in the brain may underlie the differences that occur between individuals in their perceptual experience. The present thesis explores how perceptual, motor and social aspects of autism spectrum disorder (ASD) may emerge from variation in the neurocognitive processes described by Bayesian theories. A focus is on the predictive processing model of brain function, which links Bayesian theories of perception to neural mechanisms. The thesis includes empirical studies that examine perceptual, sensorimotor and cognitive aspects of ASD. ASD and nonclinical autistic traits are first examined in the context of body perception; concerning, specifically, how the brain represents the state of the limbs based on visual, tactile and proprioceptive information, and how this sensory information is integrated with prior expectations regarding the body. These processes are investigated using a multisensory perceptual illusion: the rubber hand illusion. ASD is associated with a largely typical perceptual experience of this illusion, indicating intact multisensory integration in the context of body representation. A reduced influence of the illusion on motor function, however, supports a difference in ASD in the integration of expectations for limb position (influenced by the illusion) with conflicting sensory (proprioceptive) signals. The integration of incoming information with existing expectations about the environment is also examined in the context of statistical learning. A computerised task is developed to assess the integration of iterative feedback with prior information as participants predict the location of a noisy set of visual markers. The hypothesis tested is that features of ASD are associated with a persistently higher weighting of incoming information in driving inference, at the expense of expectations developed from recent experience; in this more cognitive context, these data provide evidence against this hypothesis, suggesting that a more context-dependent atypicality in information processing in ASD is more likely than that initially hypothesised. The thesis also develops theoretical and philosophically-relevant treatments of how the symptoms of ASD may emerge from differences in brain function characterised within a Bayesian framework. This includes drawing on recent theoretical developments regarding the role of volatility processing and action in maintaining optimal inference on the environment. In addition, models of Bayesian inference in the brain can be extended to the social domain. For instance, the process of representing the mental states of other people (i.e., theory of mind) can be cast in terms of implicit inference on the external causes of sensory signals. In light of these expanded models of predictive processing, the differences in information processing hypothesised to occur in ASD have implications not just for perception, but also for motor behaviours, social cognition and social interaction. The overall view that emerges is that diverse aspects of ASD may be captured in terms of how incoming sensory signals are integrated, in a probabilistic manner, with the brain’s hierarchical and multimodal model of its environment. A promising direction for this field is in developing this idea in the context of action (i.e., active inference) and more recent models of how the brain estimates the optimal weighting of sensory information. This area of research has the potential to provide a nuanced perspective on the neurocognitive basis of ASD and the relationship between sensory mechanisms and autistic behaviours.

Emotion recognition, ‘theory of mind,’ and social behavior in schizophrenia

Do delivery routes of intranasally administered oxytocin account for observed effects on social cognition and behavior? A two-level model

Background: Psychotic disorders are characterized by impairment in social cognitive processing, which is associated with poorer community functioning. However, the neural mechanisms of social impairment in psychosis remain unclear. Social impairment is a hallmark of other psychiatric illnesses as well, including autism spectrum disorders (ASD), and the nature and degree of social cognitive impairments across psychotic disorders and ASD are similar, suggesting that mechanisms that are known to underpin social impairments in ASD may also play a role in the impairments seen in psychosis. Specifically, in both humans and animal models of ASD, a cerebellar–parietal network has been identified that is directly related to social cognition and social functioning. In this study we examined social cognition and resting-state brain connectivity in people with psychosis and in neurotypical adults. We hypothesized that social cognition would be most strongly associated with cerebellar–parietal connectivity, even when using a whole-brain data driven approach.Methods: We examined associations between brain connectivity and social cognition in a trans-diagnostic sample of people with psychosis (n = 81) and neurotypical controls (n = 45). Social cognition was assessed using the social cognition domain score of the MATRICS Consensus Cognitive Battery. We used a multivariate pattern analysis to correlate social cognition with resting-state functional connectivity at the individual voxel level.Results: This approach identified a circuit between right cerebellar Crus I, II and left parietal cortex as the strongest correlate of social cognitive performance. This connectivity-cognition result was observed in both people with psychotic disorders and in neurotypical adults.Conclusions: Using a data-driven whole brain approach we identified a cerebellar–parietal circuit that was robustly associated with social cognitive ability, consistent with findings from people with ASD and animal models. These findings suggest that this circuit may be marker of social cognitive impairment trans-diagnostically and support cerebellar–parietal connectivity as a potential therapeutic target for enhancing social cognition.

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development

Adult patients with the genetic disease neurofibromatosis type 1 (NF1) frequently report social difficulties. To date, however, only two studies have explored whether these difficulties are caused by social cognition deficits, and these yielded contradictory data. The aim of the present study was to exhaustively assess social cognition abilities (emotion, theory of mind, moral reasoning, and social information processing) in adults with NF1, compared with a control group, and to explore links between social cognition and disease characteristics (mode of inheritance, severity, and visibility). We administered a social cognition battery to 20 adults with NF1 (mean age = 26.5 years, SD = 7.4) and 20 healthy adults matched for sociodemographic variables. Patients scored significantly lower than controls on emotion, theory of mind, moral reasoning, and social information processing tasks. No effects of disease characteristics were found. These results appear to confirm that adults with NF1 have a social cognition weaknesses that could explain, at least in part, their social difficulties, although social abilities are not all impaired to the same extent. Regarding the impact of the disease characteristics, the patient sample seemed slightly insufficient for the power analyses performed. Thus, this exploratory study should form the basis of further research, with the objective of replicating these results with larger and more appropriately matched samples.

Social communication in autism spectrum disorder not improved by Theory of Mind interventions.

Autism spectrum disorder (ASD) is associated with neurocognitive impairment, including executive dysfunctioning and social cognition (SC) deficits. Cognitive remediation (CR) is a behavioral training-based intervention aiming to improve cognitive processes. Its first use in psychiatry interested patients with schizophrenia, in whom promising results have been shown. Integrated CR programs targeting both social and non-social cognition have demonstrated to be effective in improving both cognitive domains and functional outcomes. CR studies in children and adolescents with ASD are still new, those regarding CR approaches combining social and executive functioning remediation are scares. One study examining the efficacy of cognitive enhancement therapy (CET) for improving cognitive abilities in ADS adults, showed significant differential increases in neurocognitive function and large social-cognitive improvements. Therefore, taking into account the overlap between ASD and schizophrenia, and considering the close link between executive functions (EF) and SC, we suggest that integrative approach in ASD could result in better outcomes. The present perspective aimed to highlight cognitive remediation (CR) programs contributions in ASD (especially in children and adolescents), and to discuss the value of combining social and non-social programs.

Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are neurodevelopmental disorders characterized by social impairments. The first objective of this study was to analyze social cognition deficits of children with ADHD, high-functioning ASD (HFASD), and typical development (TD) in their performance on explicit and applied measures of theory of mind (ToM). The second objective was to investigate the relationships between executive functions and social cognition in HFASD and ADHD. One hundred and twenty-six 7- to 11-year old children, 52 with HFASD, 35 with ADHD, and 39 with TD, performed the NEPSY-II social perception subtests. Parents estimated their children's ToM skills using the Theory of Mind Inventory (ToMI). Teacher-reported data from the Behavior Rating Inventory of Executive Function (BRIEF) were also obtained. The HFASD and ADHD groups showed worse performance on the verbal ToM task than the TD group, and only the performance of the HFASD group was significantly lower than the TD group on the contextual ToM task. Parents also estimated that the HFASD group had more difficulties on the applied ToM than the ADHD and TD groups. Furthermore, there is a different executive function-theory of mind link in the HFASD and ADHD groups: behavioral regulation processes such as inhibition and emotional control are more associated with social cognition in children with ADHD, whereas metacognitive processes such as initiation and planning have a strong association with social cognition in children with HFASD. These findings have implications for understanding social perception deficits in neurodevelopmental disorders, highlighting the need for early intervention.

In this paper, I examine the relationship between social cognition and religious cognition. Many cognitive theories of religion claim that these two forms are somehow related, but the details are usually left unexplored and insights from theories of social cognition are not taken on board. I discuss the three main (groups of) theories of social cognition, namely the theory-theory, the simulation theory and enactivist theories. Secondly, I explore how these theories can help to enrich a number of cognitive theories of religion. The theories I discuss are Stewart Guthrie’s anthropomorphism, Justin Barrett’s hyperactive agency detection device, Jesse Bering’s existential theory of mind, Pascal Boyer’s minds with full strategic access and Tanya Luhrmann’s porous theory of mind. Finally, I look at how enrichment with insights from social cognition can help to combine different existing theories of religious cognition into a unified framework.

Failing to engage in joint attention is a strong marker of impaired social cognition associated with autism spectrum disorder (ASD). The goal of this study was to localize the source of impaired joint attention in individuals with ASD by examining both behavioral and fMRI data collected during various tasks involving eye gaze, directional cuing, and face processing. The tasks were designed to engage three brain networks associated with social cognition [face processing, theory of mind (TOM), and action understanding]. The behavioral results indicate that even high-functioning individuals with ASD perform less accurately and more slowly than neurotypical (NT) controls when processing eyes, but not when processing a directional cue (an arrow) that did not involve eyes. Behavioral differences between the NT and ASD groups were consistent with differences in the effective connectivity of FACE, TOM, and ACTION networks. An independent multiple-sample greedy equivalence search was used to examine these social brain networks and found that whereas NTs produced stable patterns of response across tasks designed to engage a given brain network, ASD participants did not. Moreover, ASD participants recruited all three networks in a manner highly dissimilar to that of NTs. These results extend a growing literature that describes disruptions in general brain connectivity in individuals with autism by targeting specific networks hypothesized to underlie the social cognitive impairments observed in these individuals.

BackgroundChildren with autism spectrum disorder (ASD) show impairment in reciprocal social communication, which includes deficits in social cognition and behavior. Since social cognition and social behavior are considered to be interdependent, it is valuable to examine social processes on multiple levels of analysis. Neuropsychological measures of face processing often reveal deficits in social cognition in ASD including the ability to identify and remember facial information. However, the extent to which neuropsychological measures are associated with or predictive of real-world social behavior is unclear.MethodsThe study investigated 66 children (ASD 34, typically developing (TD) 32) using neuropsychological measures of face processing (identity, affect, and memory). Children also participated in a peer interaction paradigm, which allowed observation and coding of natural social interaction behaviors during play with peers (e.g., Self-Play, Cooperative Play, Verbal Bout). ANCOVA, regression, and correlation models analyzed between-group differences, the ability of neuropsychological measures to predict social behavior, and the strength of the associations.ResultsBetween-group differences were shown on Memory for Faces Delayed and the peer interaction variables Self-Play and Verbal Bout. Regression models indicated that Memory for Faces Delayed predicted the amount of Self-Play, Equipment use alone, and Cooperative Play with peers on the playground. Autism symptomology only predicted verbal exchange with peers.ConclusionsFace memory strongly predicts relevant social engagement patterns in both children with and without ASD. Impairment in facial memory is associated with reduced ‘real-world’ social interaction and more self-play, whereas higher performance in face memory predicts more cooperative play. Results highlight the strong connection between face memory and reciprocal social interaction, suggesting that improvement in one may benefit the other.

Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge's (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD.

OBJECTIVE: Difficulties in social communication is core syptoms of autism spectrum disorder (ASD), and it is often present in first-degree relatives in varying degrees. However, these subclinical autistic traits, which are thought to be related to genetic susceptibility factors, may be heterogeneous in family members. This prospective, the aim of this study was to compare unaffected siblings of children with ASD in terms of theory of mind, empathy skills, and broad autism phenotype (BAP).METHODS: Fourty-one children who were diagnosed Autistic Disorder, Asperger Disorder and Pervasive Developmental Disorder-not otherwise specified according to Diagnostic and Statistical Manual of Mental Disorders, 4th Edition and their unaffected siblings and 43 controls of typically developing children were included. The Schedule for Affective Disorders and Schizophrenia for School-age Children – Present and Lifetime Version was conducted all children with the aim of excluding a psychiatric diagnosis. False-belief tasks and Emotion Recognition Scales were used to evaluate theory of mind and empathy skills. The Social Communication Questionnaire was administered by the clinician in order to evaluate subthreshold autistic symptoms.RESULTS: Unaffected siblings of ASD children exhibited worse performance in theory of mind and emotion recognition tasks. Additionally, these children had more autistic symptoms and there was a correlation with autism symptoms and social cognition tasks.DISCUSSION: In compatible with BAP, the results indicated that the siblings of children with ASD showed a neurocognitive profile associated with ASD at a slight level, and they had more subsyndromal autism symptoms compared with healthy children. The findings also indicated that there was a weakness in skills of empathy and theory of mind ability of siblings of ASD.

Using an experimental approach, our study examined the differentiated effects on pre-schoolers’ social cognition of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions dealing with emotions and beliefs. The links between ToM, SIP, and social adjustment or externalizing behavior were examined. 47 pre-schoolers took part in a pretest session involving cognitive, socio-cognitive and social adjustment measures. The direct socio-cognitive measures involved tasks assessing emotion recognition, ToM emotions, ToM beliefs and social problem-solving. The teachers filled out a personality questionnaire and parents completed the Theory of Mind Inventory, a social adjustment scale and the CBCL. Secondly, they were allocated at random to two experimental groups (ToM training or SIP training) or to a control group. In the experimental groups, each of three children, short training sessions were given using educational materials. Free play was offered in the control group. Finally, all children took part in a post-test session. Our results showed significant improvement in ToM emotions for the ToM training group, in ToM beliefs for the SIP training group, and in social problem-solving for both experimental groups, and some transfer learning. In pretest, significant positive correlations were obtained between social cognition measures and individual characteristics, and between social cognition measures and social adjustment. Significant negative correlations were observed between social adjustment and externalizing behavior, and between social adjustment and emotional reactivity. This study provided some guidelines for formulating a medium-term training program in social cognition aimed at pre-schoolers at risk of displaying externalizing behavior disorders.