Objective: To assess longer-term social cognition after mild traumatic brain injury (mTBI) and to identify the sociodemographic and acute factors (mood, cognitive functioning, and symptoms) influencing social cognition.
Method: Data were extracted for 121 adults who experienced a mTBI and completed the Emotion Evaluation and Social Inference Enriched tests of The Awareness of Social Inference Test (TASIT) 4 years postinjury. To identify early indicators of outcome, responses to the Hospital Anxiety and Depression Scale, Rivermead Post-Concussion Symptom Questionnaire, and CNS Vital Signs neurocognitive assessment conducted 1 month postinjury were also extracted. Social cognition scores were compared to age-matched TASIT norms (N = 121).
Results: The mTBI group was significantly less able to interpret what people say and intend than norms, although the effect sizes were small (d = 0.43). There were 24.8% of people 4 years postmTBI and 9.9% of norms who experienced at least mild impairment in social inference. There were no significant differences between the mTBI group and norms for emotion evaluation. Poorer social inference 4 years after mTBI was significantly associated with lower cognitive flexibility and executive function (F = 2.57, df = 13,26, p = .02). Group differences remained after controlling for cognitive functioning (F = 104.59 df = 1,58, p = .001.
Conclusions: These novel results suggest that adults postmTBI may experience social inference difficulties 4 years post-TBI that are not completely explained by cognitive difficulties. Further research is needed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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J Environ Manage
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Institute of Blue and Green Development, Shandong University, Weihai, 264209, China; Faculty of Finance, City University of Macau, Macao, China. Electronic address:
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Department of Psychology, Emory University, Atlanta, USA.
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Department of Turkish and Social Sciences, Faculty of Education, Recep Tayyip Erdoğan University, 53200 Rize, Turkey.
Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and making inferences to reach correct conclusions.
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