IAHRW International Journal of Social Sciences Review

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Relationship between Social Cognition and Metacognition: A Review


Affiliations
1 Assistant Professor, Department of Psychology, SRM University, Delhi-NCR, Sonepat, Haryana, India
     

   Subscribe/Renew Journal


Psychology is deeply concerned with the study of human behavior which analyzes the factors that lead a person to behave in a certain manner across different social occasions. It also studies the similarities and differences in human behavior that result from various social constructs. As our behavior is influenced by the thoughts behind it, it is very important to study social cognition which shapes our behavior in social settings. Though a lot of research has been done in the field of social cognition, not many of them have focused on our thoughts about those cognition, i.e., metacognition. Therefore, this paper aims at explaining the relationship between social cognition and metacognition. For this purpose, the paper has been divided into different sections. The first section of the paper gives an introduction to social cognition and metacognition; the second section describes various measurement techniques and scales use to assess metacognition and social cognition; the third section deals with their importance in various settings; and the fourth section proclaims the relationship between metacognition and social cognition. Post review, it can be concluded that though metacognition plays a primary role in the formation, explanation, and alteration of social cognition, not much research has been conducted in this field. Therefore, there is a need to conduct more research to inspect the relationship between these two constructs so that it can be further applied to various fields including education, health, development, etc.

Keywords

Social Cognition, Metacognition, Measurement, Education.
User
Subscription Login to verify subscription
Notifications
Font Size

  • Allport, F. H. (1920). The influence of the group upon association and thought. Journal of Experimental Psychology, 3(3), 159-182. https://doi.org/10.1037/h0067891

  • Alzahrani, K. S. (2017). Metacognition and its role in mathematics learning: an exploration of the perceptions of a teacher and students in a secondary school. International Electronic Journal of Mathematics Education, 12(3), 521-537.

  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley and Sons.

  • Anderson, H., Coltman, P., Page, C., & Whitebread, D. (2003). Developing independent learning in children aged 3-5. Paper presented at the European Association for Research on Learning and Instruction 10th Biennial Conference. Padova, August.

  • Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31-35.

  • Augoustinos, M., Walker, I., & Donaghue, N. (2014). Social cognition: An integrated introduction. Sage.

  • Baker, L., & Cerro, L. C., (2000). Assessing metacognition in children and adults. In G. Schraw and J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 99–145). Lincoln: Buros Institute of Mental Measurements, University of Nebraska- Lincoln.

  • Baksh, R. A., Abrahams, S., Auyeung, B., & MacPherson, S. E. (2018). The Edinburgh Social Cognition Test (ESCoT): Examining the effects of age on a new measure of theory of mind and social norm understanding. PloS One, 13(4), e0195818.

  • Bandura, A. (1969). Social-learning theory of identificatory processes. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213-262). Chicago, IL: Rand McNally and Company.

  • Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37-46.

  • Baron, R. A., & Branscombe, N. R. (2009). Social psychology (Mumbai University), 12/E). Pearson Education India.

  • Baron‐Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2003). 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, 42(2), 241-251.

  • Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54(7), 462.

  • Bechara, A., Tranel, D., & Damasio, H. (2000). Characterization of the decision-making deficit of patients with ventromedial prefrontal cortex lesions. Brain, 123(11), 2189- 2202.

  • Bertoux, M., Volle, E., Funkiewiez, A., de Souza, L. C., Leclercq, D., & Dubois, B. (2012). Social Cognition and Emotional Assessment (SEA) is a marker of medial and orbital frontal functions: A voxel-based morphometry study in behavioral variant of fronto-temporal degeneration. Journal of the International Neuropsychological Society, 18(6), 972-985.

  • Block, C. C. (2006). What are metacognitive assessments. In C. C. Block and M. Pressley (Eds.), Metacognition in literacy learning: Theory, assessment instruction, and professional development (pp. 83-100). Routledge.

  • Darley, J. M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(41), 377.

  • Dollard, J., Miller, N. E., Doob, L. W., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. Yale University Press. https://doi.org/10.1037/10 022-000

  • Dyer, J. R., Johansson, A., Helbing, D., Couzin, I. D., & Krause, J. (2009). Leadership, consensus decision making and collective behaviour in humans. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1518), 781-789.

  • Eack, S. M., Greenwald, D. P., Hogarty, S. S., Cooley, S. J., DiBarry, A. L., Montrose, D. M., & Keshavan, M. S. (2009). Cognitive enhancement therapy for early-course schizophrenia: Effects of a two-year randomized controlled trial. Psychiatric Services, 60(11), 1468-1476.

  • Eisenstadt, D., & Leippe, M. R. (2010). Social influences on eyewitness confidence: The social psychology of memory self-certainty. Psychology Press.

  • Festinger, L. (1957). A theory of cognitive dissonance (Vol. 2). Stanford university press.

  • Fiske, S. T. (1993). Social cognition and social perception. Annual Review of Psychology, 44(1), 155-194.

  • Flavell, J.H. (1981) Cognitive monitoring. In W.P. Dickson (Ed.), Children's oral communication skills. New York: Academic Press.

  • Frith, C. D. (1992). The cognitive neuropsychology of schizophrenia. Hove, UK; Hillsdale, USA: L. Erlbaum Associates.

  • Frith, C. D., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63, 287-313.

  • Goldman, A. I. (2006). Simulating minds: The philosophy, psychology, and neuroscience of mind-reading. Oxford University Press on Demand.

  • Granholm, E., McQuaid, J. R., McClure, F. S., Auslander, L. A., Perivoliotis, D., Pedrelli, P., & Jeste, D. V. (2005). A randomized, controlled trial of cognitive behavioral social skills training for middle-aged and older outpatients with chronic schizophrenia. American Journal of Psychiatry, 162(3), 520-529.

  • Green, M. F., Penn, D. L., Bentall, R., Carpenter, W. T., Gaebel, W., Gur, R. C., &Heinssen, R. (2008). Social cognition in schizophrenia: An NIMH workshop on definitions, assessment, and research opportunities. Schizophrenia Bulletin, 34(6), 1211-1220.

  • Greenwald, A. G., & Lai, C. K. (2020). Implicit social cognition. Annual Review of Psychology, 71, 419-445.

  • Hashmi, A., Khalid, M., & Shoaib, A. (2019). A cross-sectional study of assessing metacognitive knowledge and metacognitive regulatory skills among prospective teachers and its relation to their academic achievement. Bulletin of Education and Research, 41(2), 215-234.

  • Happe, F., Cook, J. L., & Bird, G. (2017). The structure of social cognition: In (ter) dependence of sociocognitive processes. Annual Review of Psychology, 68, 243- 267.

  • Hasson-Ohayon, I., Avidan-Msika, M., Mashiach-Eizenberg, M., Kravetz, S., Rozencwaig, S., Shalev, H., & Lysaker, P. H. (2015). Metacognitive and social cognition approaches to understanding the impact of schizophrenia on social quality of life. Schizophrenia Research, 161(2-3), 386-391.

  • Healey, K. M., Combs, D. R., Gibson, C. M., Keefe, R. S., Roberts, D. L., & Penn, D. L. (2015). Observable Social Cognitiona Rating Scale: An interview-based assessment for schizophrenia. Cognitive Neuropsychiatry, 20(3), 198-221.

  • Horan, W. P., & Green, M. F. (2019). Treatment of social cognition in schizophrenia: Current status and future directions. Schizophrenia Research, 203, 3-11.

  • Hoseinzadeh, D., & Shoghi, B. (2013). The role of metacognition knowledge component in achievement of high school male students. Procedia-Social and Behavioral Sciences, 84, 1031-1035.

  • Iftikhar, S. (2014). The importance of metacognitive strategies to enhance reading comprehension skills of learners: A self-directed learning approach. Journal of English Language and Literature, 2(3), 191-195.

  • Isaksson, J., Van'tWesteinde, A., Cauvet, E., Kuja-Halkola, R., Lundin, K., Neufeld, J.,Willforce, F., & Bölte, S. (2019). Social cognition in autism and other neurodevelopmental disorders: A co-twin control study. Journal of Autism and Developmental Disorders, 49(7), 2838-2848.

  • Jacob, P., & Jeannerod, M. (2005). The motor theory of social cognition: A critique. Trends in Cognitive Sciences, 9(1), 21-25.

  • Jansen, M., Overgaauw, S., & De Bruijn, E. R. (2020). Social cognition and obsessivecompulsive disorder: A review of subdomains of social functioning. Frontiers in Psychiatry, 11, 118. https://doi.org/10.3389/fpsyt.2020.00118

  • Lavin, C., Melis, C., Mikulan, E. P., Gelormini, C., Huepe, D., & Ibanez, A. (2013). The anterior cingulate cortex: An integrative hub for human socially-driven interactions. Frontiers in Neuroscience, 7, 64. https://doi.org/10.3389/fnins.2013.00064

  • Lent, R. W., Hackett, G., & Brown, S. D. (1998). Extending social cognitive theory to counselor training: Problems and prospects. The Counseling Psychologist, 26(2), 295-306.

  • Martory, M. D., Pegna, A. J., Sheybani, L., Métral, M., Pertusio, F. B., & Annoni, J. M. (2015). Assessment of social cognition and theory of mind: Initial validation of the Geneva Social Cognition Scale. European Neurology, 74(5-6), 288-295.

  • Meltzoff, A.N. (2013). Origins of social cognition: Bidirectional self-other mapping and the “Like-Me” hypothesis. In M. Banaji and S. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 139-144). New York, NY: Oxford University Press.

  • Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18(3), 159-163.

  • Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371.

  • Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249.

  • Muller, D. R., & Roder, V. (2010). Integrated psychological therapy and integrated neurocognitive therapy. In R. Vauth V. Roder, and A. Medalia (Eds.), Neurocognition and social cognition in schizophrenia patients (Vol. 177, pp. 118-144). Basic Concepts and Treatment.

  • Multani, N., Taghdiri, F., Anor, C. J., Varriano, B., Misquitta, K., Tang-Wai, D. F., Keren, R., Fox, S., Lang, A. E., Vijverman, A. C., Marras, C., & Tartaglia, M. C. (2019). Association between social cognition changes and resting state functional connectivity in fronto-temporal dementia, Alzheimer's Disease, Parkinson's disease, and healthy controls. Frontiers in Neuroscience, 13, 1259.

  • National Research Council (2001). Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment, Washington DC.

  • Nelson, T. O. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), Psychology of learning and motivation (Vol. 26, pp. 125-173). Academic Press.

  • Ormrod, J. E. (2011). Human learning (6th ed.). Upper Saddle River, NJ: Prentice Hall.

  • Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51.

  • Petty, R. E., Brinol, P., & DeMarree, K. G. (2007). The MetaCognitive Model (MCM) of attitudes: Implications for attitude measurement, change, and strength. Social Cognition, 25(5), 657-686.

  • Pinkham, A. E., Penn, D. L., Green, M. F., & Harvey, P. D. (2016). Social cognition psychometric evaluation: Results of the initial psychometric study. Schizophrenia Bulletin, 42(2), 494-504.

  • Roder, V., Mueller, D. R., Mueser, K. T., & Brenner, H. D. (2006). Integrated psychological therapy (IPT) for schizophrenia: is it effective? Schizophrenia Bulletin, 32, S81-S93.

  • Sart, G. (2014). The effects of the development of metacognition on project-based learning. Procedia-Social and Behavioral Sciences, 152, 131-136.

  • Schwarz, N., Bless, H., Strack, F., Klumpp, G., Rittenauer-Schatka, H., & Simons, A. (1991). Ease of retrieval as information: another look at the availability heuristic. Journal of Personality and Social Psychology, 61(2), 195.

  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.

  • Schwarz, N., & Bohner, G. (2001). The construction of attitudes. In A. Tesser and N. Schwarz (Eds.), Blackwell handbook of social psychology: Intraindividual processes (Vol. 1, pp. 436-457). Oxford, UK: Blackwell.

  • Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366-382.

  • Sherif, M. (1937). An experimental approach to the study of attitudes. Sociometry, 1(½), 90-98.

  • Smith, A. D., & Kelly, A. (2015). Cognitive processes. In A. Kelly (Ed.), The encyclopedia of adulthood and aging (pp. 1-4). Doi:10.1002/978111852137 3.wbeaa213

  • Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26(1), 127-140.

  • Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel and W.G. Austin (Eds.), Psychology of intergroup relation (pp. 7-24). Hall Publishers, Chicago.

  • Torralva, T., Roca, M., Gleichgerrcht, E., Bekinschtein, T., & Manes, F. (2009). A neuropsychological battery to detect specific executive and social cognitive impairments in early frontotemporal dementia. Brain, 132(5), 1299-1309.

  • Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.

  • Visscher, P. K. (2007). Group decision making in nest-site selection among social insects. Annual Review of Entomology, 52, 255-275.

  • Weinstein, C. E., Palmer, D., & Schulte, A. C. (1987). Learning and study strategies inventory (LASSI). Clearwater, FL: H and H Publishing.

  • Wells, G. L., & Bradfield, A. L. (1998). "Good, you identified the suspect": Feedback to eyewitnesses distorts their reports of the witnessing experience. Journal of Applied Psychology, 83(3), 360.

  • Zawidzki, T. W. (2019). A new perspective on the relationship between metacognition and social cognition: Metacognitive concepts as socio-cognitive tools. Synthese, 1-24.

  • Zimbardo, P. G., Haney, C., Banks, W. C., & Jaffe, D. (1971). The Stanford prison experiment. Zimbardo, Incorporated.

  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.


Abstract Views: 114

PDF Views: 0




  • Relationship between Social Cognition and Metacognition: A Review

Abstract Views: 114  |  PDF Views: 0

Authors

Sonali Saini
Assistant Professor, Department of Psychology, SRM University, Delhi-NCR, Sonepat, Haryana, India

Abstract


Psychology is deeply concerned with the study of human behavior which analyzes the factors that lead a person to behave in a certain manner across different social occasions. It also studies the similarities and differences in human behavior that result from various social constructs. As our behavior is influenced by the thoughts behind it, it is very important to study social cognition which shapes our behavior in social settings. Though a lot of research has been done in the field of social cognition, not many of them have focused on our thoughts about those cognition, i.e., metacognition. Therefore, this paper aims at explaining the relationship between social cognition and metacognition. For this purpose, the paper has been divided into different sections. The first section of the paper gives an introduction to social cognition and metacognition; the second section describes various measurement techniques and scales use to assess metacognition and social cognition; the third section deals with their importance in various settings; and the fourth section proclaims the relationship between metacognition and social cognition. Post review, it can be concluded that though metacognition plays a primary role in the formation, explanation, and alteration of social cognition, not much research has been conducted in this field. Therefore, there is a need to conduct more research to inspect the relationship between these two constructs so that it can be further applied to various fields including education, health, development, etc.

Keywords


Social Cognition, Metacognition, Measurement, Education.

References