The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
Social cognition
Open accessAbstract
Social cognition concerns the various psychological processes that enable individuals to take advantage of being part of a social group. Of major importance to social cognition are the various social signals that enable us to learn about the world. Such signals include facial expressions, such as fear and disgust, which warn us of danger, and eye gaze direction, which indicate where interesting things can be found. Such signals are particularly important in infant development. Social referencing, for example, refers to the phenomenon in which infants refer to their mothers' facial expressions to determine whether or not to approach a novel object. We can learn a great deal simply by observing others. Much of this signalling seems to happen automatically and unconsciously on the part of both the sender and the receiver. We can learn to fear a stimulus by observing the response of another, in the absence of awareness of that stimulus. By contrast, learning by instruction, rather than observation, does seem to depend upon awareness of the stimulus, since such learning does not generalize to situations where the stimulus is presented subliminally. Learning by instruction depends upon a meta-cognitive process through which both the sender and the receiver recognize that signals are intended to be signals. An example would be the ‘ostensive’ signals that indicate that what follows are intentional communications. Infants learn more from signals that they recognize to be instructive. I speculate that it is this ability to recognize and learn from instructions rather than mere observation which permitted that advanced ability to benefit from cultural learning that seems to be unique to the human race.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Reinforcement Learning: An Introduction
Sutton, R. S., & Barto, A. G. (1998) · IEEE Transactions on Neural Networks · doi:10.1109/tnn.1998.712192 · Cited by 27,225
Rizzolatti, G., & Craighero, L. (2004) · Annual Review of Neuroscience · doi:10.1146/annurev.neuro.27.070203.144230 · Cited by 7,433
Understanding and sharing intentions: The origins of cultural cognition
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005) · Behavioral and Brain Sciences · doi:10.1017/s0140525x05000129 · Cited by 4,882
Empathy for Pain Involves the Affective but not Sensory Components of Pain
Singer, T., Seymour, B., O'Doherty, J., Kaube, H., Dolan, R. J., & Frith, C. D. (2004) · Science · doi:10.1126/science.1093535 · Cited by 3,929
Self-citationThe chameleon effect: the perception–behavior link and social interaction
Chartrand, T. L., & Bargh, J. A. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.76.6.893 · Cited by 3,674
An Experimental Study of Apparent Behavior
Heider, F., & Simmel, M. (1944) · The American Journal of Psychology · doi:10.2307/1416950 · Cited by 3,340
Fears, phobias, and preparedness: toward an evolved module of fear and fear learning
Öhman, A., & Mineka, S. (2001) · Psychological Review · doi:10.1037/0033-295x.108.3.483 · Cited by 3,147 · cited 1×
“We know (Ohman & Mineka 2001) that someone can be conditioned when the conditioned stimulus (CS, e.g. a blue square) is presented subliminally and followed by a shock (the unconditioned stimulus, US).”
BackgroundToward a mechanistic psychology of dialogue.
Pickering, M. J., & Garrod, S. (2004) · Behavioral and Brain Sciences · doi:10.1017/s0140525x04000056 · Cited by 2,678
Whalen, P. J., Rauch, S. L., Etcoff, N. L., McInerney, S. C., Lee, M. B., & Jenike, M. A. (1998) · The Journal of Neuroscience · doi:10.1523/jneurosci.18-01-00411.1998 · Cited by 2,205
Both of Us Disgusted in My Insula
Wicker, B., Keysers, C., Plailly, J., Royet, J.-P., Gallese, V., & Rizzolatti, G. (2003) · Neuron · doi:10.1016/s0896-6273(03)00679-2 · Cited by 2,185
Research works printed but not linked: 5
- Clark H.H. 1996 Using language. Cambridge UK:Cambridge University Press.
- Csibra G, 2006, Processes of change in brain and cognitive development: attention & performance XXI, 249, 10.1093/oso/9780198568742.003.0011 · DOI
- Király I. Csibra G. & Gergely G. 2004 The role of communicative–referential cues in observational learning during the second year. Paper presented at 14th Biennial Int. Conf. on Infant Studies Chicago IL USA .
- Sperber D& Wilson D. 1995 Relevance: communication and cognition. 2 edn. Oxford UK:Blackwell.
- Winkielman P. & Schooler J. In press. Unconscious conscious and meta-conscious in social cognition. In Social cognition: the basis of human interaction (eds F. Strack & J. Förster). Philadelphia PA: Psychology Press.
Cited by
Sorted by citations
Is Adolescence a Sensitive Period for Sociocultural Processing?
Blakemore, S.-J., & Mills, K. L. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115202 · Cited by 2,264
Can social interaction constitute social cognition?
De Jaegher, H., Di Paolo, E., & Gallagher, S. (2010) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2010.06.009 · Cited by 911
Observational fear learning involves affective pain system and Cav1.2 Ca2+ channels in ACC
Jeon, D., Kim, S., Chetana, M., Jo, D., Ruley, H. E., Lin, S.-Y., Rabah, D., Kinet, J.-P., & Shin, H.-S. (2010) · Nature Neuroscience · doi:10.1038/nn.2504 · Cited by 651
Scott‐Van Zeeland, A. A., Dapretto, M., Ghahremani, D. G., Poldrack, R. A., & Bookheimer, S. Y. (2010) · Autism Research · doi:10.1002/aur.122 · Cited by 458
Visual attentional orienting by eye gaze: A meta-analytic review of the gaze-cueing effect.
McKay, K. T., Grainger, S. A., Coundouris, S. P., Skorich, D. P., Phillips, L. H., & Henry, J. D. (2021) · Psychological Bulletin · doi:10.1037/bul0000353 · Cited by 453
Metadata
- Authors
- Frith, C. D.
- Affiliations
- Wellcome Centre for Human Neuroimaging (GB)
- Corresponding author
- Frith, Chris D
- ORCID
- Frith, Chris D
- Venue
- Philosophical Transactions of the Royal Society B: Biological Sciences
- Publisher
- The Royal Society
- Published
- 2008-02-21
- Volume
- 363
- Issue
- 1499
- Pages
- 2033-2039
- ISSN
- 0962-8436 (ISSN-L)
- 1471-2970
- PMC
- PMC2375957
- OpenAlex
- W4234660116
- Cited by
- 355
- References
- 51
- Citations by year
- 2026: 26 · 2025: 40 · 2024: 51 · 2023: 36 · 2022: 28 · 2021: 28 · 2020: 20 · 2019: 16 · 2018: 24 · 2017: 15 · 2016: 10 · 2015: 6 · 2014: 12 · 2013: 7 · 2012: 11
- FWCI
- 1.56
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Philosophical Transactions of the Royal Society B Biological Sciences (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Funders
- Wellcome Trust
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Cultural Studies › Language and cultural evolution
- Life Sciences › Agricultural and Biological Sciences › Ecology, Evolution, Behavior and Systematics › Primate Behavior and Ecology
- Keywords
- social cognition, social signals, facial expressions, gaze direction, social referencing, infant development, observational learning, subliminal learning, metacognition, ostensive communication, cultural learning
- MeSH terms
- Brain, Cognition, Communication, Culture, Humans, Psychology, Social, Social Behavior
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
