The Impact Of Social Communication On The Areas Of Social Cognition

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

In David Eagleman’s documentary, “Why Do I Need You?” he describes the importance of social interaction in the development of our brain. It is fundamental to interact with others and work holistically because it helps our brain to grow ultimately benefiting both the individual and society. Understanding people’s facial expressions, something so quick it is almost done unconsciously, is a vital aspect in communication. Eagle man demonstrates how individual from a young age, as early as twelve months, can understand the importance of socialization from their “inborn instincts” and through the observation of others to decide who to play and not play with. We thrive from understanding people’s social signal and without it it can become very hard

Social Development: Child recognises mothers voice and face. They consider others if their needs are met by them.

Autism spectrum disorder (ASD) may be portrayed toward critical impairments in social interaction. It also includes restricted repeated behaviors, interests and activities. (Mayo Clinic staff, 2014)

The first theory examined is Albert Bandura’s social cognitive/learning theory. A child does not automatically know how to interpret their environment, but they can learn about the world around them and how to manipulate their surroundings by observing people around them. According to Bandura (2002), “Viewed from the sociocognitive perspective, human nature is characterised [sic] by a vast potentiality that can be fashioned by direct and vicarious experience into a variety of forms within biological limits” (pp. 271-272). Although a large amount of learning from watching other people happens in childhood, a person can acquire new skills or knowledge at any point in their life with the help of other people.

To understand social cognition, a reaction based on internal and automatic thought processes, you must first understand the deeper function behind the reaction. This practice is called social psychology. In this field, psychologists typically explain human behavior as being a result of mental interferences, mental states, and immediate social situations. Human behavior is certainly less complex than the general population may believe. There are only so many reactions that a human will typically choose in response to activities and situations, and almost all do. To discover what these reactions are and what they have been, a scientist or psychologist needs to put the test subject under existential experiments. In

Social cognition is our ability to understand other people, and it enables us to predict their behaviour and share experiences.

Therefore social cognition can be defined as the study of the mental process involved in perceiving, attending to, remembering, thinking about and making sense of the people of all ages in the social world that we live in (Moskowitz, 2005). The development of various forms of social-cognitive understanding is one of the most essential accomplishments of childhood cognitive development.

Everyday people use social cognition as a tool to help them thrive in social world. There are many important aspects of social cognition that are helpful to us in making decisions and help us to interpret the world around us. An important aspect that is linked to social cognition is that of thought suppression. Thought suppression is when a person tries to force particular thoughts, memories or feelings out of their minds that may be unpleasant or may cause a great deal of stress for the individual. Many people are unaware how often we use thought suppression in our daily lives, but the truth is we use it in almost every aspect of our day.

Social Awareness is the development of emotions that toddlers will learn from based on their culture, surroundings, and people they interact with such as family. Toddlers’ experiences with newer emotions such as pride, shame, jealousy, embarrassment, disgust, and guilt are expressions of selfhood (Berger 131). Situations in which jealousy, among children are shown, is when the child’s mother is

The strengthening of social aptitude in people with autism was explored through an acting seminar in Ohio, hosted by a highly regarded psychologist, Kelly Hunter. People from the area were invited to attend the seminar to become further aware of the social dysfunction in people with autism. By working on facial expressions, Hunter was helping the autism community learn how to recognize and use social cues in a standard environment. If more people become willing to take time such as this to enhance their knowledge on autism, our society could possibly fund new research projects to better understand individuals with autism (Makin).

In 2014, Yale University's Infant Cognition Center ran a “Baby Lab”. One puppet was shown doing “bad” things; closing a box on another puppet and walking away while, later, another puppet helped the puppet out. Babies were then presented with the bad and good puppets. 80% of the time babies reached or stared at the good puppet. This showed they knew what was right, even at their very young age.

Impairment in communication skills is considered to be one of the most prevalent characteristics of a child with autism spectrum disorder. Even children who are verbal and high functioning are at risk of acquiring significant needs in the area of social pragmatics. Children with ASD also often have difficulty with comprehension of text, narrative or story structure and the more complicated language demands that hold importance once past the second grade (Plumb et al., 2013). Children with ASD who are in need of services, are evaluated by his or her educational team who determine the level of services needed based upon observations, assessments and interviews. The role of the educational team is also to investigate the early stages of language and communicative development in young children with ASD, and compare them to the typically developing child, as these comparisons are important implications for designing the intervention strategies for a child with ASD. This papers focus is to understand how exploring the differences in emergence of language in ASD children and typically developing children, identifying early correlates of expressive and receptive language in the ASD population, and evaluating the efficacy of interventions that target spoken language acquisition as a part of treatment, relate to the role of an SLP.

People with Autism are presented with difficulties with social interactions, in particular, establishing and maintaining relationships. There is a lack of responsiveness to non-verbal forms of communications, like facial expressions, physical gestures and eye contact. Often, they are unable to fully express needs due to being unable to interpret and understand others needs. These lack of social interactions effect their ability to share others interests and activities, which gives the appearance that they are socially distant. The cause of their inability to understand non-verbal forms of communication which causes them to become withdrawn socially; is due to a delay in speech.

Social cognition is a fascinating topic which stands at the threshold of much important sociological research. Researchers have spent considerable amounts of time exploring the encoding and processing of social cues in “aggressive children’s” interactions with other people. They hypothesize – and studies tend to support the idea – that these children feature disproportionately aggressive responses to certain social cues. Two studies conducted in the 1980’s explain the existence of poor social cognition skills – or at least poor social reactions – in aggressive children.