Just because you're imaging the brain doesn't mean you can stop using your head: a primer and set of first principles

Developments within the neurosciences, cognitive sciences, and social sciences have contributed to the emergence of social neuroscience. Among the most obvious contemporary developments are brain-imaging procedures such as functional magnetic resonance imaging. The authors outline a set of first principles designed to help make sense of brain-imaging research within the fields of cognitive and social neuroscience. They begin with a principle few would debate--that social cognition, emotion, and behavior involve the brain--but whose implications might not be entirely obvious to those new to the field. The authors conclude that (a). complex aspects of the mind and behavior will benefit from yet a broader collaboration of neuroscientists, cognitive scientists, and social scientists, and (b). social psychologists bring important theoretical, methodological, and statistical expertise to this interdisciplinary enterprise.     

Putting action in perspective

Embodied approaches to cognition propose that our own actions influence our understanding of the world. Do other people's actions also have this influence? The present studies show that perceiving another person's actions changes the way people think about objects in a scene. In Study 1, participants viewed a photograph and answered a question about the location of one object relative to another. The question either did or did not call attention to an action being performed in the scene. Studies 2 and 3 focused on whether depicting an action in a scene influenced perspective choice. Across all studies, drawing attention to action, whether verbally or pictorially, led observers to encode object locations from the actor's spatial perspective. Study 4 demonstrated that the tendency to adopt the actor's perspective might be mediated by motor experience.     

The Effect of Induced Mood on Children’s Social Information Processing: Goal Clarification and Response Decision

We investigated whether induced mood influenced the social information processing steps of goal clarification and response decision in 480 1st–3rd graders, and in more selected groups of low accepted-aggressive (n = 39), average accepted-nonaggressive (n = 103), and high accepted-nonaggressive children (n = 68). Children participated in two sessions; in the first session peer assessments were administered. In the second session children were randomly assigned to receive either a happy, angry, or neutral mood induction prior to participating in a social cognitive interview assessing goals, outcome expectancies, and self efficacy for competent, hostile, and passive responses in the context of ambiguous provocations. Results revealed that an angry mood increased focus on instrumental goals. Low accepted-aggressive children were more susceptible to the effects of mood than were high accepted- and average-nonaggressive children. In addition, children’s predominant goal orientation was related to children’s response decisions; children with predominantly instrumental goals evaluated nonhostile responses to provocation more negatively and had higher self efficacy for hostile responses. Implications and future research directions are discussed.