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DO YOU HAVE TO BE SMART TO KNOW WHAT THE OTHERS ARE THINKING?

100%
Čavojová V., Ballová Mikušková E., Hanák R.
Studia Psychologica
|
2013
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vol. 55
|
issue 1
61 – 66
EN
Research concerning mindreading has dealt extensively with its (in) dependence on executive functions. However, surprisingly few studies focused on direct relationship of mindreading with intelligence, although it has been proposed that the high level mindreading in older children and adults is dependent on general cognitive skills. In the study two advanced mindreading tests were employed and data about participants’ verbal abilities were obtained. There was no significant correlation of verbal ability and memory with any of the mindreading tasks. Our results demonstrate a lack of significant linear relationship of mindreading with the intelligence domains, language and memory as well as support the argument that mindreading exists as a specific independent cognitive domain.
2

BEING NICE OR BEING TOUGH? SOCIAL BEHAVIOUR AND SOCIAL COGNITION IN TWO TYPES OF POPULAR PRE-ADOLESCENTS

63%
Čavojová V.
Studia Psychologica
|
2012
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vol. 54
|
issue 4
313 – 327
EN
Although peer status has been extensively studied especially with regard to pro social behaviour, the results are mixed. Current study focuses on popularity and friendship, and their associations to social behaviour (pro social vs. antisocial) and social cognition (mindreading and empathy). 335 preadolescents (Mage = 13.3) participated in the study and completed sociometric questionnaire, mindreading test and three empathy questionnaires. Boys scored higher in popularity and disruptive behaviour, girls scored higher in helping behaviour and social cognition (mindreading and empathy). The two subtypes of popular students were identified – Pro social and Populist, who differed in their social behaviour and underlying social cognition. Pro social students showed more pro social behaviour, together with better mindreading and empathy skills than Populists. It seems that popularity in group can be achieved by two ways - either by being nice, or by being “tough”. This finding is also in line with the results of Bruyin and Cillessen (2006).
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