Metacognition, Empathy, and Cognitive Biases in Schizophrenia and OCD

Attention and perception form the underlying pivots around which social interactions function. This chapter explores the crucial roles of attention and perception in various clinical conditions by delving into how impairments in these domains affect individuals with conditions like autism spectrum disorder (ASD), social anxiety disorder (SAD), traumatic brain injury (TBI), attention-deficit hyperactivity disorder (ADHD), prosopagnosia, and schizophrenia. The author discusses various theoretical models such as the theory of mind (ToM), and attribution theory among others that inform one's understanding of the clinical applications of attention and perception within social cognition highlighting the importance of tailored rehabilitative programs. The author also gives examples of five-session, attention-focused, and perception-focused rehabilitative plans for various clinical conditions. Future research into the neural mechanisms and interactions between attention, perception, and higher-order functions offers potential for more effective treatments.

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Demystifying Metacognition

Ternenge Adi

2024

Metacognition in Learning - New Perspectives

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Dispelling the myths about different but related definitions of metacognition is presented. The author bases the discussion on an examination of the relevant literatures. Understanding the impact of culture is a key part of social metacognition. Examining unstated beliefs about oneself may reveal insights into one’s social metacognition and sense of identity. It also clarifies the relationships between social metacognition, self-concept, and attitudes, as well as between social metacognition and prejudice and stereotyping. It focuses on studies conducted with nonhuman primates and other animals, such as chimpanzees, rhesus macaques, rats, pigeons, dogs, and dolphins. Strategies for fostering metacognition in the classroom are also covered; specifically, how this type of thinking helps students better evaluate and adjust their own methods of learning in order to gain a deeper comprehension of complex material. Teachers’ professional approaches to metacognition are characterised as a process in which students take charge of their own learning; in turn, teachers are tasked with assisting students in acquiring the knowledge, understanding, and abilities necessary to do so. Teachers are urged to design lessons giving pupils opportunities to develop their own metacognitive skills. It concludes with a summary of the discussion and values of metacognition.

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Metacognition, Empathy, and Cognitive Biases in Schizophrenia and OCD

Cited by 3 publications

References 222 publications

Empathy, Post-Stroke Aphasia, and Speech-Language Pathology Students

Empathy, Post-Stroke Aphasia, and Speech-Language Pathology Students

Attention and Perception in Social Cognition

Demystifying Metacognition

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