By monitoring ongoing actions and performance outcomes, we are able to detect errors or mismatches between our intentions or predictions. Disturbances in such performance-monitoring processes may... Show moreBy monitoring ongoing actions and performance outcomes, we are able to detect errors or mismatches between our intentions or predictions. Disturbances in such performance-monitoring processes may importantly contribute to impaired adaptive behavior in clinical disorders, such as excessively impulsive behavior in externalizing disorders or excessively rigid or careful behavior in anxiety- and obsessive-compulsive disorders. In daily life, performance monitoring often takes place in a social context, where our actions have consequences not only for ourselves, but also for others. The investigation of (alterations in) such (pro)social performance-monitoring processes may help explain functional and social impairments across a wide range of clinical disorders. In this dissertation, we used various neuroimaging paradigms to examine subclinical and neurochemical influences on performance monitoring when errors had consequences for oneself or others. The studies in this dissertation indicate that neural performance-monitoring correlates are modulated by social, subclinical, and neurochemical factors, including social (responsibility) context, obsessive-compulsive symptoms, ovarian hormones, and pharmacological manipulations of dopamine and oxytocin. These findings have implications for the potential and utility of error-related brain activity as a clinical biomarker or endophenotype, our insight into social symptoms and impairments in obsessive-compulsive disorder, and for our understanding of the neurochemical mechanisms underlying performance monitoring. Show less
In my study I looked for a plausible cognitive theoretical framework for conforming behavior. The Theory of Event Coding (TEC) was the cognitive theory that offered a good basis for building this... Show moreIn my study I looked for a plausible cognitive theoretical framework for conforming behavior. The Theory of Event Coding (TEC) was the cognitive theory that offered a good basis for building this framework. I conducted an experiment using an existing study design adopted from previous studies of conformity adding a non-social condition where participants were confronted not with what they thought were other students’ choices but with random computer choices. According to TEC, a simple confrontation with an alternative behavior would affect reproduction of your own behavior at a later stage. The study results supported my theory. Unfortunately, the results were possibly influenced by Regression to the Mean. So I changed the study design to eliminate the issue. Also I wanted to see if and how conformity was affected by culture: collectivistic versus individualistic. This study was conducted partially in the lab (in the Netherlands and China) and partially online (in the USA and India). The results confirmed my initial hypothesis: the conformity effect did not differ across all experimental groups irrespective of the country or condition suggesting that people are sensitive to intervening events, but the social nature of these intervening events is irrelevant. Show less
This thesis describes the impact of Sex Chromosome Trisomies (SCT; XXX, XXY, XYY) on early social cognition. Individuals with SCT have an increased vulnerability for developing challenges on the... Show moreThis thesis describes the impact of Sex Chromosome Trisomies (SCT; XXX, XXY, XYY) on early social cognition. Individuals with SCT have an increased vulnerability for developing challenges on the social domain, given the convergent impact of the X and Y chromosome on brain networks that underly social adaptive development. We found that already from a very early age on, SCT can be associated with increased risk for vulnerabilities in social interactions, and with increased levels of social impairments associated with ASD. These findings suggest that SCT impact the maturation of the social brain already from an early age, and stresses the importance of early routine monitoring and (preventive) support of early social development in young children with SCT. Show less
Torre-Luque, A. de la; Viera-Campos, A.; Bilderbeck, A.C.; Carreras, M.T.; Vivancos, J.; Diaz-Caneja, C.M.; ... ; Arango, C. 2022
Background: Emotion recognition constitutes a pivotal process of social cognition. It involves decoding social cues (e.g., facial expressions) to maximise social adjustment. Current theoretical... Show moreBackground: Emotion recognition constitutes a pivotal process of social cognition. It involves decoding social cues (e.g., facial expressions) to maximise social adjustment. Current theoretical models posit the relationship between social withdrawal factors (social disengagement, lack of social interactions and loneliness) and emotion decoding. Objective: To investigate the role of social withdrawal in patients with schizophrenia (SZ) or probable Alzheimer's disease (AD), neuropsychiatric conditions associated with social dysfunction. Methods: A sample of 156 participants was recruited: schizophrenia patients (SZ; n = 53), Alzheimer's disease patients (AD; n = 46), and two age-matched control groups (SZc, n = 29; ADc, n = 28). All participants provided self-report measures of loneliness and social functioning, and completed a facial emotion detection task. Results: Neuropsychiatric patients (both groups) showed poorer performance in detecting both positive and negative emotions compared with their healthy counterparts (p < .01). Social withdrawal was associated with higher accuracy in negative emotion detection, across all groups. Additionally, neuropsychiatric patients with higher social withdrawal showed lower positive emotion misclassification. Conclusions: Our findings help to detail the similarities and differences in social function and facial emotion recognition in two disorders rarely studied in parallel, AD and SZ. Transdiagnostic patterns in these results suggest that social withdrawal is associated with heightened sensitivity to negative emotion expressions, potentially reflecting hypervigilance to social threat. Across the neuropsychiatric groups specifically, this hypervigilance associated with social withdrawal extended to positive emotion expressions, an emotionalcognitive bias that may impact social functioning in people with severe mental illness. Show less
Hiele, K. van der; Egmond, E.E.A. van; Jongen, P.J.; Klink, J.J.L. van der; Beenakker, E.A.C.; Eijk, J.J.J. van; ... ; Visser, L.H. 2020
Background: Recent studies report deficits in social cognition in individuals with multiple sclerosis (MS). Social cognitive skills such as empathy are important for adequate social and... Show moreBackground: Recent studies report deficits in social cognition in individuals with multiple sclerosis (MS). Social cognitive skills such as empathy are important for adequate social and occupational functioning. Our objectives are: (1) to examine whether empathy differs between individuals with MS and healthy controls, (2) to examine relations between empathy and cognitive, psychological and occupational functioning. Methods: 278 individuals with MS (relapsing-remitting subtype) and 128 healthy controls from the MS@Work study participated in this investigation. The participants completed questionnaires about demographics, cognitive, psychological and occupational functioning, and underwent neurological and neuropsychological examinations. Mann-Whitney U-tests were used to examine group differences in empathy. Pearson and Spearman rank correlation analyses were used to examine relations between empathy and the other measures. Results: Empathy did not differ between individuals with MS and healthy controls. In individuals with MS, higher empathy was correlated with a higher educational level (X-2(df) = 13.2(2), p = 0.001), better verbal learning (r = 0.20, p = 0.001), less symptoms of depression (r=-0.21, p = 0.001), higher extraversion (r = 0.25, p <= 0.001), agreeableness (r = 0.55, p <= 0.001) and conscientiousness ( r = 0.27, p <= 0.001) and better occupational functioning in terms of work scheduling and output demands (r = 0.23, p = 0.002) and less cognitive/psychological work barriers (r = -0.21, p = 0.001). In healthy controls, higher empathy was correlated with less symptoms of depression (r = -0.34, p <= 0.001), less fatigue (r = -0.37, p <= 0.001), higher agreeableness (r = 0.59, p <= 0.001) and better occupational functioning in terms of work ability as compared to lifetime best (r = 0.28, p = 0.001) and less cognitive/psychological work barriers (r = -0.34, p <= 0.001). Empathy did not differ between unemployed and employed individuals with MS or healthy controls. Conclusion: Empathy did not differ between individuals with MS and healthy controls. Within both investigated groups, higher empathy was weakly to moderately correlated with less symptoms of depression, higher agreeableness and better occupational functioning. We also found unique correlations for empathy within the investigated groups. Longitudinal studies are needed to further examine social cognition in relation to cognitive, psychological and occupational functioning in both individuals with MS and healthy controls. It would be particularly interesting to concurrently examine changes in the brain network involved with social cognition. Show less
Children become more active participants in parent-child interaction by the time they reach primary school age, during the transition from dependence to greater autonomy. Parent-child interaction... Show moreChildren become more active participants in parent-child interaction by the time they reach primary school age, during the transition from dependence to greater autonomy. Parent-child interaction can shape children’s neurocognitive development, yet little is known about the nature of this relation in school-aged children. In this dissertation the associations between parent-child interaction and four- to eight-year-old children’s attentional control, executive functioning , social cognition and reasoning skills were investigated. Furthermore, it was investigated whether parents can be educated to improve interactions with their child through a compact psycho-educational program. It can be concluded that parental supportive presence, intrusiveness and questioning style adaptive to both the age and needs of school-aged children were associated with children’s neurocognitive functioning. Educating parents to adaptively modify their parent-child interactions can positively influence their supportive presence, intrusiveness and questioning style, which in turn may benefit their child’s neurocognitive functioning. These findings suggest that educating parents can benefit children’s neurocognitive development and the aspects of parenting strategies investigated in this dissertation could be useful objectives. A compact school-based group program for parents may already have a meaningful impact in promoting aspects of parent-child interaction that have been shown to be associated with children’s neurocognitive development. Show less
Porcelli, S.; Wee, N. van der; Werff, S. van der; Aghajani, M.; Glennon, J.C.; Heukelum, S. van; ... ; Serretti, A. 2019
The human social brain is complex. Current knowledge fails to define the neurobiological processes underlying social behaviour involving the (patho-) physiological mechanisms that link system-level... Show moreThe human social brain is complex. Current knowledge fails to define the neurobiological processes underlying social behaviour involving the (patho-) physiological mechanisms that link system-level phenomena to the multiple hierarchies of brain function. Unfortunately, such a high complexity may also be associated with a high susceptibility to several pathogenic interventions. Consistently, social deficits sometimes represent the first signs of a number of neuropsychiatric disorders including schizophrenia (SCZ), Alzheimer's disease (AD) and major depressive disorder (MDD) which leads to a progressive social dysfunction. In the present review we summarize present knowledge linking neurobiological substrates sustaining social functioning, social dysfunction and social withdrawal in major psychiatric disorders. Interestingly, AD, SCZ, and MDD affect the social brain in similar ways. Thus, social dysfunction and its most evident clinical expression (i.e., social withdrawal) may represent an innovative transdiagnostic domain, with the potential of being an independent entity in terms of biological roots, with the perspective of targeted interventions. Show less
Goddard, M.N.; Swaab, H.; Rombouts, S.A.R.B.; Rijn, S. van 2016
Klinefelter syndrome (47, XXY) is associated with several physical, cognitive, and behavioral consequences. In terms of social development, there is an increased risk of autism symptomatology.... Show moreKlinefelter syndrome (47, XXY) is associated with several physical, cognitive, and behavioral consequences. In terms of social development, there is an increased risk of autism symptomatology. However, it remains unclear how social deficits are related to abnormal brain development and to what degree underlying mechanisms of social dysfunction in 47, XXY are similar to, or different from, those in idiopathic autism (ASD). This study was aimed at investigating the neural architecture of brain structures related to social information processing in boys with 47, XXY, also in comparison with boys with idiopathic ASD. MRI scans of 16 boys with 47, XXY, 16 with ASD, and 16 nonclinical, male controls were analyzed using voxel-based morphometry (VBM). A region of interest mask containing the superior temporal cortex, amygdala, orbitofrontal cortex (OFC), insular cortex, and medial frontal cortex was used. The Social Responsiveness Scale (SRS) was used to assess degree of autism spectrum symptoms. The 47, XXY group could not be distinguished from the ASD group on mean SRS scores, and their scores were significantly higher than in controls. VBM showed that boys with 47, XXY have significant gray matter volume reductions in the left and right insula, and the left OFC, compared with controls and boys with ASD. Additionally, boys with 47, XXY had significantly less gray matter in the right superior temporal gyrus than controls. These results imply social challenges associated with 47, XXY may be rooted in neural anatomy, and autism symptoms in boys with 47, XXY and boys with ASD might have, at least partially, different underlying etiologies. Show less
Van Ginkel, W.G.; Jahja, R.; Huijbregts, S.C.J.; Daly, A.; MacDonald, A.; De Laet, C.; ... ; Van Spronsen, F.J. 2016
This study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55... Show moreThis study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55 months) and typically developing children (TD, n = 69, Mage = 54 months). Outcomes showed that ASD and TD children understood intentional actions equally well. Yet, children with ASD lacked the social interest to share intentions. Additionally, children with ASD had more difficulties in understanding others’ desires and beliefs compared to their TD peers. It is discussed whether the ToM delay seen in children with ASD is a motivational or a conceptual problem. Show less
The studies described in this thesis aim to provide a better understanding of the mechanisms that result in vulnerability to autism and ADHD symptomatology in individuals with the 22q11 deletion... Show moreThe studies described in this thesis aim to provide a better understanding of the mechanisms that result in vulnerability to autism and ADHD symptomatology in individuals with the 22q11 deletion syndrome (22q11DS). The objective of the current thesis was to investigate the association between neurocognitive functioning and severity of autism and ADHD symptomatology in individuals with 22q11DS. For this purpose intellectual functioning, executive functioning and social cognition were assessed in a sample of children and adolescents (aged 9-18.5 years) with 22q11DS. Our findings show that children and adolescents with 22q11DS present with severe impairments on various domains of neurocognitive functioning. Some of these impairments are associated with the variable expression of social behavioral problems within the syndrome, underlining the importance of monitoring the cognitive development within this population. This knowledge can be used as a starting point for the development and adjustment of preventive interventions and for treatments of children and adolescents with 22q11DS who are at risk of these developmental problems. For clinical practice and future research it is important to be aware of the role of both genetic factors and neurocognitive functioning in the presence and severity of behavioral problems in syndromes like 22q11DS. Show less
Barkhof, E.; Sonneville, L.M.J. de; Meijer, C.J.; De Haan, L. 2015
This book is about what happens when two people meet. Its main aim is to present an account of intersubjectivity. Most contemporary explanations of intersubjectivity fall into two main categories... Show moreThis book is about what happens when two people meet. Its main aim is to present an account of intersubjectivity. Most contemporary explanations of intersubjectivity fall into two main categories: theory theory and simulation theory. This book seeks to undermine the picture of intersubjectivity taken for granted by these accounts, and instead shows what social sense-making looks like from a pragmatic point of view. It proposes that intersubjectivity is enabled through a large range of second-person practices: (i) embodied practices allow us to employ various innate or early developing capacities that constitute a base-line for social understanding, (ii) embedded practices enable us to understand others within a broader social and pragmatic context, and (iii) narrative practices provide us with stories about self and other in order to further fine-tune and sophisticate our intersubjective interactions. Show less
