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itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1806873/Functional_connectivity_during_a_social_emotion_task_in_adolescents_and_in_adults">Functional connectivity during a social emotion task in adolescents and in adults</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this fMRI study we investigated functional connectivity between components of the mentalising system during a social emotion task, using psychophysiological interaction (PPI) analysis. Ten adults (22–32 years) and 18 adolescents (11–18... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1806873" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this fMRI study we investigated functional connectivity between components of the mentalising system during a social emotion task, using psychophysiological interaction (PPI) analysis. Ten adults (22–32 years) and 18 adolescents (11–18 years) were scanned while thinking about scenarios in which a social or a basic emotion would be experienced. Unlike basic emotions (such as disgust and fear), social emotions (such as embarrassment and guilt) require the representation of another’s mental states. In both adults and adolescents, an anterior rostral region of medial prefrontal cortex (arMPFC) involved in mentalising showed greater connectivity with the posterior superior temporal sulcus (pSTS) bordering on the temporo-parietal junction (TPJ) and with anterior temporal cortex (ATC) during social than during basic emotion. This result provides novel evidence that components of the mentalising system interact functionally during a social emotion task. Furthermore, functional connectivity differed between adolescence and adulthood. The adolescent group showed stronger connectivity between arMPFC and pSTS/TPJ during social relative to basic emotion than did the adult group, suggestive of developmental changes in functional integration within the mentalising system.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1806873" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e99b69eb9188bf2d09733f91602b8e8c" rel="nofollow" data-download="{"attachment_id":30653273,"asset_id":1806873,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30653273/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1259527" href="https://bham.academia.edu/StephanieBurnettHeyes">Stephanie Burnett Heyes</a><script data-card-contents-for-user="1259527" type="text/json">{"id":1259527,"first_name":"Stephanie","last_name":"Burnett Heyes","domain_name":"bham","page_name":"StephanieBurnettHeyes","display_name":"Stephanie Burnett Heyes","profile_url":"https://bham.academia.edu/StephanieBurnettHeyes?f_ri=4626","photo":"https://0.academia-photos.com/1259527/1136237/1423792/s65_stephanie.burnett_heyes.jpg"}</script></span></span></li><li class="js-paper-rank-work_1806873 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1806873"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1806873, container: ".js-paper-rank-work_1806873", }); 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$(".js-view-count[data-work-id=1806873]").text(description); $(".js-view-count-work_1806873").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1806873").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1806873"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="246" href="https://www.academia.edu/Documents/in/Psychophysics">Psychophysics</a>, <script data-card-contents-for-ri="246" type="text/json">{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1806873]'), work: {"id":1806873,"title":"Functional connectivity during a social emotion task in adolescents and in adults","created_at":"2012-07-23T22:37:55.674-07:00","url":"https://www.academia.edu/1806873/Functional_connectivity_during_a_social_emotion_task_in_adolescents_and_in_adults?f_ri=4626","dom_id":"work_1806873","summary":"In this fMRI study we investigated functional connectivity between components of the mentalising system during a social emotion task, using psychophysiological interaction (PPI) analysis. Ten adults (22–32 years) and 18 adolescents (11–18 years) were scanned while thinking about scenarios in which a social or a basic emotion would be experienced. Unlike basic emotions (such as disgust and fear), social emotions (such as embarrassment and guilt) require the representation of another’s mental states. In both adults and adolescents, an anterior rostral region of medial prefrontal cortex (arMPFC) involved in mentalising showed greater connectivity with the posterior superior temporal sulcus (pSTS) bordering on the temporo-parietal junction (TPJ) and with anterior temporal cortex (ATC) during social than during basic emotion. This result provides novel evidence that components of the mentalising system interact functionally during a social emotion task. Furthermore, functional connectivity differed between adolescence and adulthood. The adolescent group showed stronger connectivity between arMPFC and pSTS/TPJ during social relative to basic emotion than did the adult group, suggestive of developmental changes in functional integration within the mentalising system.","downloadable_attachments":[{"id":30653273,"asset_id":1806873,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1259527,"first_name":"Stephanie","last_name":"Burnett Heyes","domain_name":"bham","page_name":"StephanieBurnettHeyes","display_name":"Stephanie Burnett Heyes","profile_url":"https://bham.academia.edu/StephanieBurnettHeyes?f_ri=4626","photo":"https://0.academia-photos.com/1259527/1136237/1423792/s65_stephanie.burnett_heyes.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false},{"id":246,"name":"Psychophysics","url":"https://www.academia.edu/Documents/in/Psychophysics?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=4626"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=4626"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=4626"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=4626"},{"id":52763,"name":"Functional Connectivity","url":"https://www.academia.edu/Documents/in/Functional_Connectivity?f_ri=4626"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=4626"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=4626"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=4626"},{"id":172809,"name":"Interpersonal Relations","url":"https://www.academia.edu/Documents/in/Interpersonal_Relations?f_ri=4626"},{"id":325701,"name":"Functional integration","url":"https://www.academia.edu/Documents/in/Functional_integration?f_ri=4626"},{"id":380825,"name":"Oxygen","url":"https://www.academia.edu/Documents/in/Oxygen?f_ri=4626"},{"id":546419,"name":"Age Factors","url":"https://www.academia.edu/Documents/in/Age_Factors?f_ri=4626"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=4626"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27941991" data-work_id="27941991" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27941991/Cross_Cultural_Comparison_of_a_French_Canadian_and_US_Developmental_Screening_Test">Cross-Cultural Comparison of a French Canadian and US Developmental Screening Test</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The psychometric properties of the Ages & Stages Questionnaires (ASQ) (Bricker & Squires, 1999) used in a French-Canadian preschool population were compared with psychometric data derived from US normative studies. The ASQ was translated... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_27941991" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The psychometric properties of the Ages & Stages Questionnaires (ASQ) (Bricker & Squires, 1999) used in a French-Canadian preschool population were compared with psychometric data derived from US normative studies. The ASQ was translated into French (Bonin, Robaey, ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27941991" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cb1f4b524f7a61c7a1ef3d4dcdbc0aa4" rel="nofollow" data-download="{"attachment_id":48240998,"asset_id":27941991,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48240998/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52362240" href="https://independent.academia.edu/SuzieMckinnon">Suzie Mckinnon</a><script data-card-contents-for-user="52362240" type="text/json">{"id":52362240,"first_name":"Suzie","last_name":"Mckinnon","domain_name":"independent","page_name":"SuzieMckinnon","display_name":"Suzie Mckinnon","profile_url":"https://independent.academia.edu/SuzieMckinnon?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_27941991 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27941991"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27941991, container: ".js-paper-rank-work_27941991", }); 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$(".js-view-count[data-work-id=27941991]").text(description); $(".js-view-count-work_27941991").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27941991").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27941991"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2599" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a><script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27941991]'), work: {"id":27941991,"title":"Cross-Cultural Comparison of a French Canadian and US Developmental Screening Test","created_at":"2016-08-22T08:38:46.660-07:00","url":"https://www.academia.edu/27941991/Cross_Cultural_Comparison_of_a_French_Canadian_and_US_Developmental_Screening_Test?f_ri=4626","dom_id":"work_27941991","summary":"The psychometric properties of the Ages \u0026 Stages Questionnaires (ASQ) (Bricker \u0026 Squires, 1999) used in a French-Canadian preschool population were compared with psychometric data derived from US normative studies. The ASQ was translated into French (Bonin, Robaey, ...","downloadable_attachments":[{"id":48240998,"asset_id":27941991,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52362240,"first_name":"Suzie","last_name":"Mckinnon","domain_name":"independent","page_name":"SuzieMckinnon","display_name":"Suzie Mckinnon","profile_url":"https://independent.academia.edu/SuzieMckinnon?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=4626","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=4626","nofollow":false},{"id":38244,"name":"French","url":"https://www.academia.edu/Documents/in/French?f_ri=4626"},{"id":121601,"name":"Cross cultural studies","url":"https://www.academia.edu/Documents/in/Cross_cultural_studies?f_ri=4626"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=4626"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=4626"},{"id":1751416,"name":"Intervals","url":"https://www.academia.edu/Documents/in/Intervals?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24371307 coauthored" data-work_id="24371307" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24371307/Using_Suggestion_to_Modulate_Automatic_Processes_From_Stroop_to_McGurk_and_Beyond">Using Suggestion to Modulate Automatic Processes: From Stroop to McGurk and Beyond</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cognitive scientists typically classify cognitive processes as either controlled or automatic. Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24371307" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cognitive scientists typically classify cognitive processes as either controlled or automatic. Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a research trajectory investigating how top-down influence in the form of suggestion can allow individuals to modulate the automaticity of cognitive processes. Here we present an overarching array of converging findings that collectively indicate that certain individuals can derail involuntary processes, such as reading, by " unringing " the proverbial bell. We examine replications of these effects from both our own laboratory and independent groups, and extend our Stroop findings to several other well-established automatic paradigms, including the McGurk effect. We thus demonstrate how, in the case of highly suggestible individuals, suggestion seems to wield control over a process that is likely even more automatic than the Stroop effect. Finally, we present findings from two novel experimental paradigms exploring the potential of shifting automaticity in the opposite direction e i.e., transforming, without practice, a controlled task into one that is automatic. Drawing on related evidence from the neuroscience of contemplative practices, we discuss how these findings pave the road to a more scientific understanding of voluntary control and automaticity, and expound on their possible experimental and therapeutic applications.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24371307" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3abe921d33aea4c769236e2aa6cc2274" rel="nofollow" data-download="{"attachment_id":44702297,"asset_id":24371307,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44702297/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="530454" href="https://mcgill.academia.edu/MichaelLifshitz">Michael Lifshitz</a><script data-card-contents-for-user="530454" type="text/json">{"id":530454,"first_name":"Michael","last_name":"Lifshitz","domain_name":"mcgill","page_name":"MichaelLifshitz","display_name":"Michael Lifshitz","profile_url":"https://mcgill.academia.edu/MichaelLifshitz?f_ri=4626","photo":"https://0.academia-photos.com/530454/188577/15341549/s65_michael.lifshitz.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-24371307">+1</span><div class="hidden js-additional-users-24371307"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/IFarahKashem">I. Farah Kashem</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-24371307'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-24371307').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_24371307 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24371307"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24371307, container: ".js-paper-rank-work_24371307", }); });</script></li><li class="js-percentile-work_24371307 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24371307; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24371307"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24371307 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24371307"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24371307; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24371307]").text(description); $(".js-view-count-work_24371307").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24371307").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24371307"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">33</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="635" href="https://www.academia.edu/Documents/in/Psychiatry">Psychiatry</a>, <script data-card-contents-for-ri="635" type="text/json">{"id":635,"name":"Psychiatry","url":"https://www.academia.edu/Documents/in/Psychiatry?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1613" href="https://www.academia.edu/Documents/in/Brain_Imaging">Brain Imaging</a><script data-card-contents-for-ri="1613" type="text/json">{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24371307]'), work: {"id":24371307,"title":"Using Suggestion to Modulate Automatic Processes: From Stroop to McGurk and Beyond","created_at":"2016-04-13T10:44:20.448-07:00","url":"https://www.academia.edu/24371307/Using_Suggestion_to_Modulate_Automatic_Processes_From_Stroop_to_McGurk_and_Beyond?f_ri=4626","dom_id":"work_24371307","summary":"Cognitive scientists typically classify cognitive processes as either controlled or automatic. Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a research trajectory investigating how top-down influence in the form of suggestion can allow individuals to modulate the automaticity of cognitive processes. Here we present an overarching array of converging findings that collectively indicate that certain individuals can derail involuntary processes, such as reading, by \" unringing \" the proverbial bell. We examine replications of these effects from both our own laboratory and independent groups, and extend our Stroop findings to several other well-established automatic paradigms, including the McGurk effect. We thus demonstrate how, in the case of highly suggestible individuals, suggestion seems to wield control over a process that is likely even more automatic than the Stroop effect. Finally, we present findings from two novel experimental paradigms exploring the potential of shifting automaticity in the opposite direction e i.e., transforming, without practice, a controlled task into one that is automatic. Drawing on related evidence from the neuroscience of contemplative practices, we discuss how these findings pave the road to a more scientific understanding of voluntary control and automaticity, and expound on their possible experimental and therapeutic applications.","downloadable_attachments":[{"id":44702297,"asset_id":24371307,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":530454,"first_name":"Michael","last_name":"Lifshitz","domain_name":"mcgill","page_name":"MichaelLifshitz","display_name":"Michael Lifshitz","profile_url":"https://mcgill.academia.edu/MichaelLifshitz?f_ri=4626","photo":"https://0.academia-photos.com/530454/188577/15341549/s65_michael.lifshitz.jpg"},{"id":47044065,"first_name":"I. Farah","last_name":"Kashem","domain_name":"independent","page_name":"IFarahKashem","display_name":"I. Farah Kashem","profile_url":"https://independent.academia.edu/IFarahKashem?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false},{"id":635,"name":"Psychiatry","url":"https://www.academia.edu/Documents/in/Psychiatry?f_ri=4626","nofollow":false},{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=4626","nofollow":false},{"id":2055,"name":"Consciousness (Psychology)","url":"https://www.academia.edu/Documents/in/Consciousness_Psychology_?f_ri=4626"},{"id":4083,"name":"Complementary and Alternative Medicine","url":"https://www.academia.edu/Documents/in/Complementary_and_Alternative_Medicine?f_ri=4626"},{"id":4108,"name":"Yoga Meditation","url":"https://www.academia.edu/Documents/in/Yoga_Meditation?f_ri=4626"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4626"},{"id":4430,"name":"Altered States of Consciousness","url":"https://www.academia.edu/Documents/in/Altered_States_of_Consciousness?f_ri=4626"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4626"},{"id":5789,"name":"Creativity and Consciousness","url":"https://www.academia.edu/Documents/in/Creativity_and_Consciousness?f_ri=4626"},{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=4626"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4626"},{"id":9747,"name":"Hypnosis (Psychology)","url":"https://www.academia.edu/Documents/in/Hypnosis_Psychology_?f_ri=4626"},{"id":11105,"name":"Self Regulation","url":"https://www.academia.edu/Documents/in/Self_Regulation?f_ri=4626"},{"id":11632,"name":"Executive Functions (Cognitive Neuroscience)","url":"https://www.academia.edu/Documents/in/Executive_Functions_Cognitive_Neuroscience_?f_ri=4626"},{"id":12428,"name":"Automatic Control","url":"https://www.academia.edu/Documents/in/Automatic_Control?f_ri=4626"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=4626"},{"id":14616,"name":"Neurophenomenology","url":"https://www.academia.edu/Documents/in/Neurophenomenology?f_ri=4626"},{"id":15773,"name":"Buddhist Psychology","url":"https://www.academia.edu/Documents/in/Buddhist_Psychology?f_ri=4626"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4626"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function?f_ri=4626"},{"id":40633,"name":"Consciousness Studies","url":"https://www.academia.edu/Documents/in/Consciousness_Studies?f_ri=4626"},{"id":41023,"name":"Social Cognitive Affective Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Affective_Neuroscience?f_ri=4626"},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=4626"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences?f_ri=4626"},{"id":57275,"name":"Meditation","url":"https://www.academia.edu/Documents/in/Meditation?f_ri=4626"},{"id":60076,"name":"Hypnosis","url":"https://www.academia.edu/Documents/in/Hypnosis?f_ri=4626"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=4626"},{"id":80548,"name":"Stroop effect","url":"https://www.academia.edu/Documents/in/Stroop_effect?f_ri=4626"},{"id":182867,"name":"Mindfulness Meditation","url":"https://www.academia.edu/Documents/in/Mindfulness_Meditation?f_ri=4626"},{"id":1019278,"name":"Consciousness and Creativity","url":"https://www.academia.edu/Documents/in/Consciousness_and_Creativity?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50655604" data-work_id="50655604" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50655604/Stereotype_threat_and_the_intellectual_test_performance_of_African_Americans">Stereotype threat and the intellectual test performance of African Americans</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50655604" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a729538c0318248f83cde348e662ff5f" rel="nofollow" data-download="{"attachment_id":68554839,"asset_id":50655604,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68554839/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" 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href="https://www.academia.edu/Documents/in/Marketing">Marketing</a>, <script data-card-contents-for-ri="39" type="text/json">{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1649" href="https://www.academia.edu/Documents/in/Ergonomics">Ergonomics</a><script data-card-contents-for-ri="1649" type="text/json">{"id":1649,"name":"Ergonomics","url":"https://www.academia.edu/Documents/in/Ergonomics?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50655604]'), work: {"id":50655604,"title":"Stereotype threat and the intellectual test performance of African Americans","created_at":"2021-08-03T08:15:20.569-07:00","url":"https://www.academia.edu/50655604/Stereotype_threat_and_the_intellectual_test_performance_of_African_Americans?f_ri=4626","dom_id":"work_50655604","summary":null,"downloadable_attachments":[{"id":68554839,"asset_id":50655604,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":167153597,"first_name":"Tracy","last_name":"Chapman","domain_name":"independent","page_name":"TracyChapman8","display_name":"Tracy Chapman","profile_url":"https://independent.academia.edu/TracyChapman8?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":39,"name":"Marketing","url":"https://www.academia.edu/Documents/in/Marketing?f_ri=4626","nofollow":false},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false},{"id":1649,"name":"Ergonomics","url":"https://www.academia.edu/Documents/in/Ergonomics?f_ri=4626","nofollow":false},{"id":3762,"name":"Human Factors","url":"https://www.academia.edu/Documents/in/Human_Factors?f_ri=4626"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":9043,"name":"Performance","url":"https://www.academia.edu/Documents/in/Performance?f_ri=4626"},{"id":11639,"name":"Racism","url":"https://www.academia.edu/Documents/in/Racism?f_ri=4626"},{"id":12159,"name":"Injury Prevention","url":"https://www.academia.edu/Documents/in/Injury_Prevention?f_ri=4626"},{"id":49161,"name":"Safety","url":"https://www.academia.edu/Documents/in/Safety?f_ri=4626"},{"id":53238,"name":"Race","url":"https://www.academia.edu/Documents/in/Race?f_ri=4626"},{"id":68342,"name":"African American","url":"https://www.academia.edu/Documents/in/African_American?f_ri=4626"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=4626"},{"id":233800,"name":"African Americans","url":"https://www.academia.edu/Documents/in/African_Americans?f_ri=4626"},{"id":488611,"name":"Occupational Safety","url":"https://www.academia.edu/Documents/in/Occupational_Safety?f_ri=4626"},{"id":644084,"name":"Intelligence tests","url":"https://www.academia.edu/Documents/in/Intelligence_tests?f_ri=4626"},{"id":1680030,"name":"SCHOLASTIC APTITUDE TEST","url":"https://www.academia.edu/Documents/in/SCHOLASTIC_APTITUDE_TEST?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37273507" data-work_id="37273507" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37273507/What_is_empathy">What is empathy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In my chapter, I criticize a group of definitions of empathy recently proposed by Nancy Snow, Frédérique de Vignemont, and others. These definitions are united by an assumption I call the 'similarity assumption' – roughly, the idea that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37273507" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In my chapter, I criticize a group of definitions of empathy recently proposed by Nancy Snow, Frédérique de Vignemont, and others. These definitions are united by an assumption I call the 'similarity assumption' – roughly, the idea that it is a necessary condition for empathy that empathizer and target are in an emotional state of the same type. I argue that these definitions implausibly count certain cases of emotional contagion as cases of empathy, but that it is unclear whether the similarity assumption is responsible for these problems.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37273507" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c35f3255765d179e4dea05127ce851f" rel="nofollow" data-download="{"attachment_id":57227806,"asset_id":37273507,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57227806/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="319898" href="https://ku-dk.academia.edu/S%C3%B8renOvergaard">Søren Overgaard</a><script data-card-contents-for-user="319898" type="text/json">{"id":319898,"first_name":"Søren","last_name":"Overgaard","domain_name":"ku-dk","page_name":"SørenOvergaard","display_name":"Søren Overgaard","profile_url":"https://ku-dk.academia.edu/S%C3%B8renOvergaard?f_ri=4626","photo":"https://0.academia-photos.com/319898/78864/14303446/s65_s_ren.overgaard.jpg"}</script></span></span></li><li class="js-paper-rank-work_37273507 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37273507"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37273507, container: ".js-paper-rank-work_37273507", }); 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$(".js-view-count[data-work-id=37273507]").text(description); $(".js-view-count-work_37273507").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37273507").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37273507"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8436" href="https://www.academia.edu/Documents/in/Edmund_Husserl">Edmund Husserl</a>, <script data-card-contents-for-ri="8436" type="text/json">{"id":8436,"name":"Edmund Husserl","url":"https://www.academia.edu/Documents/in/Edmund_Husserl?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44886" href="https://www.academia.edu/Documents/in/Empathy">Empathy</a><script data-card-contents-for-ri="44886" type="text/json">{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37273507]'), work: {"id":37273507,"title":"What is empathy","created_at":"2018-08-22T00:58:47.627-07:00","url":"https://www.academia.edu/37273507/What_is_empathy?f_ri=4626","dom_id":"work_37273507","summary":"In my chapter, I criticize a group of definitions of empathy recently proposed by Nancy Snow, Frédérique de Vignemont, and others. These definitions are united by an assumption I call the 'similarity assumption' – roughly, the idea that it is a necessary condition for empathy that empathizer and target are in an emotional state of the same type. I argue that these definitions implausibly count certain cases of emotional contagion as cases of empathy, but that it is unclear whether the similarity assumption is responsible for these problems.","downloadable_attachments":[{"id":57227806,"asset_id":37273507,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":319898,"first_name":"Søren","last_name":"Overgaard","domain_name":"ku-dk","page_name":"SørenOvergaard","display_name":"Søren Overgaard","profile_url":"https://ku-dk.academia.edu/S%C3%B8renOvergaard?f_ri=4626","photo":"https://0.academia-photos.com/319898/78864/14303446/s65_s_ren.overgaard.jpg"}],"research_interests":[{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":8436,"name":"Edmund Husserl","url":"https://www.academia.edu/Documents/in/Edmund_Husserl?f_ri=4626","nofollow":false},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=4626","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16780294 coauthored" data-work_id="16780294" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16780294/Development_of_social_skills_in_children_neural_and_behavioral_evidence_for_the_elaboration_of_cognitive_models">Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other’s behaviors. The way in which humans learn to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16780294" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other’s behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills.We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16780294" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d99117c60b6207ca9399e46246777a46" rel="nofollow" data-download="{"attachment_id":39178602,"asset_id":16780294,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39178602/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36338540" href="https://udd.academia.edu/PatriciaSotoIcaza">Patricia Soto-Icaza</a><script data-card-contents-for-user="36338540" type="text/json">{"id":36338540,"first_name":"Patricia","last_name":"Soto-Icaza","domain_name":"udd","page_name":"PatriciaSotoIcaza","display_name":"Patricia Soto-Icaza","profile_url":"https://udd.academia.edu/PatriciaSotoIcaza?f_ri=4626","photo":"https://0.academia-photos.com/36338540/10525144/11745463/s65_patricia.icaza.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-16780294">+1</span><div class="hidden js-additional-users-16780294"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://udd.academia.edu/pablobilleke">Pablo Billeke</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-16780294'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-16780294').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16780294 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16780294"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16780294; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16780294]").text(description); $(".js-view-count-work_16780294").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16780294").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16780294"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10102" href="https://www.academia.edu/Documents/in/Social_Neuroscience">Social Neuroscience</a>, <script data-card-contents-for-ri="10102" type="text/json">{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21548" href="https://www.academia.edu/Documents/in/Cognitive_Neuroscience">Cognitive Neuroscience</a><script data-card-contents-for-ri="21548" type="text/json">{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16780294]'), work: {"id":16780294,"title":"Development of social skills in children: neural and behavioral evidence for the elaboration of cognitive models","created_at":"2015-10-14T06:45:51.668-07:00","url":"https://www.academia.edu/16780294/Development_of_social_skills_in_children_neural_and_behavioral_evidence_for_the_elaboration_of_cognitive_models?f_ri=4626","dom_id":"work_16780294","summary":"Social skills refer to a wide group of abilities that allow us to interact and communicate with others. Children learn how to solve social situations by predicting and understanding other’s behaviors. The way in which humans learn to interact successfully with others encompasses a complex interaction between neural, behavioral, and environmental elements. These have a role in the accomplishment of positive developmental outcomes, including peer acceptance, academic achievement, and mental health. All these social abilities depend on widespread brain networks that are recently being studied by neuroscience. In this paper, we will first review the studies on this topic, aiming to clarify the behavioral and neural mechanisms related to the acquisition of social skills during infancy and their appearance in time. Second, we will briefly describe how developmental diseases like Autism Spectrum Disorders (ASD) can inform about the neurobiological mechanisms of social skills.We finally sketch a general framework for the elaboration of cognitive models in order to facilitate the comprehension of human social development.","downloadable_attachments":[{"id":39178602,"asset_id":16780294,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36338540,"first_name":"Patricia","last_name":"Soto-Icaza","domain_name":"udd","page_name":"PatriciaSotoIcaza","display_name":"Patricia Soto-Icaza","profile_url":"https://udd.academia.edu/PatriciaSotoIcaza?f_ri=4626","photo":"https://0.academia-photos.com/36338540/10525144/11745463/s65_patricia.icaza.jpg"},{"id":2915788,"first_name":"Pablo","last_name":"Billeke","domain_name":"udd","page_name":"pablobilleke","display_name":"Pablo Billeke","profile_url":"https://udd.academia.edu/pablobilleke?f_ri=4626","photo":"https://0.academia-photos.com/2915788/4473986/5183858/s65_pablo.billeke.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=4626","nofollow":false},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4626","nofollow":false},{"id":1763352,"name":"Developmenal Biology","url":"https://www.academia.edu/Documents/in/Developmenal_Biology?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9851919" data-work_id="9851919" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9851919/Self_and_Other_Exploring_Subjectivity_Empathy_and_Shame">Self and Other: Exploring Subjectivity, Empathy, and Shame</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9851919" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fa7c85291199ccc72554770d31ddc259" rel="nofollow" data-download="{"attachment_id":36016908,"asset_id":9851919,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36016908/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="138860" href="https://ku-dk.academia.edu/DanZahavi">Dan Zahavi</a><script data-card-contents-for-user="138860" type="text/json">{"id":138860,"first_name":"Dan","last_name":"Zahavi","domain_name":"ku-dk","page_name":"DanZahavi","display_name":"Dan Zahavi","profile_url":"https://ku-dk.academia.edu/DanZahavi?f_ri=4626","photo":"https://0.academia-photos.com/138860/36834/147681623/s65_dan.zahavi.jpg"}</script></span></span></li><li class="js-paper-rank-work_9851919 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9851919"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9851919, container: ".js-paper-rank-work_9851919", }); 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Empathy is likely supported by multilevel neuronal network functioning, whereas local topological properties determine... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75593280" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Trait empathy is an essential personality feature in the intricacy of typical social inclinations of individuals. Empathy is likely supported by multilevel neuronal network functioning, whereas local topological properties determine network integrity. In the present functional MRI study (N = 116), we aimed to trace empathic traits to the intrinsic brain network architecture. Empathy was conceived as composed of two dimensions within the concept of pre-reflective, intersubjective understanding. Vicarious experience consists of the tendency to resonate with the feelings of other individuals, whereas intuitive understanding refers to a natural awareness of others’ emotional states. Analyses of graph theoretical measures of centrality showed a relationship between the fronto-parietal network and psychometric measures of vicarious experience, whereas intuitive understanding was associated with sensorimotor and subcortical networks. Salience network regions could constitute hubs for information processing underlying both dimensions. The network properties related to empathy dimensions mainly concern inter-network information flow. Moreover, interaction effects implied several sex differences in the relationship between functional network organization and trait empathy. These results reveal that distinct intrinsic topological network features explain individual differences in separate dimensions of intersubjective understanding. The findings could help understand the impact of brain damage or stimulation through alterations of empathy-related network integrity.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75593280" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="25778c1dd4114560e479456519c2f0bb" rel="nofollow" data-download="{"attachment_id":83300340,"asset_id":75593280,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83300340/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="138943" href="https://unipr.academia.edu/VittorioGallese">Vittorio Gallese</a><script data-card-contents-for-user="138943" type="text/json">{"id":138943,"first_name":"Vittorio","last_name":"Gallese","domain_name":"unipr","page_name":"VittorioGallese","display_name":"Vittorio Gallese","profile_url":"https://unipr.academia.edu/VittorioGallese?f_ri=4626","photo":"https://0.academia-photos.com/138943/921229/156149242/s65_vittorio.gallese.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-75593280">+1</span><div class="hidden js-additional-users-75593280"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ScalabriniAndrea">Andrea Scalabrini</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-75593280'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-75593280').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_75593280 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="75593280"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75593280; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75593280]").text(description); $(".js-view-count-work_75593280").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75593280").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75593280"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5044" href="https://www.academia.edu/Documents/in/Embodiment">Embodiment</a>, <script data-card-contents-for-ri="5044" type="text/json">{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12824" href="https://www.academia.edu/Documents/in/Intersubjectivity">Intersubjectivity</a>, <script data-card-contents-for-ri="12824" type="text/json">{"id":12824,"name":"Intersubjectivity","url":"https://www.academia.edu/Documents/in/Intersubjectivity?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="29917" href="https://www.academia.edu/Documents/in/FMRI">FMRI</a><script data-card-contents-for-ri="29917" type="text/json">{"id":29917,"name":"FMRI","url":"https://www.academia.edu/Documents/in/FMRI?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75593280]'), work: {"id":75593280,"title":"Intrinsic Shapes of Empathy: Functional Brain Network Topology Encodes Intersubjective Experience and Awareness Traits","created_at":"2022-04-05T23:13:48.357-07:00","url":"https://www.academia.edu/75593280/Intrinsic_Shapes_of_Empathy_Functional_Brain_Network_Topology_Encodes_Intersubjective_Experience_and_Awareness_Traits?f_ri=4626","dom_id":"work_75593280","summary":"Trait empathy is an essential personality feature in the intricacy of typical social inclinations of individuals. Empathy is likely supported by multilevel neuronal network functioning, whereas local topological properties determine network integrity. In the present functional MRI study (N = 116), we aimed to trace empathic traits to the intrinsic brain network architecture. Empathy was conceived as composed of two dimensions within the concept of pre-reflective, intersubjective understanding. Vicarious experience consists of the tendency to resonate with the feelings of other individuals, whereas intuitive understanding refers to a natural awareness of others’ emotional states. Analyses of graph theoretical measures of centrality showed a relationship between the fronto-parietal network and psychometric measures of vicarious experience, whereas intuitive understanding was associated with sensorimotor and subcortical networks. Salience network regions could constitute hubs for information processing underlying both dimensions. The network properties related to empathy dimensions mainly concern inter-network information flow. Moreover, interaction effects implied several sex differences in the relationship between functional network organization and trait empathy. These results reveal that distinct intrinsic topological network features explain individual differences in separate dimensions of intersubjective understanding. The findings could help understand the impact of brain damage or stimulation through alterations of empathy-related network integrity.","downloadable_attachments":[{"id":83300340,"asset_id":75593280,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":138943,"first_name":"Vittorio","last_name":"Gallese","domain_name":"unipr","page_name":"VittorioGallese","display_name":"Vittorio Gallese","profile_url":"https://unipr.academia.edu/VittorioGallese?f_ri=4626","photo":"https://0.academia-photos.com/138943/921229/156149242/s65_vittorio.gallese.jpg"},{"id":220805989,"first_name":"Andrea","last_name":"Scalabrini","domain_name":"independent","page_name":"ScalabriniAndrea","display_name":"Andrea Scalabrini","profile_url":"https://independent.academia.edu/ScalabriniAndrea?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment?f_ri=4626","nofollow":false},{"id":12824,"name":"Intersubjectivity","url":"https://www.academia.edu/Documents/in/Intersubjectivity?f_ri=4626","nofollow":false},{"id":29917,"name":"FMRI","url":"https://www.academia.edu/Documents/in/FMRI?f_ri=4626","nofollow":false},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15019182" data-work_id="15019182" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15019182/_What_is_Critical_Whiteness_Doing_in_OUR_Nice_Field_like_Critical_Race_Theory_Applying_CRT_and_CWS_to_Understand_the_White_Imaginations_of_White_Teacher_Candidates">“What is Critical Whiteness Doing in OUR Nice Field like Critical Race Theory?” Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15019182" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a4195bf443e2424bba224dc95b5ed437" rel="nofollow" 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A lot of current research is not only concerned with quantifying interaction dynamics, but also... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19686132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">I think we can say that, rather than just an interactive turn, we are witnessing an intersubjective turn in research on social understanding. A lot of current research is not only concerned with quantifying interaction dynamics, but also with understanding individuals and their experience, in interaction. The impetus for this double advancement comes in part from the fact that much of the criticism of cognitivist social cognition research is inspired by phenomenological insights. <br />This chapter provides evidence from different fields to support the idea of an intersubjective turn. Moreover, I argue that the framework of participatory sense-making can provide conceptual tools for the inter-disciplinary probing, discussion, analysis, and coherence needed to support the intersubjective turn in research on social understanding.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19686132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f3460e58ed06813b44400180d349b010" rel="nofollow" data-download="{"attachment_id":40782477,"asset_id":19686132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40782477/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="355878" href="https://sussex.academia.edu/HanneDeJaegher">Hanne De Jaegher</a><script data-card-contents-for-user="355878" type="text/json">{"id":355878,"first_name":"Hanne","last_name":"De Jaegher","domain_name":"sussex","page_name":"HanneDeJaegher","display_name":"Hanne De Jaegher","profile_url":"https://sussex.academia.edu/HanneDeJaegher?f_ri=4626","photo":"https://0.academia-photos.com/355878/496898/38150571/s65_hanne.de_jaegher.jpg"}</script></span></span></li><li class="js-paper-rank-work_19686132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19686132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19686132, container: ".js-paper-rank-work_19686132", }); 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The impact of differing levels of Islamic head-covering on explicit and implicit biases toward Muslim women</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7778403" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full-face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non-affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). 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Doomen, Salvaging Law and Economics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some of Law and Economics’ basic claims have come to be criticized as a result of empirical findings that question their viability. Particularly, the premise that agents consistently act rationally and with their self-interest in mind... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1934658" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some of Law and Economics’ basic claims have come to be criticized as a result of empirical findings that question their viability. Particularly, the premise that agents consistently act rationally and with their self-interest in mind seems problematic. What the consequences of the criticism mean for Law and Economics’ tenability depends largely on the questions whether (1) some elements are unassailable to the alternative’s objections and (2) the alternative is a systematic whole. It is argued that Law and Economics may be salvaged, if it is minimized and its ambitions are tempered. This means focusing on the stable, a priori, elements inherent to it.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1934658" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08f5ce4be6752e13d2f940ca133f33aa" rel="nofollow" data-download="{"attachment_id":30965655,"asset_id":1934658,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30965655/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2261419" href="https://independent.academia.edu/JasperDoomen">Jasper Doomen</a><script data-card-contents-for-user="2261419" type="text/json">{"id":2261419,"first_name":"Jasper","last_name":"Doomen","domain_name":"independent","page_name":"JasperDoomen","display_name":"Jasper Doomen","profile_url":"https://independent.academia.edu/JasperDoomen?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1934658 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1934658"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1934658, container: ".js-paper-rank-work_1934658", }); 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Doomen, Salvaging Law and Economics","created_at":"2012-09-13T20:33:28.150-07:00","url":"https://www.academia.edu/1934658/J_Doomen_Salvaging_Law_and_Economics?f_ri=4626","dom_id":"work_1934658","summary":"Some of Law and Economics’ basic claims have come to be criticized as a result of empirical findings that question their viability. Particularly, the premise that agents consistently act rationally and with their self-interest in mind seems problematic. What the consequences of the criticism mean for Law and Economics’ tenability depends largely on the questions whether (1) some elements are unassailable to the alternative’s objections and (2) the alternative is a systematic whole. It is argued that Law and Economics may be salvaged, if it is minimized and its ambitions are tempered. This means focusing on the stable, a priori, elements inherent to it.","downloadable_attachments":[{"id":30965655,"asset_id":1934658,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2261419,"first_name":"Jasper","last_name":"Doomen","domain_name":"independent","page_name":"JasperDoomen","display_name":"Jasper Doomen","profile_url":"https://independent.academia.edu/JasperDoomen?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":137,"name":"Economic History","url":"https://www.academia.edu/Documents/in/Economic_History?f_ri=4626","nofollow":false},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":223,"name":"Applied Psychology","url":"https://www.academia.edu/Documents/in/Applied_Psychology?f_ri=4626","nofollow":false},{"id":224,"name":"Behavioural 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js-work-card work_67950459" data-work_id="67950459" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67950459/Developmental_Implications_of_Shared_and_Divergent_Perceptions_in_the_Parent_Adolescence_Relationship">Developmental Implications of Shared and Divergent Perceptions in the Parent-Adolescence Relationship</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated the degree of agreement between adolescents&#39; and parents&#39; perceptions of the adolescent-parent relationship, and the links between these perceptions and adolescents&#39; school achievement and personal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67950459" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated the degree of agreement between adolescents&#39; and parents&#39; perceptions of the adolescent-parent relationship, and the links between these perceptions and adolescents&#39; school achievement and personal autonomy. Questionnaires were completed by 353 adolescents attending an all-male, inner city, Catholic high school, and by their parents. The questionnaires assessed the parents&#39; and adolescents&#39; percepti,As of the closeness and amount of communication in their relationship, parents&#39; knowledge of their son&#39;s activities, and the distribution of decision making in the family. Outcome measures were individuation, or parents&#39; and sons&#39; connectedness or separateness in their relationship; deviance, or the degree to which the sons had gotten into trouble at school; and sons&#39; scholastic achievement. Results concerning individuation indicated that the more the sons perceived their relationship to their parents as constructive, the mo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67950459" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8887e5c614a645af9905d45780e70893" rel="nofollow" data-download="{"attachment_id":78605799,"asset_id":67950459,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78605799/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121362538" href="https://independent.academia.edu/DaveyLynn">Lynn Davey</a><script data-card-contents-for-user="121362538" type="text/json">{"id":121362538,"first_name":"Lynn","last_name":"Davey","domain_name":"independent","page_name":"DaveyLynn","display_name":"Lynn Davey","profile_url":"https://independent.academia.edu/DaveyLynn?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67950459 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67950459"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67950459, container: ".js-paper-rank-work_67950459", }); 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and parents\u0026#39; perceptions of the adolescent-parent relationship, and the links between these perceptions and adolescents\u0026#39; school achievement and personal autonomy. Questionnaires were completed by 353 adolescents attending an all-male, inner city, Catholic high school, and by their parents. The questionnaires assessed the parents\u0026#39; and adolescents\u0026#39; percepti,As of the closeness and amount of communication in their relationship, parents\u0026#39; knowledge of their son\u0026#39;s activities, and the distribution of decision making in the family. Outcome measures were individuation, or parents\u0026#39; and sons\u0026#39; connectedness or separateness in their relationship; deviance, or the degree to which the sons had gotten into trouble at school; and sons\u0026#39; scholastic achievement. 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Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=4626","nofollow":false},{"id":6565,"name":"Transcranial Magnetic Stimulation","url":"https://www.academia.edu/Documents/in/Transcranial_Magnetic_Stimulation?f_ri=4626","nofollow":false},{"id":28576,"name":"Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Prefrontal_Cortex?f_ri=4626"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=4626"},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=4626"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=4626"},{"id":1142759,"name":"Healthy Subjects","url":"https://www.academia.edu/Documents/in/Healthy_Subjects?f_ri=4626"},{"id":1550739,"name":"Repetitive transcranial magnetic stimulation","url":"https://www.academia.edu/Documents/in/Repetitive_transcranial_magnetic_stimulation?f_ri=4626"},{"id":1565778,"name":"Ventromedial Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Ventromedial_Prefrontal_Cortex?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3892514" data-work_id="3892514" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3892514/Mirror_Neurons_Tests_and_testability">Mirror Neurons: Tests and testability.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Commentators tended to focus on the conceptual framework of our article, the contrast between genetic and associative accounts of mirror neurons, and to challenge it with additional possibilities rather than empirical data. This made the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3892514" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Commentators tended to focus on the conceptual framework of our article, the contrast between genetic and associative accounts of mirror neurons, and to challenge it with additional possibilities rather than empirical data. This made the empirically-focused comments especially valuable. The mirror neuron debate is replete with ideas; what it needs now are system-level theories and careful experiments – tests and testability.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3892514" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2a1c707682963e2dea012fd47c873205" rel="nofollow" data-download="{"attachment_id":31516543,"asset_id":3892514,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31516543/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="339123" href="https://oxford.academia.edu/GeoffBird">Geoff Bird</a><script data-card-contents-for-user="339123" type="text/json">{"id":339123,"first_name":"Geoff","last_name":"Bird","domain_name":"oxford","page_name":"GeoffBird","display_name":"Geoff Bird","profile_url":"https://oxford.academia.edu/GeoffBird?f_ri=4626","photo":"https://0.academia-photos.com/339123/1079694/1346902/s65_geoff.bird.jpg"}</script></span></span></li><li class="js-paper-rank-work_3892514 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3892514"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3892514, container: ".js-paper-rank-work_3892514", }); 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$(".js-view-count[data-work-id=3892514]").text(description); $(".js-view-count-work_3892514").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3892514").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3892514"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2249" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3675" href="https://www.academia.edu/Documents/in/Mirror_Neurons">Mirror Neurons</a>, <script data-card-contents-for-ri="3675" type="text/json">{"id":3675,"name":"Mirror Neurons","url":"https://www.academia.edu/Documents/in/Mirror_Neurons?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4937" href="https://www.academia.edu/Documents/in/Theory_of_Mind">Theory of Mind</a><script data-card-contents-for-ri="4937" type="text/json">{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3892514]'), work: {"id":3892514,"title":"Mirror Neurons: Tests and testability.","created_at":"2013-07-08T02:22:50.728-07:00","url":"https://www.academia.edu/3892514/Mirror_Neurons_Tests_and_testability?f_ri=4626","dom_id":"work_3892514","summary":"Commentators tended to focus on the conceptual framework of our article, the contrast between genetic and associative accounts of mirror neurons, and to challenge it with additional possibilities rather than empirical data. This made the empirically-focused comments especially valuable. The mirror neuron debate is replete with ideas; what it needs now are system-level theories and careful experiments – tests and testability.","downloadable_attachments":[{"id":31516543,"asset_id":3892514,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":339123,"first_name":"Geoff","last_name":"Bird","domain_name":"oxford","page_name":"GeoffBird","display_name":"Geoff Bird","profile_url":"https://oxford.academia.edu/GeoffBird?f_ri=4626","photo":"https://0.academia-photos.com/339123/1079694/1346902/s65_geoff.bird.jpg"}],"research_interests":[{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=4626","nofollow":false},{"id":3675,"name":"Mirror Neurons","url":"https://www.academia.edu/Documents/in/Mirror_Neurons?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=4626","nofollow":false},{"id":29917,"name":"FMRI","url":"https://www.academia.edu/Documents/in/FMRI?f_ri=4626"},{"id":100564,"name":"Mirror Neuron System","url":"https://www.academia.edu/Documents/in/Mirror_Neuron_System?f_ri=4626"},{"id":968427,"name":"Mentalising","url":"https://www.academia.edu/Documents/in/Mentalising?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_62294153" data-work_id="62294153" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/62294153/Beyond_cold_conceptual_change_The_role_of_motivational_beliefs_and_classroom_">Beyond cold conceptual change: The role of motivational beliefs and classroom …</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Review of Educational Research Summer 1993, Vol. 63, No. 2, pp. 167-199 ... Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change ... Paul R. Pintrich, Ronald... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_62294153" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Review of Educational Research Summer 1993, Vol. 63, No. 2, pp. 167-199 ... Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change ... Paul R. Pintrich, Ronald W. Marx, and Robert A. Boyle ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/62294153" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f75c5766ead44943c3a23c5395bb786a" rel="nofollow" data-download="{"attachment_id":75108316,"asset_id":62294153,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75108316/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41544070" href="https://independent.academia.edu/RonaldMarx">Ronald Marx</a><script data-card-contents-for-user="41544070" type="text/json">{"id":41544070,"first_name":"Ronald","last_name":"Marx","domain_name":"independent","page_name":"RonaldMarx","display_name":"Ronald Marx","profile_url":"https://independent.academia.edu/RonaldMarx?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_62294153 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="62294153"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 62294153, container: ".js-paper-rank-work_62294153", }); 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$(".js-view-count[data-work-id=62294153]").text(description); $(".js-view-count-work_62294153").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_62294153").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="62294153"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="815" href="https://www.academia.edu/Documents/in/Epistemology">Epistemology</a>, <script data-card-contents-for-ri="815" type="text/json">{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3376" href="https://www.academia.edu/Documents/in/Values">Values</a>, <script data-card-contents-for-ri="3376" type="text/json">{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=62294153]'), work: {"id":62294153,"title":"Beyond cold conceptual change: The role of motivational beliefs and classroom …","created_at":"2021-11-24T13:51:11.522-08:00","url":"https://www.academia.edu/62294153/Beyond_cold_conceptual_change_The_role_of_motivational_beliefs_and_classroom_?f_ri=4626","dom_id":"work_62294153","summary":"Review of Educational Research Summer 1993, Vol. 63, No. 2, pp. 167-199 ... Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change ... Paul R. Pintrich, Ronald W. Marx, and Robert A. Boyle ...","downloadable_attachments":[{"id":75108316,"asset_id":62294153,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41544070,"first_name":"Ronald","last_name":"Marx","domain_name":"independent","page_name":"RonaldMarx","display_name":"Ronald Marx","profile_url":"https://independent.academia.edu/RonaldMarx?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=4626","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4626","nofollow":false},{"id":3376,"name":"Values","url":"https://www.academia.edu/Documents/in/Values?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":6085,"name":"Conceptual change","url":"https://www.academia.edu/Documents/in/Conceptual_change?f_ri=4626"},{"id":18866,"name":"Beliefs","url":"https://www.academia.edu/Documents/in/Beliefs?f_ri=4626"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=4626"},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=4626"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=4626"},{"id":166024,"name":"Context Effect","url":"https://www.academia.edu/Documents/in/Context_Effect?f_ri=4626"},{"id":203753,"name":"Goal Orientation","url":"https://www.academia.edu/Documents/in/Goal_Orientation?f_ri=4626"},{"id":624778,"name":"Conceptual Change","url":"https://www.academia.edu/Documents/in/Conceptual_Change-1?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_58841515" data-work_id="58841515" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/58841515/Developmental_pathways_for_social_understanding_linking_social_cognition_to_social_contexts">Developmental pathways for social understanding: linking social cognition to social contexts</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child&#39;s social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_58841515" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child&#39;s social interactions and behavior in early development. Does an early understanding of the social world relate to how an infant interacts with his or her parents? Do early social interactions along with social-cognitive understandings in infancy predict later preschool social competencies? In the current paper, we propose a theory in which children&#39;s later social behaviors and their understanding of the social world depend on the integration of early social understanding and experiences in infancy. We review several of our studies, as well as other research, that directly examine the pathways between these competencies to support a hypothesized network of relations between social-cognitive development and social-interactive behaviors in the development f...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/58841515" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="51808db7f63c8143201b5879281876a0" rel="nofollow" data-download="{"attachment_id":73057445,"asset_id":58841515,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73057445/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2890248" href="https://umich.academia.edu/KimberlyBrink">Kimberly Brink</a><script data-card-contents-for-user="2890248" type="text/json">{"id":2890248,"first_name":"Kimberly","last_name":"Brink","domain_name":"umich","page_name":"KimberlyBrink","display_name":"Kimberly Brink","profile_url":"https://umich.academia.edu/KimberlyBrink?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_58841515 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="58841515"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 58841515, container: ".js-paper-rank-work_58841515", }); 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$(".js-view-count[data-work-id=58841515]").text(description); $(".js-view-count-work_58841515").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_58841515").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="58841515"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2498386" href="https://www.academia.edu/Documents/in/Frontiers_in_Psychology">Frontiers in Psychology</a><script data-card-contents-for-ri="2498386" type="text/json">{"id":2498386,"name":"Frontiers in Psychology","url":"https://www.academia.edu/Documents/in/Frontiers_in_Psychology?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=58841515]'), work: {"id":58841515,"title":"Developmental pathways for social understanding: linking social cognition to social contexts","created_at":"2021-10-18T08:12:37.201-07:00","url":"https://www.academia.edu/58841515/Developmental_pathways_for_social_understanding_linking_social_cognition_to_social_contexts?f_ri=4626","dom_id":"work_58841515","summary":"Contemporary research, often with looking-time tasks, reveals that infants possess foundational understandings of their social worlds. However, few studies have examined how these early social cognitions relate to the child\u0026#39;s social interactions and behavior in early development. Does an early understanding of the social world relate to how an infant interacts with his or her parents? Do early social interactions along with social-cognitive understandings in infancy predict later preschool social competencies? In the current paper, we propose a theory in which children\u0026#39;s later social behaviors and their understanding of the social world depend on the integration of early social understanding and experiences in infancy. We review several of our studies, as well as other research, that directly examine the pathways between these competencies to support a hypothesized network of relations between social-cognitive development and social-interactive behaviors in the development f...","downloadable_attachments":[{"id":73057445,"asset_id":58841515,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2890248,"first_name":"Kimberly","last_name":"Brink","domain_name":"umich","page_name":"KimberlyBrink","display_name":"Kimberly Brink","profile_url":"https://umich.academia.edu/KimberlyBrink?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":2498386,"name":"Frontiers in Psychology","url":"https://www.academia.edu/Documents/in/Frontiers_in_Psychology?f_ri=4626","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43265724" data-work_id="43265724" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43265724/The_Birth_Life_and_Death_of_Love_Three_Approaches_to_Human_Attraction">The Birth, Life, and Death of Love: Three Approaches to Human Attraction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reviews three separate mechanisms of attraction as discussed by Kelsey C. Chapetta and Joan M. Barth (2016), R. Matthew Montoya and Robert S. Horton (2013), and Kasey Lynn Morris and Jamie Goldenberg (2015). Attraction is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43265724" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reviews three separate mechanisms of attraction as discussed by Kelsey C. Chapetta and Joan M. Barth (2016), R. Matthew Montoya and Robert S. Horton (2013), and Kasey Lynn Morris and Jamie Goldenberg (2015). Attraction is explored using the definition put forth by Montoya and Horton, where attraction is a cognitive, behavioural, and affective response to another person (2013). Though many subdivisions and groupings of each branch are possible, the tripartite model successfully encompasses the broad range of responses evoked by the experience of attraction, and each component is, for the purposes of this paper, consonant with each other.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43265724" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb63653405d2c06f6ebef64b75b098f7" rel="nofollow" data-download="{"attachment_id":63538370,"asset_id":43265724,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63538370/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4144560" href="https://independent.academia.edu/maxwellsarah">Sarah Maxwell</a><script data-card-contents-for-user="4144560" type="text/json">{"id":4144560,"first_name":"Sarah","last_name":"Maxwell","domain_name":"independent","page_name":"maxwellsarah","display_name":"Sarah Maxwell","profile_url":"https://independent.academia.edu/maxwellsarah?f_ri=4626","photo":"https://0.academia-photos.com/4144560/44692521/35097788/s65_sarah.maxwell.jpg"}</script></span></span></li><li class="js-paper-rank-work_43265724 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43265724"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43265724, container: ".js-paper-rank-work_43265724", }); 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$(".js-view-count[data-work-id=43265724]").text(description); $(".js-view-count-work_43265724").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43265724").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43265724"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43265724]'), work: {"id":43265724,"title":"The Birth, Life, and Death of Love: Three Approaches to Human Attraction","created_at":"2020-06-05T08:23:18.397-07:00","url":"https://www.academia.edu/43265724/The_Birth_Life_and_Death_of_Love_Three_Approaches_to_Human_Attraction?f_ri=4626","dom_id":"work_43265724","summary":"This paper reviews three separate mechanisms of attraction as discussed by Kelsey C. Chapetta and Joan M. Barth (2016), R. Matthew Montoya and Robert S. Horton (2013), and Kasey Lynn Morris and Jamie Goldenberg (2015). Attraction is explored using the definition put forth by Montoya and Horton, where attraction is a cognitive, behavioural, and affective response to another person (2013). Though many subdivisions and groupings of each branch are possible, the tripartite model successfully encompasses the broad range of responses evoked by the experience of attraction, and each component is, for the purposes of this paper, consonant with each other. ","downloadable_attachments":[{"id":63538370,"asset_id":43265724,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4144560,"first_name":"Sarah","last_name":"Maxwell","domain_name":"independent","page_name":"maxwellsarah","display_name":"Sarah Maxwell","profile_url":"https://independent.academia.edu/maxwellsarah?f_ri=4626","photo":"https://0.academia-photos.com/4144560/44692521/35097788/s65_sarah.maxwell.jpg"}],"research_interests":[{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1487553" data-work_id="1487553" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1487553/When_I_think_about_me_and_simulate_you_medial_rostral_prefrontal_cortex_and_self_referential_processes">When I think about me and simulate you: medial rostral prefrontal cortex and self-referential processes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While neuroimaging studies implicate medial rostral prefrontal cortex (mrPFC) in self-referential processing, simulation accounts of social cognition suggest that this region also supports thinking about other people. This study tested... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1487553" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While neuroimaging studies implicate medial rostral prefrontal cortex (mrPFC) in self-referential processing, simulation accounts of social cognition suggest that this region also supports thinking about other people. This study tested the prediction that mrPFC might be involved in appraising the personality traits of another person to the degree that this person is perceived as similar to oneself. We also examined whether recruiting common processes for thinking about oneself and others might impact on subsequent memory for those judgments. Functional MRI was used while two factors were crossed: (i) the requirement to engage in personality trait or episodic source memory judgments and (ii) the reference for these judgments (i.e., oneself or a friend). The results link haemodynamic changes in mrPFC to both personality judgments about oneself and subsequent episodic memory retrieval of these judgments. The degree to which BOLD signal in this region was also associated with thinking about others correlated with perceived similarity in both tasks, thus corroborating simulation accounts. Moreover, participants who perceived themselves as having similar traits to their friends tended to be poorer at remembering whether they had made trait judgments in reference to themselves or their friend. This behavioral effect was reflected in the BOLD signal in mrPFC: there was a positive correlation between signal change for self versus friend judgments and subsequent memory for the reference of such judgments. The results suggest that investigations of mrPFC activity in the context of self/other judgments should take into account this psychological similarity effect.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1487553" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a5a0f9ca4c662adff7f9033e81a3b45f" rel="nofollow" data-download="{"attachment_id":50951479,"asset_id":1487553,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50951479/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="223372" href="https://ucl.academia.edu/PaulBurgess">Paul Burgess</a><script data-card-contents-for-user="223372" type="text/json">{"id":223372,"first_name":"Paul","last_name":"Burgess","domain_name":"ucl","page_name":"PaulBurgess","display_name":"Paul Burgess","profile_url":"https://ucl.academia.edu/PaulBurgess?f_ri=4626","photo":"https://0.academia-photos.com/223372/500715/629824/s65_paul.burgess.jpg"}</script></span></span></li><li class="js-paper-rank-work_1487553 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1487553"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1487553, container: ".js-paper-rank-work_1487553", }); 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$(".js-view-count[data-work-id=1487553]").text(description); $(".js-view-count-work_1487553").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1487553").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1487553"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">21</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2672" href="https://www.academia.edu/Documents/in/Personality">Personality</a>, <script data-card-contents-for-ri="2672" type="text/json">{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a>, <script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9224" href="https://www.academia.edu/Documents/in/Functional_MRI">Functional MRI</a><script data-card-contents-for-ri="9224" type="text/json">{"id":9224,"name":"Functional MRI","url":"https://www.academia.edu/Documents/in/Functional_MRI?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1487553]'), work: {"id":1487553,"title":"When I think about me and simulate you: medial rostral prefrontal cortex and self-referential processes","created_at":"2012-03-26T19:04:56.896-07:00","url":"https://www.academia.edu/1487553/When_I_think_about_me_and_simulate_you_medial_rostral_prefrontal_cortex_and_self_referential_processes?f_ri=4626","dom_id":"work_1487553","summary":"While neuroimaging studies implicate medial rostral prefrontal cortex (mrPFC) in self-referential processing, simulation accounts of social cognition suggest that this region also supports thinking about other people. This study tested the prediction that mrPFC might be involved in appraising the personality traits of another person to the degree that this person is perceived as similar to oneself. We also examined whether recruiting common processes for thinking about oneself and others might impact on subsequent memory for those judgments. Functional MRI was used while two factors were crossed: (i) the requirement to engage in personality trait or episodic source memory judgments and (ii) the reference for these judgments (i.e., oneself or a friend). The results link haemodynamic changes in mrPFC to both personality judgments about oneself and subsequent episodic memory retrieval of these judgments. The degree to which BOLD signal in this region was also associated with thinking about others correlated with perceived similarity in both tasks, thus corroborating simulation accounts. Moreover, participants who perceived themselves as having similar traits to their friends tended to be poorer at remembering whether they had made trait judgments in reference to themselves or their friend. This behavioral effect was reflected in the BOLD signal in mrPFC: there was a positive correlation between signal change for self versus friend judgments and subsequent memory for the reference of such judgments. The results suggest that investigations of mrPFC activity in the context of self/other judgments should take into account this psychological similarity effect.","downloadable_attachments":[{"id":50951479,"asset_id":1487553,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":223372,"first_name":"Paul","last_name":"Burgess","domain_name":"ucl","page_name":"PaulBurgess","display_name":"Paul Burgess","profile_url":"https://ucl.academia.edu/PaulBurgess?f_ri=4626","photo":"https://0.academia-photos.com/223372/500715/629824/s65_paul.burgess.jpg"}],"research_interests":[{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=4626","nofollow":false},{"id":9224,"name":"Functional MRI","url":"https://www.academia.edu/Documents/in/Functional_MRI?f_ri=4626","nofollow":false},{"id":18440,"name":"Social Perception","url":"https://www.academia.edu/Documents/in/Social_Perception?f_ri=4626"},{"id":28576,"name":"Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Prefrontal_Cortex?f_ri=4626"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory?f_ri=4626"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=4626"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=4626"},{"id":61534,"name":"Thinking","url":"https://www.academia.edu/Documents/in/Thinking?f_ri=4626"},{"id":66843,"name":"Judgment","url":"https://www.academia.edu/Documents/in/Judgment?f_ri=4626"},{"id":99038,"name":"Process 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Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2331003" data-work_id="2331003" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2331003/Beyond_the_memory_mechanism_Person_selective_and_nonselective_processes_in_recognition_of_personally_familiar_faces">Beyond the memory mechanism: Person-selective and nonselective processes in recognition of personally familiar faces</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" 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$('*[data-has-card-for-ri-list=26692671]'), work: {"id":26692671,"title":"Theory of mind impairments in euthymic bipolar patients","created_at":"2016-07-03T05:11:45.957-07:00","url":"https://www.academia.edu/26692671/Theory_of_mind_impairments_in_euthymic_bipolar_patients?f_ri=4626","dom_id":"work_26692671","summary":null,"downloadable_attachments":[{"id":46974840,"asset_id":26692671,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50686548,"first_name":"Isabel","last_name":"Dziobek","domain_name":"hu-berlin","page_name":"IsabelDziobek","display_name":"Isabel Dziobek","profile_url":"https://hu-berlin.academia.edu/IsabelDziobek?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=4626","nofollow":false},{"id":3230,"name":"Bipolar 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Relations","url":"https://www.academia.edu/Documents/in/Interpersonal_Relations?f_ri=4626"},{"id":218171,"name":"Social Adjustment","url":"https://www.academia.edu/Documents/in/Social_Adjustment?f_ri=4626"},{"id":362079,"name":"Affective","url":"https://www.academia.edu/Documents/in/Affective?f_ri=4626"},{"id":1133826,"name":"Bipolar Affective Disorder","url":"https://www.academia.edu/Documents/in/Bipolar_Affective_Disorder?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8041596" data-work_id="8041596" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8041596/Reduced_self_referential_neural_response_during_intergroup_competition_predicts_competitor_harm">Reduced self-referential neural response during intergroup competition predicts competitor harm</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8041596" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="81549f4e1e04dd7eb6d57307fd260319" rel="nofollow" data-download="{"attachment_id":34501324,"asset_id":8041596,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34501324/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68344" href="https://upenn.academia.edu/AdriannaJenkins">Adrianna C Jenkins</a><script data-card-contents-for-user="68344" type="text/json">{"id":68344,"first_name":"Adrianna","last_name":"Jenkins","domain_name":"upenn","page_name":"AdriannaJenkins","display_name":"Adrianna C Jenkins","profile_url":"https://upenn.academia.edu/AdriannaJenkins?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_8041596 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8041596"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8041596, container: ".js-paper-rank-work_8041596", }); });</script></li><li class="js-percentile-work_8041596 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8041596; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8041596"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8041596 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8041596"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8041596; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8041596]").text(description); $(".js-view-count-work_8041596").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8041596").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8041596"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10102" href="https://www.academia.edu/Documents/in/Social_Neuroscience">Social Neuroscience</a><script data-card-contents-for-ri="10102" type="text/json">{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8041596]'), work: {"id":8041596,"title":"Reduced self-referential neural response during intergroup competition predicts competitor harm","created_at":"2014-08-21T07:20:34.631-07:00","url":"https://www.academia.edu/8041596/Reduced_self_referential_neural_response_during_intergroup_competition_predicts_competitor_harm?f_ri=4626","dom_id":"work_8041596","summary":null,"downloadable_attachments":[{"id":34501324,"asset_id":8041596,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68344,"first_name":"Adrianna","last_name":"Jenkins","domain_name":"upenn","page_name":"AdriannaJenkins","display_name":"Adrianna C Jenkins","profile_url":"https://upenn.academia.edu/AdriannaJenkins?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=4626","nofollow":false},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4626"},{"id":41023,"name":"Social Cognitive Affective Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Affective_Neuroscience?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4037726" data-work_id="4037726" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4037726/Selective_and_Faithful_Imitation_at_12_and_15_Months">Selective and Faithful Imitation at 12 and 15 Months</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research on imitation in infancy has primarily focused on what and when infants imitate. More recently, however, the question why infants imitate has received renewed attention, partly motivated by the finding that infants sometimes... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4037726" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research on imitation in infancy has primarily focused on what and when infants imitate. More recently, however, the question why infants imitate has received renewed attention, partly motivated by the finding that infants sometimes selectively imitate the actions of others and sometimes faithfully imitate, or overimitate, the actions of others. The present study evaluates the hypothesis that this varying imitative behavior is related to infants' social traits. To do so, we assessed faithful and selective imitation longitudinally at 12 and 15 months, and extraversion at 15 months. At both ages, selective imitation was dependent on the causal structure of the act. From 12 to 15 months, selective imitation decreased while faithful imitation increased. Furthermore, infants high in extraversion were more faithful imitators than infants low in extraversion. These results demonstrate that the onset of faithful imitation is earlier than previously thought, but later than the onset of selective imitation. The observed relation between extraversion and faithful imitation supports the hypothesis that faithful imitation is driven by the social motivations of the infant. We call this relation the King Louie Effect: like the orangutan King Louie in The Jungle Book, infants imitate faithfully due to a growing interest in the interpersonal nature of interactions. <br /> <br />A video abstract of this article can be viewed at <a href="http://youtu.be/qlnIof1k-u8" rel="nofollow">http://youtu.be/qlnIof1k-u8</a>.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4037726" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ad03a59ecdf77b90835079ebba85a64" rel="nofollow" data-download="{"attachment_id":31576645,"asset_id":4037726,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31576645/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4854278" href="https://cardiff.academia.edu/MGattis">Merideth Gattis</a><script data-card-contents-for-user="4854278" type="text/json">{"id":4854278,"first_name":"Merideth","last_name":"Gattis","domain_name":"cardiff","page_name":"MGattis","display_name":"Merideth Gattis","profile_url":"https://cardiff.academia.edu/MGattis?f_ri=4626","photo":"https://0.academia-photos.com/4854278/2079819/141296429/s65_merideth.gattis.jpeg"}</script></span></span></li><li class="js-paper-rank-work_4037726 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4037726"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4037726, container: ".js-paper-rank-work_4037726", }); });</script></li><li class="js-percentile-work_4037726 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4037726; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4037726"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4037726 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4037726"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4037726; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4037726]").text(description); $(".js-view-count-work_4037726").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4037726").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4037726"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2971" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a>, <script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4037726]'), work: {"id":4037726,"title":"Selective and Faithful Imitation at 12 and 15 Months","created_at":"2013-07-15T19:02:16.052-07:00","url":"https://www.academia.edu/4037726/Selective_and_Faithful_Imitation_at_12_and_15_Months?f_ri=4626","dom_id":"work_4037726","summary":"Research on imitation in infancy has primarily focused on what and when infants imitate. More recently, however, the question why infants imitate has received renewed attention, partly motivated by the finding that infants sometimes selectively imitate the actions of others and sometimes faithfully imitate, or overimitate, the actions of others. The present study evaluates the hypothesis that this varying imitative behavior is related to infants' social traits. To do so, we assessed faithful and selective imitation longitudinally at 12 and 15 months, and extraversion at 15 months. At both ages, selective imitation was dependent on the causal structure of the act. From 12 to 15 months, selective imitation decreased while faithful imitation increased. Furthermore, infants high in extraversion were more faithful imitators than infants low in extraversion. These results demonstrate that the onset of faithful imitation is earlier than previously thought, but later than the onset of selective imitation. The observed relation between extraversion and faithful imitation supports the hypothesis that faithful imitation is driven by the social motivations of the infant. We call this relation the King Louie Effect: like the orangutan King Louie in The Jungle Book, infants imitate faithfully due to a growing interest in the interpersonal nature of interactions.\r\n\r\nA video abstract of this article can be viewed at http://youtu.be/qlnIof1k-u8.","downloadable_attachments":[{"id":31576645,"asset_id":4037726,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4854278,"first_name":"Merideth","last_name":"Gattis","domain_name":"cardiff","page_name":"MGattis","display_name":"Merideth Gattis","profile_url":"https://cardiff.academia.edu/MGattis?f_ri=4626","photo":"https://0.academia-photos.com/4854278/2079819/141296429/s65_merideth.gattis.jpeg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4626","nofollow":false},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":100936,"name":"Imitation","url":"https://www.academia.edu/Documents/in/Imitation?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48923556" data-work_id="48923556" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48923556/Examining_the_influence_of_perspective_and_prosody_on_expected_emotional_responses_to_irony_Evidence_from_event_related_brain_potentials">Examining the influence of perspective and prosody on expected emotional responses to irony: Evidence from event-related brain potentials</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Ironic language is typically more difficult to process and interpret than a literal equivalent, hence is assumed to serve several social and emotional functions not achieved by literal communication (such as politeness or introducing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48923556" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Ironic language is typically more difficult to process and interpret than a literal equivalent, hence is assumed to serve several social and emotional functions not achieved by literal communication (such as politeness or introducing humor). Several factors may influence emotional responses to irony, such as the perspective from which the utterance is encountered (e.g., speaker vs. target) and the tone of voice (prosody) used. To examine these issues, we conducted two event-related brain potential (ERP) studies in which participants listened to scenarios describing emotional responses to either literal criticism or ironic criticism. Ironic criticism was delivered with either natural or ironic prosody. Scenarios either described an emotional response the speaker expected to elicit from the target (speaker perspective), or the target’s actual emotional response (target perspective). Expected or actual emotional responses were described as either “amused” (Experiment 1) or “hurt” (Experiment 2). ERPs were calculated time-locked to the end of the ironic or literal statements, and to the audio presentation of the critical emotion words. Results showed a significant effect of perspective for amused conditions, reflected by a larger late posterior positivity for the target than speaker conditions, indicating amused responses are more expected from speaker than target perspective. This effect was not seen for hurt conditions, suggesting these are equally expected from target and speaker perspectives. The data also revealed a more negative-going ERP waveform specifically for ironic criticism delivered with ironic prosody, reflecting prosodic processing. This suggests prosody may be able to speed the identification of irony.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48923556" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a8c9ad55764aca062f1535dcefbc90c" rel="nofollow" data-download="{"attachment_id":67327444,"asset_id":48923556,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67327444/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="238280" href="https://nottingham.academia.edu/RuthFilik">Ruth Filik</a><script data-card-contents-for-user="238280" type="text/json">{"id":238280,"first_name":"Ruth","last_name":"Filik","domain_name":"nottingham","page_name":"RuthFilik","display_name":"Ruth Filik","profile_url":"https://nottingham.academia.edu/RuthFilik?f_ri=4626","photo":"https://0.academia-photos.com/238280/60716/1000271/s65_ruth.filik.jpg"}</script></span></span></li><li class="js-paper-rank-work_48923556 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48923556"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48923556, container: ".js-paper-rank-work_48923556", }); 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Several factors may influence emotional responses to irony, such as the perspective from which the utterance is encountered (e.g., speaker vs. target) and the tone of voice (prosody) used. To examine these issues, we conducted two event-related brain potential (ERP) studies in which participants listened to scenarios describing emotional responses to either literal criticism or ironic criticism. Ironic criticism was delivered with either natural or ironic prosody. Scenarios either described an emotional response the speaker expected to elicit from the target (speaker perspective), or the target’s actual emotional response (target perspective). Expected or actual emotional responses were described as either “amused” (Experiment 1) or “hurt” (Experiment 2). ERPs were calculated time-locked to the end of the ironic or literal statements, and to the audio presentation of the critical emotion words. Results showed a significant effect of perspective for amused conditions, reflected by a larger late posterior positivity for the target than speaker conditions, indicating amused responses are more expected from speaker than target perspective. This effect was not seen for hurt conditions, suggesting these are equally expected from target and speaker perspectives. The data also revealed a more negative-going ERP waveform specifically for ironic criticism delivered with ironic prosody, reflecting prosodic processing. This suggests prosody may be able to speed the identification of irony.","downloadable_attachments":[{"id":67327444,"asset_id":48923556,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":238280,"first_name":"Ruth","last_name":"Filik","domain_name":"nottingham","page_name":"RuthFilik","display_name":"Ruth Filik","profile_url":"https://nottingham.academia.edu/RuthFilik?f_ri=4626","photo":"https://0.academia-photos.com/238280/60716/1000271/s65_ruth.filik.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=4626","nofollow":false},{"id":258,"name":"Experimental Psychology","url":"https://www.academia.edu/Documents/in/Experimental_Psychology?f_ri=4626"},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=4626"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=4626"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=4626"},{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=4626"},{"id":38083,"name":"Figurative language","url":"https://www.academia.edu/Documents/in/Figurative_language?f_ri=4626"},{"id":41023,"name":"Social Cognitive Affective Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Affective_Neuroscience?f_ri=4626"},{"id":41144,"name":"Prosody","url":"https://www.academia.edu/Documents/in/Prosody?f_ri=4626"},{"id":44848,"name":"Verbal Irony","url":"https://www.academia.edu/Documents/in/Verbal_Irony?f_ri=4626"},{"id":51870,"name":"Event-Related Potentials","url":"https://www.academia.edu/Documents/in/Event-Related_Potentials?f_ri=4626"},{"id":52765,"name":"Humor and Sarcasm","url":"https://www.academia.edu/Documents/in/Humor_and_Sarcasm?f_ri=4626"},{"id":71898,"name":"Perspective","url":"https://www.academia.edu/Documents/in/Perspective?f_ri=4626"},{"id":110988,"name":"Irony","url":"https://www.academia.edu/Documents/in/Irony?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div 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href="https://www.academia.edu/Documents/in/Social_Networks">Social Networks</a>, <script data-card-contents-for-ri="1233" type="text/json">{"id":1233,"name":"Social Networks","url":"https://www.academia.edu/Documents/in/Social_Networks?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new 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type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19674" href="https://www.academia.edu/Documents/in/Behavioral_Medicine">Behavioral Medicine</a>, <script data-card-contents-for-ri="19674" type="text/json">{"id":19674,"name":"Behavioral Medicine","url":"https://www.academia.edu/Documents/in/Behavioral_Medicine?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46406" href="https://www.academia.edu/Documents/in/Motivation">Motivation</a><script data-card-contents-for-ri="46406" type="text/json">{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36829572]'), work: {"id":36829572,"title":"Where Perception and 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Status</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Perceptions of entitativity are thought to be influenced by salient features such as the physical proximity and physical similarity of group members (Campbell in Behav Sci 3:14–25, 1958). But social interactions among group members... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38767424" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Perceptions of entitativity are thought to be influenced by salient features such as the physical proximity and physical similarity of group members (Campbell in Behav Sci 3:14–25, 1958). But social interactions among group members involve a number of low-level alignment (Pickering and Garrod in Behav Brain Sci 27:212–225, 2004) and synchronization (Marsh et al. in Top Cogn Sci 1:320–339, 2009) processes. Conversational partners, for instance, become aligned in syntax, semantics, emotion, and bodily posture. In this paper, we explore whether alignment correlates with observers’ judgments of entitativity, and, moreover, which specific forms of alignment have the strongest effects on these judgments. Results revealed that only emotional alignment had on effect on judgments of entitativity. We discuss how future work may further assess the role of various dimensions in shaping the perception of group status in linguistic interaction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38767424" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1b32e1b6ab06ffb1d060a33be98ce43b" rel="nofollow" data-download="{"attachment_id":58856606,"asset_id":38767424,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58856606/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25236841" href="https://georgiasouthern.academia.edu/TailerRansom">Tailer Ransom</a><script data-card-contents-for-user="25236841" type="text/json">{"id":25236841,"first_name":"Tailer","last_name":"Ransom","domain_name":"georgiasouthern","page_name":"TailerRansom","display_name":"Tailer Ransom","profile_url":"https://georgiasouthern.academia.edu/TailerRansom?f_ri=4626","photo":"https://0.academia-photos.com/25236841/6867856/87194224/s65_tailer.ransom.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38767424">+1</span><div class="hidden js-additional-users-38767424"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://memphis.academia.edu/RogerKreuz">Roger Kreuz</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38767424'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38767424').html(); 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But social interactions among group members involve a number of low-level alignment (Pickering and Garrod in Behav Brain Sci 27:212–225, 2004) and synchronization (Marsh et al. in Top Cogn Sci 1:320–339, 2009) processes. Conversational partners, for instance, become aligned in syntax, semantics, emotion, and bodily posture. In this paper, we explore whether alignment correlates with observers’ judgments of entitativity, and, moreover, which specific forms of alignment have the strongest effects on these judgments. Results revealed that only emotional alignment had on effect on judgments of entitativity. We discuss how future work may further assess the role of various dimensions in shaping the perception of group status in linguistic interaction.","downloadable_attachments":[{"id":58856606,"asset_id":38767424,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25236841,"first_name":"Tailer","last_name":"Ransom","domain_name":"georgiasouthern","page_name":"TailerRansom","display_name":"Tailer Ransom","profile_url":"https://georgiasouthern.academia.edu/TailerRansom?f_ri=4626","photo":"https://0.academia-photos.com/25236841/6867856/87194224/s65_tailer.ransom.png"},{"id":34662,"first_name":"Roger","last_name":"Kreuz","domain_name":"memphis","page_name":"RogerKreuz","display_name":"Roger Kreuz","profile_url":"https://memphis.academia.edu/RogerKreuz?f_ri=4626","photo":"https://0.academia-photos.com/34662/82060/137140975/s65_roger.kreuz.jpeg"}],"research_interests":[{"id":4626,"name":"Social 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href="https://www.academia.edu/14162114/Fantasy_play_Its_role_in_the_development_of_social_skills_and_social_cognition">Fantasy play: Its role in the development of social skills and social cognition</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14162114" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1895dbe36c4b709b8c6b0f0e35767f0c" rel="nofollow" data-download="{"attachment_id":44551845,"asset_id":14162114,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button 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href="https://www.academia.edu/Documents/in/Social_Skill">Social Skill</a><script data-card-contents-for-ri="291620" type="text/json">{"id":291620,"name":"Social Skill","url":"https://www.academia.edu/Documents/in/Social_Skill?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14162114]'), work: {"id":14162114,"title":"Fantasy play: Its role in the development of social skills and social cognition","created_at":"2015-07-17T15:18:44.585-07:00","url":"https://www.academia.edu/14162114/Fantasy_play_Its_role_in_the_development_of_social_skills_and_social_cognition?f_ri=4626","dom_id":"work_14162114","summary":null,"downloadable_attachments":[{"id":44551845,"asset_id":14162114,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33098911,"first_name":"Kenneth","last_name":"Rubin","domain_name":"umcp","page_name":"KennethRubin","display_name":"Kenneth H 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href="https://www.academia.edu/15563749/Adolescents_Social_Reasoning_About_Relational_Aggression">Adolescents’ Social Reasoning About Relational Aggression</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15563749" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1dbc1980de1cf145c928cc37099c6d1c" rel="nofollow" data-download="{"attachment_id":43082343,"asset_id":15563749,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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Goldstein","profile_url":"https://independent.academia.edu/GoldsteinSara?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-15563749">+1</span><div class="hidden js-additional-users-15563749"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MarieTisak">Marie Tisak</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-15563749'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-15563749').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_15563749 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15563749"><i 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href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11014" href="https://www.academia.edu/Documents/in/Social_Information_Processing">Social Information Processing</a>, <script data-card-contents-for-ri="11014" type="text/json">{"id":11014,"name":"Social Information Processing","url":"https://www.academia.edu/Documents/in/Social_Information_Processing?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15563749]'), work: {"id":15563749,"title":"Adolescents’ Social Reasoning About Relational Aggression","created_at":"2015-09-09T22:52:17.209-07:00","url":"https://www.academia.edu/15563749/Adolescents_Social_Reasoning_About_Relational_Aggression?f_ri=4626","dom_id":"work_15563749","summary":null,"downloadable_attachments":[{"id":43082343,"asset_id":15563749,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34725736,"first_name":"Sara","last_name":"Goldstein","domain_name":"independent","page_name":"GoldsteinSara","display_name":"Sara Goldstein","profile_url":"https://independent.academia.edu/GoldsteinSara?f_ri=4626","photo":"/images/s65_no_pic.png"},{"id":34946624,"first_name":"Marie","last_name":"Tisak","domain_name":"independent","page_name":"MarieTisak","display_name":"Marie Tisak","profile_url":"https://independent.academia.edu/MarieTisak?f_ri=4626","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":11014,"name":"Social Information Processing","url":"https://www.academia.edu/Documents/in/Social_Information_Processing?f_ri=4626","nofollow":false},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=4626","nofollow":false},{"id":30412,"name":"Domain Theory","url":"https://www.academia.edu/Documents/in/Domain_Theory?f_ri=4626"},{"id":48632,"name":"Aggressive Behavior","url":"https://www.academia.edu/Documents/in/Aggressive_Behavior?f_ri=4626"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=4626"},{"id":617692,"name":"Family and child studies","url":"https://www.academia.edu/Documents/in/Family_and_child_studies?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75990964" data-work_id="75990964" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75990964/Gender_Stereotypes_Related_to_Different_Academic_Fields_Among_Iranian_University_Students">Gender Stereotypes Related to Different Academic Fields Among Iranian University Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introduction: This study aimed to examine the degree of femininity or masculinity of gender stereotypes related to different academic fields, i.e. Math, Language, Humanities, Art, Life Sciences, and Medicine, in the minds of Iranian... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75990964" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introduction: This study aimed to examine the degree of femininity or masculinity of gender stereotypes related to different academic fields, i.e. Math, Language, Humanities, Art, Life Sciences, and Medicine, in the minds of Iranian students. Method: Two hundred and twenty five male and female students of Kardani, BS and MS majoring in math and humanities from four higher educational centers in Tehran were selected according to convenience, and answered a questionnaire. One-sample t-test, as well as two-way and repeated measure ANOVAs were used in data analysis. Results: The two fields of Math and Medicine were considered masculine, while Art had a feminine stereotype. In case of Humanities, Language and Life Sciences, women regarded them as feminine, whereas men had a neutral image of them. A gender difference was observed indicating that women viewed the academic fields as being more feminine. In case of Humanities, the interaction of students’ gender and educational field was sig...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75990964" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bab89b2fb3cd6df862a78daa0714880e" rel="nofollow" data-download="{"attachment_id":83677908,"asset_id":75990964,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83677908/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="385542" href="https://sbu-ir.academia.edu/PegahNejat">Pegah Nejat</a><script data-card-contents-for-user="385542" type="text/json">{"id":385542,"first_name":"Pegah","last_name":"Nejat","domain_name":"sbu-ir","page_name":"PegahNejat","display_name":"Pegah Nejat","profile_url":"https://sbu-ir.academia.edu/PegahNejat?f_ri=4626","photo":"https://0.academia-photos.com/385542/2518627/153241417/s65_pegah.nejat.jpg"}</script></span></span></li><li class="js-paper-rank-work_75990964 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75990964"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75990964, container: ".js-paper-rank-work_75990964", }); 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$(".js-view-count[data-work-id=75990964]").text(description); $(".js-view-count-work_75990964").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75990964").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75990964"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6245" href="https://www.academia.edu/Documents/in/Stereotypes_and_Prejudice">Stereotypes and Prejudice</a>, <script data-card-contents-for-ri="6245" type="text/json">{"id":6245,"name":"Stereotypes and Prejudice","url":"https://www.academia.edu/Documents/in/Stereotypes_and_Prejudice?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="56360" href="https://www.academia.edu/Documents/in/Gender_stereotypes">Gender stereotypes</a><script data-card-contents-for-ri="56360" type="text/json">{"id":56360,"name":"Gender stereotypes","url":"https://www.academia.edu/Documents/in/Gender_stereotypes?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75990964]'), work: {"id":75990964,"title":"Gender Stereotypes Related to Different Academic Fields Among Iranian University Students","created_at":"2022-04-10T05:17:34.493-07:00","url":"https://www.academia.edu/75990964/Gender_Stereotypes_Related_to_Different_Academic_Fields_Among_Iranian_University_Students?f_ri=4626","dom_id":"work_75990964","summary":"Introduction: This study aimed to examine the degree of femininity or masculinity of gender stereotypes related to different academic fields, i.e. Math, Language, Humanities, Art, Life Sciences, and Medicine, in the minds of Iranian students. Method: Two hundred and twenty five male and female students of Kardani, BS and MS majoring in math and humanities from four higher educational centers in Tehran were selected according to convenience, and answered a questionnaire. One-sample t-test, as well as two-way and repeated measure ANOVAs were used in data analysis. Results: The two fields of Math and Medicine were considered masculine, while Art had a feminine stereotype. In case of Humanities, Language and Life Sciences, women regarded them as feminine, whereas men had a neutral image of them. A gender difference was observed indicating that women viewed the academic fields as being more feminine. In case of Humanities, the interaction of students’ gender and educational field was sig...","downloadable_attachments":[{"id":83677908,"asset_id":75990964,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":385542,"first_name":"Pegah","last_name":"Nejat","domain_name":"sbu-ir","page_name":"PegahNejat","display_name":"Pegah Nejat","profile_url":"https://sbu-ir.academia.edu/PegahNejat?f_ri=4626","photo":"https://0.academia-photos.com/385542/2518627/153241417/s65_pegah.nejat.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":6245,"name":"Stereotypes and Prejudice","url":"https://www.academia.edu/Documents/in/Stereotypes_and_Prejudice?f_ri=4626","nofollow":false},{"id":56360,"name":"Gender stereotypes","url":"https://www.academia.edu/Documents/in/Gender_stereotypes?f_ri=4626","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73813936" data-work_id="73813936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73813936/Nightmares_dreaming_and_emotion_regulation_A_review">Nightmares, dreaming, and emotion regulation: A review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract 1. A satisfactory explanation of nightmares remains elusive. Theorists since Freud have speculated on mechanisms that produce nightmares, but no single, widely accepted explanation has emerged (see Nielsen &amp;amp;amp;amp;amp;... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73813936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract 1. A satisfactory explanation of nightmares remains elusive. Theorists since Freud have speculated on mechanisms that produce nightmares, but no single, widely accepted explanation has emerged (see Nielsen &amp;amp;amp;amp;amp; Levin, 2007b; Levin &amp;amp;amp;amp;amp; Nielsen, 2007). This continuing uncertainty stems, in part, from the fact that nightmares, like dreams more generally, are expressions of human emotional memory--which itself is a complex and intransigent phenomenon. The inner workings of emotional memory have yet to be ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73813936" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52738232" href="https://umontreal.academia.edu/JLaraCarrasco">Jessica Lara-Carrasco</a><script data-card-contents-for-user="52738232" type="text/json">{"id":52738232,"first_name":"Jessica","last_name":"Lara-Carrasco","domain_name":"umontreal","page_name":"JLaraCarrasco","display_name":"Jessica Lara-Carrasco","profile_url":"https://umontreal.academia.edu/JLaraCarrasco?f_ri=4626","photo":"https://0.academia-photos.com/52738232/15467897/16083707/s65_jessica.lara-carrasco.jpg"}</script></span></span></li><li class="js-paper-rank-work_73813936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73813936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73813936, container: ".js-paper-rank-work_73813936", }); 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$(".js-view-count[data-work-id=73813936]").text(description); $(".js-view-count-work_73813936").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73813936").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73813936"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="161" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="236" href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="254" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2265" href="https://www.academia.edu/Documents/in/Sleep_Physiology">Sleep Physiology</a><script data-card-contents-for-ri="2265" type="text/json">{"id":2265,"name":"Sleep Physiology","url":"https://www.academia.edu/Documents/in/Sleep_Physiology?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73813936]'), work: {"id":73813936,"title":"Nightmares, dreaming, and emotion regulation: A review","created_at":"2022-03-15T05:27:38.779-07:00","url":"https://www.academia.edu/73813936/Nightmares_dreaming_and_emotion_regulation_A_review?f_ri=4626","dom_id":"work_73813936","summary":"Abstract 1. A satisfactory explanation of nightmares remains elusive. Theorists since Freud have speculated on mechanisms that produce nightmares, but no single, widely accepted explanation has emerged (see Nielsen \u0026amp;amp;amp;amp;amp; Levin, 2007b; Levin \u0026amp;amp;amp;amp;amp; Nielsen, 2007). This continuing uncertainty stems, in part, from the fact that nightmares, like dreams more generally, are expressions of human emotional memory--which itself is a complex and intransigent phenomenon. The inner workings of emotional memory have yet to be ...","downloadable_attachments":[],"ordered_authors":[{"id":52738232,"first_name":"Jessica","last_name":"Lara-Carrasco","domain_name":"umontreal","page_name":"JLaraCarrasco","display_name":"Jessica Lara-Carrasco","profile_url":"https://umontreal.academia.edu/JLaraCarrasco?f_ri=4626","photo":"https://0.academia-photos.com/52738232/15467897/16083707/s65_jessica.lara-carrasco.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=4626","nofollow":false},{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4626","nofollow":false},{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=4626","nofollow":false},{"id":2265,"name":"Sleep Physiology","url":"https://www.academia.edu/Documents/in/Sleep_Physiology?f_ri=4626","nofollow":false},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":4715,"name":"Social Interaction","url":"https://www.academia.edu/Documents/in/Social_Interaction?f_ri=4626"},{"id":9088,"name":"Affective Neuroscience","url":"https://www.academia.edu/Documents/in/Affective_Neuroscience?f_ri=4626"},{"id":10102,"name":"Social Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Neuroscience?f_ri=4626"},{"id":12478,"name":"Emotion Regulation","url":"https://www.academia.edu/Documents/in/Emotion_Regulation?f_ri=4626"},{"id":14498,"name":"Sleep Medicine","url":"https://www.academia.edu/Documents/in/Sleep_Medicine?f_ri=4626"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=4626"},{"id":25422,"name":"Dreams","url":"https://www.academia.edu/Documents/in/Dreams?f_ri=4626"},{"id":27315,"name":"Sleep \u0026 Circadian Rhythms","url":"https://www.academia.edu/Documents/in/Sleep_and_Circadian_Rhythms?f_ri=4626"},{"id":58036,"name":"Dreaming","url":"https://www.academia.edu/Documents/in/Dreaming?f_ri=4626"},{"id":74543,"name":"Sleep and Dreaming","url":"https://www.academia.edu/Documents/in/Sleep_and_Dreaming?f_ri=4626"},{"id":90836,"name":"Nightmares","url":"https://www.academia.edu/Documents/in/Nightmares?f_ri=4626"},{"id":1861148,"name":"Meta Analysis and Systematic Review","url":"https://www.academia.edu/Documents/in/Meta_Analysis_and_Systematic_Review?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69244988" data-work_id="69244988" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69244988/Building_interpersonal_relationships_as_a_key_to_effective_speaking_center_consultations">Building interpersonal relationships as a key to effective speaking center consultations</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69244988" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc41ed73f2900a831f0d945f2069f20d" rel="nofollow" data-download="{"attachment_id":79414262,"asset_id":69244988,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" 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class="u-positionAbsolute" data-has-card-for-ri-list="69244988"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2671" href="https://www.academia.edu/Documents/in/Emotional_intelligence">Emotional intelligence</a>, <script data-card-contents-for-ri="2671" type="text/json">{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3106" href="https://www.academia.edu/Documents/in/Mentoring">Mentoring</a>, <script data-card-contents-for-ri="3106" type="text/json">{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11141" href="https://www.academia.edu/Documents/in/Group_Dynamics">Group Dynamics</a><script data-card-contents-for-ri="11141" type="text/json">{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69244988]'), work: {"id":69244988,"title":"Building interpersonal relationships as a key to effective speaking center 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Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false},{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=4626","nofollow":false},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=4626"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=4626"},{"id":31468,"name":"Interpersonal Relationship","url":"https://www.academia.edu/Documents/in/Interpersonal_Relationship?f_ri=4626"},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=4626"},{"id":125822,"name":"Peer Tutoring","url":"https://www.academia.edu/Documents/in/Peer_Tutoring?f_ri=4626"},{"id":181927,"name":"Instructional Psychology","url":"https://www.academia.edu/Documents/in/Instructional_Psychology?f_ri=4626"},{"id":283017,"name":"Communication Centers","url":"https://www.academia.edu/Documents/in/Communication_Centers?f_ri=4626"},{"id":362568,"name":"Oral Communication Skills","url":"https://www.academia.edu/Documents/in/Oral_Communication_Skills?f_ri=4626"},{"id":468110,"name":"Communication Pedagogy","url":"https://www.academia.edu/Documents/in/Communication_Pedagogy?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65567820" data-work_id="65567820" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65567820/Effets_de_lactivation_dune_repr%C3%A9sentation_sociale_par_lattitude_%C3%A9tude_exp%C3%A9rimentale">Effets de l'activation d'une représentation sociale par l'attitude : étude expérimentale</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">L&#39;objectif de cette etude est de mettre en evidence un ancrage de l&#39;attitude au sein de la representation sociale. Aussi est realisee une mesure d&#39;attitude dont les modalites ont ete manipulees (cognitive, conative, ou... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65567820" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L&#39;objectif de cette etude est de mettre en evidence un ancrage de l&#39;attitude au sein de la representation sociale. Aussi est realisee une mesure d&#39;attitude dont les modalites ont ete manipulees (cognitive, conative, ou affective). L&#39;objet de cette mesure d&#39;attitude est identique (ou different de) a celui de la representation sociale. L&#39;analyse utilisee est celle des Schemes Cognitifs de Base que vient completer une analyse lexicale. Les resultats montrent que 1- lorsque la mesure porte sur un objet non relie cela constitue un frein a l&#39;emergence des elements de la representation surtout lorsque cette derniere a ete prealablement activee au niveau cognitif de l&#39;attitude. 2- lorsque la mesure porte sur la dimension conative, les elements mobilises relevent plus fortement de l&#39;action et donc du metascheme praxeologie. La discussion souligne l&#39;interet de cette recherche concernant l&#39;analyse des relations entre attitude et representations socia...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65567820" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ab53fabd131013e0aa0549d6ea3a79d" rel="nofollow" data-download="{"attachment_id":77106157,"asset_id":65567820,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77106157/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6532847" href="https://u-bourgogne.academia.edu/EdithSal%C3%A8sWuillemin">Edith Salès-Wuillemin</a><script data-card-contents-for-user="6532847" type="text/json">{"id":6532847,"first_name":"Edith","last_name":"Salès-Wuillemin","domain_name":"u-bourgogne","page_name":"EdithSalèsWuillemin","display_name":"Edith Salès-Wuillemin","profile_url":"https://u-bourgogne.academia.edu/EdithSal%C3%A8sWuillemin?f_ri=4626","photo":"https://0.academia-photos.com/6532847/3411722/35970884/s65_edith.sal_s-wuillemin.png"}</script></span></span></li><li class="js-paper-rank-work_65567820 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65567820"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65567820, container: ".js-paper-rank-work_65567820", }); 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$(".js-view-count[data-work-id=65567820]").text(description); $(".js-view-count-work_65567820").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65567820").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65567820"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a>, <script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18174" href="https://www.academia.edu/Documents/in/Language">Language</a>, <script data-card-contents-for-ri="18174" type="text/json">{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="144049" href="https://www.academia.edu/Documents/in/Attitude">Attitude</a><script data-card-contents-for-ri="144049" type="text/json">{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65567820]'), work: {"id":65567820,"title":"Effets de l'activation d'une représentation sociale par l'attitude : étude expérimentale","created_at":"2021-12-22T14:06:41.189-08:00","url":"https://www.academia.edu/65567820/Effets_de_lactivation_dune_repr%C3%A9sentation_sociale_par_lattitude_%C3%A9tude_exp%C3%A9rimentale?f_ri=4626","dom_id":"work_65567820","summary":"L\u0026#39;objectif de cette etude est de mettre en evidence un ancrage de l\u0026#39;attitude au sein de la representation sociale. Aussi est realisee une mesure d\u0026#39;attitude dont les modalites ont ete manipulees (cognitive, conative, ou affective). L\u0026#39;objet de cette mesure d\u0026#39;attitude est identique (ou different de) a celui de la representation sociale. L\u0026#39;analyse utilisee est celle des Schemes Cognitifs de Base que vient completer une analyse lexicale. Les resultats montrent que 1- lorsque la mesure porte sur un objet non relie cela constitue un frein a l\u0026#39;emergence des elements de la representation surtout lorsque cette derniere a ete prealablement activee au niveau cognitif de l\u0026#39;attitude. 2- lorsque la mesure porte sur la dimension conative, les elements mobilises relevent plus fortement de l\u0026#39;action et donc du metascheme praxeologie. La discussion souligne l\u0026#39;interet de cette recherche concernant l\u0026#39;analyse des relations entre attitude et representations socia...","downloadable_attachments":[{"id":77106157,"asset_id":65567820,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6532847,"first_name":"Edith","last_name":"Salès-Wuillemin","domain_name":"u-bourgogne","page_name":"EdithSalèsWuillemin","display_name":"Edith Salès-Wuillemin","profile_url":"https://u-bourgogne.academia.edu/EdithSal%C3%A8sWuillemin?f_ri=4626","photo":"https://0.academia-photos.com/6532847/3411722/35970884/s65_edith.sal_s-wuillemin.png"}],"research_interests":[{"id":4626,"name":"Social 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logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60777872" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="459caaf6d7348bf31c897ee464382a2a" rel="nofollow" data-download="{"attachment_id":74070823,"asset_id":60777872,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74070823/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="72752" href="https://bham.academia.edu/IanApperly">Ian Apperly</a><script data-card-contents-for-user="72752" type="text/json">{"id":72752,"first_name":"Ian","last_name":"Apperly","domain_name":"bham","page_name":"IanApperly","display_name":"Ian Apperly","profile_url":"https://bham.academia.edu/IanApperly?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60777872 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60777872"><i class="u-m1x fa fa-bar-chart"></i><strong 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data-work-id="60777872"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 60777872; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=60777872]").text(description); $(".js-view-count-work_60777872").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_60777872").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60777872"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2971" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a><script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60777872]'), work: {"id":60777872,"title":"Studies of adults can inform accounts of theory of mind 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Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=4626","nofollow":false},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4626","nofollow":false},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4626"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=4626"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626"},{"id":4937,"name":"Theory of Mind","url":"https://www.academia.edu/Documents/in/Theory_of_Mind?f_ri=4626"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=4626"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function?f_ri=4626"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=4626"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=4626"},{"id":64987,"name":"Social Development","url":"https://www.academia.edu/Documents/in/Social_Development?f_ri=4626"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language?f_ri=4626"},{"id":229238,"name":"Developmental","url":"https://www.academia.edu/Documents/in/Developmental?f_ri=4626"},{"id":598602,"name":"Psychological Theory","url":"https://www.academia.edu/Documents/in/Psychological_Theory?f_ri=4626"},{"id":1929419,"name":"Nino","url":"https://www.academia.edu/Documents/in/Nino?f_ri=4626"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests?f_ri=4626"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50141367" data-work_id="50141367" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50141367/Childrens_Attention_to_Others_Beliefs_during_Persuasion_Improvised_and_Selected_Arguments_to_Puppets_and_People">Children's Attention to Others' Beliefs during Persuasion: Improvised and Selected Arguments to Puppets and People</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50141367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="86cc0ee2cf373ec5cac62c6c4de7315c" rel="nofollow" data-download="{"attachment_id":68238739,"asset_id":50141367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68238739/download_file?st=MTczMjcwNDg4MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1228807" href="https://uwyo.academia.edu/KarenBartsch">Karen Bartsch</a><script data-card-contents-for-user="1228807" type="text/json">{"id":1228807,"first_name":"Karen","last_name":"Bartsch","domain_name":"uwyo","page_name":"KarenBartsch","display_name":"Karen Bartsch","profile_url":"https://uwyo.academia.edu/KarenBartsch?f_ri=4626","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_50141367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50141367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50141367, container: ".js-paper-rank-work_50141367", }); });</script></li><li class="js-percentile-work_50141367 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span 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description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50141367").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50141367"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3190" href="https://www.academia.edu/Documents/in/Puppetry">Puppetry</a>, <script data-card-contents-for-ri="3190" type="text/json">{"id":3190,"name":"Puppetry","url":"https://www.academia.edu/Documents/in/Puppetry?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4583" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a>, <script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=4626","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4626" href="https://www.academia.edu/Documents/in/Social_Cognition">Social Cognition</a><script data-card-contents-for-ri="4626" type="text/json">{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=4626","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50141367]'), work: {"id":50141367,"title":"Children's Attention to 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