Social+Cognition

=__**Social Cognition**__=



School provides complex social situations and in order to thrive, students must possess **social cognition**, the process of thinking about how other people are likely to think, act, and react. We are social beings and social cognition focuses on how we form impressions of other people, how we interpret the meaning of other people’s behavior and how our behavior is affected by our attitudes. For example, when we meet somebody new, we often try to put ourselves inside the other person’s head. We interpret the signals they send such as facial expressions, eye gaze direction, and nonverbal communication. Then we attempt to figure out what they are thinking or feeling.

This signaling usually occurs automatically and unconsciously on part of both people. Recent brain research indicates that, to some degree, human beings may be “prewired” to look at situations from other people’s perspectives as well as their own (Ormrod, 2014). In our brain, mirror neurons allow us to understand the meaning of the actions and emotions of others by internally replicating them. Since we carry out similar actions and experience similar emotions, we are able to directly link the first and third person experiences (Gallese, Keysers, & Rizzolatti, 2004). For example, when we observe somebody who is disgusted, we activate the same part of the brain as we do when we are disgusted. This creates a bridge between us and the other person.



An important aspect of **social cognition** is how some individuals interpret the same situation differently. Some students with disabilities have delays in the development of social cognition and, as a result, often have trouble in interpersonal relationships (Ormrod, 2014). Also, diverse cultures may interpret behaviors differently.

As teachers, we are in the position to facilitate how children behave in social situations. To promote a social environment, teachers should...


 * Provide opportunities for social interaction and cooperation. Use cooperative learning groups and pair students with peers often.
 * Create reasons for interaction and provide coaching, so children can interpret social situations correctly.
 * Teach social skills and provide opportunities for students to practice them.
 * Foster an acceptance of individual differences and friendships.

The videos below provide an overview of social cognition in the context of a blind date...

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Webliography: Social Cognition: William G. Huitt An Introduction to Social Cognition: John F. Kihlstrom The Mirror Neuron Revolution

Wikipage created by Lori Calabrese on October 5, 2013