As we shall discuss throughout section 7.2, this work has revealed very early sensitivity to other people. The study of the development of infants has recently received a great boost through new behavioural techniques. It is also exemplified by Vygotsky's work on learning in a social context ( Vygotsky and Vygotsky, 1980), where negotiating with peers helps problem-solving. This is exemplified by Piaget's work on moral development ( Piaget, 1972), where he proposed that social agreement was needed for a true understanding of wrong-doing and its punishment. Within developmental psychology, it is often assumed that the factors governing cognitive performance in terms of interactions with others are a product of individual cognitive abilities and social competence. Researchers have already started to sequence genes in social insects ( Bourke, 2002). Birds for instance have been shown to be capable of tactical deception ( Emery and Clayton, 2001). Work with social animals such as non-human primates, mice, rats and birds has lead to important advances. Within evolutionary biology, social cognition includes processes such as learning and memory in a social context, with respect, for example, to territoriality in animals, dominance and subordination within the social structure and the complexities of living in a group leading to social pressures and stress. This work has produced a solid body of knowledge and has contributed to a better understanding of prejudice, peer pressure, group behaviour and bullying. Within social psychology, the traditional understanding of social cognition is taken to mean the study of social knowledge, social structure, group behaviour, social influence, processing biases, whether and how social category (sex, age, race) defines people, stereotyping, memory for social information, and attribution of motives. However, when we act in everyday life, we often have to judge other people's perspectives implicitly, which occasionally leads to misinterpretation of others’ actions as insults if we are not made aware of the different viewpoint. We know for instance that our own perspective and the perspective of another person on the same event can be quite different. We can be consciously aware of these representations but mostly we are unaware of them. When we use the term cognition we refer to unconscious mechanisms in the mind (the brain) that bring about representations (a neural implementation of experience). These processes can be involved in social interactions at a group level or on a one-to-one basis. Most generally, social cognition is defined as any cognitive process that involves other people. Social cognition means different things to different people. Uta Frith, Sarah-Jayne Blakemore, in Cognitive Systems - Information Processing Meets Brain Science, 2006 1.1 What do We Mean by Social Cognition?
General guidelines for sound social cognition assessment in children and adolescents are summarized. Broad principles for understanding the development of social cognition are presented, and a summary of normative developmental milestones of clinically relevant sociocognitive abilities is proposed. This chapter provides an overview of the construct of social cognition, defines some of the most clinically significant sociocognitive abilities (face processing, facial expression processing, joint attention, theory of mind, empathy, and moral processing), and introduces the neural networks and frameworks associated with these abilities. Given the preponderance of social dysfunctions across neurologic conditions, social cognition is now recognized as a core domain of functioning that warrants clinical attention. Social cognition has a protracted development through infancy to adulthood. Together, these abilities support the development of adequate social competence and adaptation. Social cognition refers to a complex set of mental abilities underlying social stimulus perception, processing, interpretation, and response. Beauchamp, in Handbook of Clinical Neurology, 2020 Abstract
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