Social cognition skills in a group of adolescents of low socioeconomic resources in Medellín, Colombia
DOI:
https://doi.org/10.21501/22161201.3781Keywords:
Social cognition, Theory of mind, Empath, Emotional assessment, Social context, Adolescence, Psychological developmentAbstract
Introduction: in this study a comparative analysis was made according to the socioeconomic stratum of three social cognition skills (theory of mind, empathy and emotion recognition) in a group of adolescents from Medellín. Methodology: a transversal comparative quantitative research was carried out with a sample of 130 adolescents of both sexes to whom the International System of Affective Images, the Gaze Test and the Interpersonal Reactivity Index were administered. Results: The results of the analyses proved the hypothesis, in some of the variables, that the lower socioeconomic levels have lower levels of social cognition skills, especially in the theory of mind and empathy, but not in the emotional evaluation of facial expressions. Discussion: Adolescence is a critical period of neurodevelopment. Neurobiologically, during this period significant changes occur in the so-called social brain. Conclusion: not all socio-cognitive skills have the same sensitivity to environmental effects during their development.
Downloads
References
Arce, R., Fariña, F., & Vásquez M. J. (2011). Grado de competencia social y comportamientos antisociales, delictivos y no delictivos en adolescentes. Revista Latinoamericana de Psicología, 43(3), 473-486. http://www.scielo.org.co/pdf/rlps/v43n3/v43n3a07.pdf
Arranz, E., Artamendi, J., Olabarrieta, F., & Martín, J. (2002). Family Context and Theory of Mind Development. Early Child Development and Care, 172(1), 9-22. https://doi.org/10.1080/03004430210880
Avis, J. & Harris, P. (1991). Belief-desire Reasoning among Baka Children: Evidence for a Universal Conception of Mind. Child Development, 62, 460-467. https://www.jstor.org/stable/1131123
Barceló-Martínez, E., Fonseca-Consuegra, L., Aguirre-Acevedo, D. C., Gelves-Ospina, M., Roman, N. F. & Benítez-Agudelo, J. C. (2018). Datos normativos del Cambridge Mindreading test en español en adultos jóvenes de la ciudad de Barranquilla, Colombia. Archivos de Neurociencias, 23(1), 6-15. https://www.medigraphic.com/pdfs/arcneu/ane-2018/ane181a.pdf
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test Revised Version: a Study with Normal Adults, and Adults with Asperger Syndrome or High-functioning Autism. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 42(2), 241-251. https://pubmed.ncbi.nlm.nih.gov/11280420/
Barr, J. J., & Higgins-D'Alessandro, A. (2007). Adolescent Empathy and Prosocial Behavior in the Multidimensional Context of School Culture. The Journal of Genetic Psychology, 168(3), 231-250. https://doi.org/10.3200/GNTP.168.3.231-250
Blakemore, S. J. (2008). The Social Brain in Adolescence. Nature Reviews Neuroscience, 9(4), 267-277. https://doi.org/10.1038/nrn2353
Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The Role of Parent Psychopathology in Emotion Socialization. Journal of Abnormal Child Psychology, 44(4), 731-743. https://doi.org/10.1007/s10802-015-0062-3
Carpendale, J., & Lewis, C. (2006). How Children Develop Social Understanding. Blackwell.
Carpendale, J. I. M., & Lewis, C. (2010). The Development of Social Understanding: A Relational Perspective. In W. F. Overton & R. M. Lerner (Eds.), The Handbook of Life-span Development. Part. 1. Cognition, Biology, and Methods (pp. 584-627). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470880166.hlsd001017
Ceballos, R. (2000). Violencia reciente en Medellín: una aproximación a los actores. Bulletin de l'Institut français d'études andines, 29(3), 381-401.
Choudhury, S., Blakemore, S. J., & Charman, T. (2006). Social Cognitive Development During Adolescence. Social Cognitive and Affective Neuroscience, 1(3), 165-174. https://doi.org/10.1093/scan/nsl024
Cicchetti, D., Rogosch, F. A., Maughan, A., Toth, S. L., & Bruce, J. (2003). False Belief Understanding in Maltreated Children. Development and Psychopathology, 15(4), 1067-1091. https://doi.org/10.1017/s0954579403000440
Curenton, S. M. (2004). The Association Between Narratives and Theory of Mind for Low-Income Preschoolers. Early Education & Development, 15(2), 124-146. https://doi.org/10.1207/s15566935eed1502_1
Davis, M. H. (1980). A Multidimensional Approach to Individual Differences in Empathy. American Psychological Association.
Davis, M. (1983). Measuring Individual Differences in Empathy: Evidence for a Multidimensional Approach. Journal of Personality and Social Psychology, 44(1),113-126. https://www.researchgate.net/publication/215605832_Measuring_individual_differences_in_empathy_Evidence_for_a_multidimensional_approach
Del Prette, Z.A. & Del Prette, A. (2006). Psicologia das habilidades sociais na infância. Vozes.
Doretto, V., & Scivoletto, S. (2018). Effects of Early Neglect Experience on Recognition and Processing of Facial Expressions: A Systematic Review. Brain Sciences, 8(1), 10. https://doi.org/10.3390/brainsci8010010
Dow-Edwards, D., MacMaster, F. P., Peterson, B. S., Niesink, R., Andersen, S., & Braams, B. R. (2019). Experience During Adolescence Shapes Brain Development: from Synapses and Networks to Normal and Pathological Behavior. Neurotoxicology and Teratology, 76, 106834. https://doi.org/10.1016/j.ntt.2019.106834
Dumontheil, I., Apperly, I. A., & Blakemore, S. J. (2010). Online Usage of Theory of Mind Continues to Develop in Late Adolescence. Developmental Science, 13(2), 331-338. https://doi.org/10.1111/j.1467-7687.2009.00888.x
Edwards, A., Shipman, K., & Brown, A. (2005). The Socialization of Emotional Understanding: A Comparison of Neglectful and Nonneglectful Mothers and Their Children. Child Maltreatment, 10(3), 293-304. https://doi.org/10.1177/1077559505278452
Ekman, P. (1994). Strong Evidence for Universals in Facial Expressions: A Reply to Russell’s Mistaken Critique. Psychological Bulletin, 115(2), 268-287. https://doi.org/10.1037/0033-2909.115.2.268
English, L. H., Wisener, M., & Bailey, H. N. (2018). Childhood Emotional Maltreatment, Anxiety, Attachment, and Mindfulness: Associations with Facial Emotion Recognition. Child Abuse Neglect, 80, 146-160. https://doi.org/10.1016/j.chiabu.2018.02.006
Feng, C., Li, Z., Feng, X., Wang, L., Tian, T., & Luo, Y. J. (2016). Social Hierarchy Modulates Neural Responses of Empathy for Pain. Social Cognitive and Affective Neuroscience, 11(3), 485-495. https://doi.org/10.1093/scan/nsv135.
Fernyhough, C. (1996). The Dialogic Mind: A Dialogic Approach to the Higher Mental Functions. New Ideas in Psychology, 14(1), 47-62. https://www.sciencedirect.com/science/article/abs/pii/0732118X9500024B
Fernyhough, C. (2008). Getting Vygotskian about Theory of Mind: Mediation, Dialogue, and the Development of Social Understanding. Developmental Review, 28(2), 225-262. https://doi.org/10.1016/j.dr.2007.03.001
Gantiva, C. A., Guerra, P. & Vila, J. (2011). Validación colombiana del Sistema Internacional de Imágenes Afectivas: Evidencias del origen transcultural de la emoción. Acta Colombiana de Psicología, 14(2), 103-111. https://actacolombianapsicologia.ucatolica.edu.co/article/view/349/354
Garaigordobil, M. (2005). Conducta antisocial durante la adolescencia: correlatos socio-emocionales, predictores y diferencias de género. Psicología Conductual, 13(2), 197-215. https://pesquisa.bvsalud.org/portal/resource/pt/ibc-70450
Gómez, M., Arango, E., Molina, D., & Barceló, E. (2010). Características de la teoría de la mente en el trastorno disocial. Revista Psicología desde el Caribe, 26, 104-118. https://rcientificas.uninorte.edu.co/index.php/psicologia/article/view/1138/803
Gordillo, F., Mestas, L., Salvador, J., Pérez, M-A., Arana, J. M. & López, R. M. (2015). Diferencias en el reconocimiento de las emociones en niños de 6 a 11 años. Acta de Investigación Psicológica, 5(1), 1846-1859. https://doi.org/10.1016/S2007-4719(15)30005-3
Heinze, J. E., Miller, A. L., Seifer, R., & Locke, R. (2015). Emotion Knowledge, Loneliness, Negative Social Experiences, and Internalizing Symptoms Among Low-Income Preschoolers. Social Development, 24(2), 240-265. https://doi.org/10.1111/sode.12083
Jenkins, J. M., & Astington, J. W. (1996). Cognitive Factors and Family Structure Associated with Theory of Mind Development in Young Children. Developmental Psychology, 32(1), 70-78. https://doi.org/10.1037/0012-1649.32.1.70
Lang, P., Ohman, A., & Vaitl, D. (1988). The International Affective Picture System. University of Florida.
Lawrence, K., Campbell, R., & Skuse, D. (2015). Age, Gender, and Puberty Influence the Development of Facial Emotion Recognition. Frontiers in Psychology, 6, 761. https://doi.org/10.3389/fpsyg.2015.00761
Levy, J., Goldstein, A., & Feldman, R. (2019). The Neural Development of Empathy is Sensitive to Caregiving and Early Trauma. Nature Communications, 10, 1905. https://doi.org/10.1038/s41467-019-09927-y
Luke, N., & Banerjee, R. (2011). Maltreated Children’s Social Understanding and Empathy: A Preliminary Exploration of Foster Carers’ Perspectives. Journal of Child and Family Studies, 21(2), 237-246. https://doi.org/10.1007/s10826-011-9468-x
Maccoby E. E., & Martin, J.A. (1983). Socialization in the Context of the Family: Parent-child Interaction. In E.M. Hetherington (Ed.), Mussen PH (Series Ed.), Handbook of Child Psychology. Vol. 4. Socialization, Personality, and Social Development (pp. 1-101). Wiley.
McLoyd V. C. (1998). Socioeconomic Disadvantage and Child Development. The American Psychologist, 53(2), 185-204. https://doi.org/10.1037//0003-066x.53.2.185
Mestre, V., Frías, M. D. & Samper, P. (2004). La medida de la empatía: análisis del Interpersonal Reactivity Index. Psicothema, 16(2), 255-260. http://www.psicothema.com/pdf/1191.pdf
Miller, A. L., Gouley, K. K., Seifer, R., Zakriski, A., Eguia, M., & Vergnani, M. (2005). Emotion Knowledge Skills in Low-income Elementary School Children: Associations with Social Status and Peer Experiences. Social Development, 14(4), 637-651. https://doi.org/10.1111/j.1467-9507.2005.00321.x
Moltó, J., Segarra, P., López, R., Esteller, À., Fonfría, A., Pastor, M. C. & Poy, R. (2013). Adaptación española del “International Affective Picture System” (IAPS). Tercera parte. Anales de Psicología, 29(3), 965-984. https://doi.org/10.6018/analesps.29.3.153591
Montoya, P. A. & Arango, O. E. (2015). ¿Cómo es la relación entre cognición social y trastorno disocial de la conducta? Fundación Universitaria Luis Amigó. https://www.funlam.edu.co/uploads/fondoeditorial/106_Como_es_la_relacion_entre_cognici%C3%B3n_social.pdf
Muñoz, J. (2004). Factores de riesgo y protección de la conducta antisocial en adolescentes. Revista de Psiquiatría de la Facultad de Medicina de Barcelona, 31, 21-37. https://dialnet.unirioja.es/servlet/articulo?codigo=819305
Nelson, E. E., Leibenluft, E., McClure, E. B., & Pine, D. S. (2005). The Social Re-orientation of Adolescence: a Neuroscience Perspective on the Process and Its Relation to Psychopathology. Psychological Medicine, 35(2), 163-174. https://doi.org/10.1017/s0033291704003915
Parr L. A. (2011). The Evolution of Face Processing in Primates. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 366(1571), 1764-1777. https://doi.org/10.1098/rstb.2010.0358
Pears, K. C., & Fisher, P. A. (2005). Emotion Understanding and Theory of Mind among Maltreated Children in Foster Care: Evidence of Deficits. Development and Psychopathology, 17(1), 47-65. https://doi.org/10.1017/s0954579405050030
Peets, K., Hodges, E. V., & Salmivalli, C. (2010). Actualization of Social Cognitions into Aggressive Behaviour toward Disliked Targets. Social Development, 20(2), 233-250. https://doi.org/10.1111/j.1467-9507.2010.00581.x
Pérez-Albéniz, A., De Paúl, J., Etxeberría, J., Montes, M. P., & Torres, E. (2003). Adaptación de Interpersonal Reactivity Index (IRI) al Español. Psicothema, 15(2), 267-272. https://www.psicothema.com/pdf/1056.pdf
Perner, J., Ruffiman, T., & Leekam, S. R. (1994). Theory of Mind is Contagious: You Catch It from Your Sibs. Child Development, 65(4), 1228-1238. https://doi.org/10.1111/j.1467-8624.1994.tb00814.x
Pollak, S. D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing Emotion in Faces: Developmental Effects of Child Abuse and Neglect. Developmental Psychology, 36(5), 679-688. https://doi.org/10.1037/0012-1649.36.5.679
Rodger, H., Vizioli, L., Ouyang, X., & Caldara, R. (2015). Mapping the Development of Facial Expression Recognition. Developmental Science 18(6), 926-39. https://doi.org/10.1111/desc.12281
Román, F., Rojas, G., Román. N., Iturry, M., Blanco, R., Leis, A., Bartoloni, L., Allegri, R. & Argencog. (2012). Baremos del Test de la Mirada en español en adultos normales de Buenos Aires. Revista Neuropsicologia Latinoamericana, 1(1), 1-5. https://neuropsicolatina.org/index.php/Neuropsicologia_Latinoamericana/article/view/108/91
Sebastian, C. L. (2015). Social Cognition in Adolescence: Social Rejection and Theory of Mind. Psicología Educativa, 21(2), 125-131. https://doi.org/10.1016/j.pse.2015.08.004
Serrano, C., & Allegri, R. F. (2006). Adult Eyes Test. Hospital Zubizarreta, Department of Neurology and Neuropsychology. https://www.autismresearchcentre.com/tests/eyes-test-adult/
Shatz, M., Diesendruck, G., Martinez-Beck, I., & Akar, D. (2003). The Influence of Language and Socioeconomic Status on Children’s Understanding of False Belief. Developmental Psychology, 39(4), 717-729. https://doi.org/10.1037/0012-1649.39.4.717
Urquijo, M. F., Zapata, L. F., Lewis, S., Pineda-Alhucema, W., Doria, L., & Lopera-Pérez, D. C. (2017). Influencia del riesgo social en la teoría de la mente y funciones ejecutivas de adolescentes colombianos. Universitas Psychologica, 16(2), 37-50. https://dx.doi.org/10.11144/javeriana.upsy16-2.irst
Varnum, M. E. W., Blais, C., Hampton, R. S., & Brewer, G. A. (2015). Social Class Affects Neural Empathic Responses. Culture and Brain, 3(2), 122-130. https://doi.org/10.1007/s40167-015-0031-2
Vygotsky, L. S. (1997). Genesis of Higher Mental Functions. En R. W. Rieber (Ed.). The Collected Works of L. S. Vygotsky (Vol. 4). Plenum.
Wagers, K. B., & Kiel, E. J. (2019). The Influence of Parenting and Temperament on Empathy Development in Toddlers. Journal of Family Psychology, 33(4), 391-400. https://doi.org/10.1037/fam0000505
Whittle, S., Yap, M. B., Yücel, M., Sheeber, L., Simmons, J. G., Pantelis, C., & Allen, N. B. (2009). Maternal Responses to Adolescent Positive Affect are Associated with Adolescents' reward Neuroanatomy. Social Cognitive and Affective Neuroscience, 4(3), 247-256. https://doi.org/10.1093/scan/nsp012
Wolfe, D. A., & Mash, E. J. (Eds.). (2006). Behavioral and Emotional Disorders in Adolescents: Nature, Assessment, and Treatment. Guilford Publications.
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista Colombiana de Ciencias Sociales
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
La revista y los textos individuales que en esta se divulgan están protegidos por las leyes de copyright y por los términos y condiciones de la Licencia Creative Commons Atribución-No Comercial-Sin Derivar 4.0 Internacional.
