Using theory of mind to understand the impact of Covid-19 fear on healthcare workers' withdrawal intentions

PurposeHealthcare workers' (HCWs') job-related high exposure to Covid-19 virus arouses fear of Covid-19 among them. Based on the Theory of Mind (ToM), the study predicts that fears will lead to negative psychological (psychological distress) and behavioral (withdrawal intentions) outcomes. ToM is also used to identify social intelligence as a means to counter fear of Covid-19 on heightened psychological distress and increased withdrawal intentions.Design/methodology/approachTo investigate the study design, a sample of 262 HCWs, including doctors, nurses and technicians, were surveyed using standardized questionnaires.FindingsAs predicted, Covid-19 fear led to increased withdrawal intentions with heightened psychological distress partially mediating the relationship. The alleviating role of social intelligence on the effects of Covid-19 was supported as high social intelligence reduced HCWs' turnover intentions, with decreased psychological distress partially mediating the relationship.Originality/valueGiven the universality of the Theory of Mind (ToM), the findings of this study are likely to be generalizable to all pandemics. The study results support the increased application of ToM in organizational settings and have both theoretical and practical implications for health administrators. Based on study results, health administrators are exhorted to develop ToM-based mental models to understand and deal with the fear of contagious diseases. Health administrators can also increase HCWs' social intelligence to deal with the negative perceptual and behavioral outcomes arising from the emotions aroused by the nature of their work.

Head turning is an effective cue for gaze following: Evidence from newly sighted individuals, school children and adults.

In referential communication, gaze is often interpreted as a social cue that facilitates comprehension and enables word learning. Here we investigated the degree to which head turning facilitates gaze following. We presented participants with static pictures of a man looking at a target object in a first and third block of trials (pre- and post-intervention), while they saw short videos of the same man turning towards the target in the second block of trials (intervention). In Experiment 1, newly sighted individuals (treated for congenital cataracts; N = 8) benefited from the motion cues, both when comparing their initial performance with static gaze cues to their performance with dynamic head turning, and their performance with static cues before and after the videos. In Experiment 2, neurotypical school children (ages 5-10 years; N = 90) and adults (N = 30) also revealed improved performance with motion cues, although most participants had started to follow the static gaze cues before they saw the videos. Our results confirm that head turning is an effective social cue when interpreting new words, offering new insights for a pathways approach to development.

Building Back Better with Poems: Exploring Theory of Mind/Reflective Functioning, Emotional Literacy, and Poetry in a Pandemic Pod

During the 2020-21 school year, remote instruction due to COVID-19 significantly limited children's access to school-based social interactions. As schools return to in-person instruction, we ask: Can poetry and metaphor be used to develop theory of mind (ToM)/reflective functioning and emotional literacy in the early elementary setting? This article documents the use of poetry in a pandemic pod with four children ages four to eight years, demonstrating the relationship between children's developing understanding and use of metaphor and their emotional literacy skills. Although the psychological significance of ToM is well documented, the field of education rarely focuses on the role school environments play in supporting this essential building block of learning. Our findings support the use of content-rich instruction and the significant role parents and teachers play in supporting the emotional development of children.

Particularities of the Theory of Mind in the Academic environment during the Covid 19 pandemic

Introduction: The current period is marked by several negative aspects of the COVID 19 pandemic, which have led to a series of emotional and cognitive changes that affect our functioning. The ability to "read" the minds of others is the key aspect of social behavior, helping us understand our context. Objective(s): To identify the level of emotion recognition in Medicine students during the Covid 19 pandemic. Method(s): Throughout 2021, we evaluated 649 Romanian General Medicine students in years 4, 5 and 6, by using a Google Play application (android and iOS).We analyzed socio-demographic parameters and the affective component of Theory of Mind (The Reading the Mind in the Eyes Test). The mean scores between groups were compared with the Student's t and the ANOVA tests. Result(s): The mean score was 25.83+/-3.36 (min 11, max 33) out of a possible maximum of 36. We noted that women have a higher capacity for recognizing emotions than men (26.04 +/-3.22 vs. 25.01 +/- 3.78, P = 0.0016) without differences in terms of the study year. Also, women showed a greater ability to recognize negative emotions compared to men (16.57 +/- 2.44 vs. 15.49 +/- 2.75, P <0.001). No statistically significant differences were found between the two genders in terms of positive emotions' recognition. Conclusion(s): The ability to recognize emotions seems to be more developed in women, especially when it entails recognizing negative emotions. Theory of Mind abilities are important for empathy and the therapeutic relationship required in Medicine.

Perceptions of persons who wear face coverings are modulated by the perceivers' attitude.

We examined if the effect of facial coverings on person perception is influenced by the perceiver's attitudes. We used two online experiments in which participants saw the same human target persons repeatedly appearing with and without a specific piece of clothing and had to judge the target persons' character. In Experiment 1 (N = 101), we investigated how the wearing of a facial mask influences a person's perception depending on the perceiver's attitude toward measures against the COVID-19 pandemic. In Experiment 2 (N = 114), we examined the effect of wearing a head cover associated with Arabic culture on a person's perception depending on the perceiver's attitude toward Islam. Both studies were preregistered; both found evidence that a person's perception is a process shaped by the personal attitudes of the perceiver as well as merely the target person's outward appearance. Integrating previous findings, we demonstrate that facial covers, as well as head covers, operate as cues which are used by the perceivers to infer the target persons' underlying attitudes. The judgment of the target person is shaped by the perceived attitude toward what the facial covering stereotypically symbolizes.

The influence of classroom seating arrangement on children's cognitive processes in primary school: the role of individual variables.

To date, despite the great debate regarding the best seating arrangement for learning in classrooms, no empirical studies have examined the direct effects of different seating arrangements on children's cognitive processes. This is particularly important nowadays that the COVID-19 measures include maintaining distance in the classroom. Aim of this study was experimentally investigating the effect of changing the seating arrangement (clusters vs. single desks), on logical reasoning, creativity and theory of mind, in children attending primary school. Furthermore, some individual characteristics (e.g., gender, loneliness, popularity) were analysed as potential moderators. Results on 77 participants showed that, when children were seated in single desks, their score in logical reasoning was globally higher. Furthermore, when seated in single desks, girls showed a better performance in the theory of mind, and lonelier children performed better in theory of mind and creativity. This on field experimental study suggests the importance of considering both the nature of the task and children's individual characteristics when deciding on a seating arrangement in the classroom.

The relationship to the face: from the normal subject to the Alzheimer patient, from the naked face to the masked face, from a humanistic neuropsychology to an embodied ethics / La relation au visage : du sujet normal au malade Alzheimer, du visage nu au visage masqué, d'une neuropsychologie humaniste à une éthique incarnée

The relationship to the face weaves close links with identity and otherness. It is not just a means of inter-human knowledge; it is also a major means of self/other communication underpinned by those mentalization networks that open up the attribution of intentions and emotions to others (theory of mind) as well as that particular disposition known as empathy, which enables us to put ourselves in another person's shoes by feeling and understanding what they are experiencing while remaining ourselves. Neuropsychology attempts to shed light on the brain processes that underlie this encounter with the face and that may be altered by neurodegenerative diseases, and in particular by Alzheimer's disease. The pandemic period also leads us to examine the clinical consequences of wearing a mask both in normal subjects and in subjects suffering from diseases that affect the relationship with the face of others. A humanistic neuropsychology must integrate an embodied ethics that attempts to discern what, in the perception of the Other, contributes to hindering the expression of otherness, which is inseparable from the human condition. In the pandemic context linked to Covid-19, neuropsychology with its clinical requirements and ethics with its performative aim on care practices, can thus cross-fertilize each other to propose compromises that are certainly attentive to public health but also to the well-being of each human being, especially the most vulnerable.

La relation au visage tisse des liens étroits avec l'identité et avec l'altérité. Elle n'est pas qu'un dispositif de connaissance interhumaine ; elle est aussi un dispositif majeur de la communication soi-autrui sous-tendue par ces réseaux de mentalisation qui ouvrent à l'attribution à autrui d'intentions et d'émotions (théorie de l'esprit) comme à cette disposition particulière qu'est l'empathie, qui permet de se mettre à la place d'autrui en ressentant et en comprenant ce qu'il éprouve tout en restant soi. La neuropsychologie tente d'éclairer les processus cérébraux qui sous-tendent cette rencontre du visage et qui peuvent être altérés par les maladies neurodégénératives, et en particulier par la maladie d'Alzheimer. La période pandémique conduit aussi à s'interroger sur les conséquences cliniques du port du masque tant chez les sujets normaux que chez les sujets atteints de maladies qui affecte la relation au visage d'autrui. Une neuropsychologie humaniste doit intégrer une éthique incarnée qui tente de discerner ce qui, dans la perception d'autrui, contribue à entraver l'expression de l'altérité, indissociable de la condition humaine. Dans le contexte pandémique lié à la Covid-19, la neuropsychologie, avec ses exigences cliniques, et l'éthique, avec sa visée performative sur les pratiques de soins, peuvent ainsi se féconder mutuellement pour proposer des compromis attentifs certes à la santé publique mais aussi au bien-être de chaque être humain et notamment des plus vulnérables.

Social anxiety and behavioral assessments of social cognition: A systematic review.

BACKGROUND: Social anxiety is highly prevalent and has increased in young adults during the COVID-19 pandemic. Since social anxiety negatively impacts interpersonal functioning, identifying aspects of social cognition that may be impaired can increase our understanding of the development and maintenance of social anxiety disorder. However, to date, studies examining associations between social anxiety and social cognition have resulted in mixed findings. METHODS: The aim of this systematic review was to summarize the literature on the association between social anxiety and social cognition, while also considering several potential moderators and covariates that may influence findings. RESULTS: A systematic search identified 52 studies. Results showed mixed evidence for the association between social anxiety and lower-level social cognitive processes (emotion recognition and affect sharing) and a trend for a negative association with higher-level social cognitive processes (theory of mind and empathic accuracy). Most studies examining valence-specific effects found a significant negative association for positive and neutral stimuli. LIMITATIONS: Not all aspects of social cognition were included (e.g., attributional bias) and we focused on adults and not children, limiting the scope of the review. CONCLUSIONS: Future studies would benefit from the inclusion of relevant moderators and covariates, multiple well-validated measures within the same domain of social cognition, and assessments of interpersonal functioning outside of the laboratory. Additional research examining the moderating role of attention or interpretation biases on social cognitive performance, and the potential benefit of social cognitive skills training for social anxiety, could inform and improve existing cognitive behavioral interventions.

Choices We Make in Times of Crisis

We present a new framework that allows understanding those we deem irrational in the climate debate. Realizing if the issue is one of information, beliefs, values or means opens the door for more constructive dialogue. Decision-makers diverge in their responses to the urgent need for action on climate and biodiversity. Action gaps are fueled by the apparent inability of decision-makers to respond efficiently to the mounting threats described by scientists—and increasingly recognized by society. Surprisingly, with the growing evidence and the accumulation of firsthand experiences of the impacts of environment crises, the gap is not only a problem of conflicting values or beliefs but also a problem of inefficient strategies. Bridging the gap and tackling the growing polarization within society calls for decision-makers to engage with the full complexity of the issues the world is facing. We propose a framework characterizing five archetypes of decision-makers to help us out of the current impasse by better understanding the behavior of others. Dealing with the complexity of environmental threats requires decision-makers to question their understanding of who wins and who loses, and how others make decisions. This requires that decision-makers acknowledge complexity, embrace uncertainty, and avoid falling back on simplistic cognitive models. Understanding the complexity of the issue and how people make decisions is key to having a fighting chance of solving the climate crisis.

Empathy through the Pandemic: Changes of Different Emphatic Dimensions during the COVID-19 Outbreak.

Growing evidence suggests that empathy is a relevant psychological trait to face the challenges imposed by the COVID-19 pandemic, but at the present very little is known on whether this multi-dimensional construct has been affected by the pandemic outbreak differently in its separate components. Here, we aimed at filling this gap by capitalizing on the opportunity of having collected data from different self-report measures and cognitive tasks assessing the main dimensions of empathy immediately before the beginning of the global pandemic and about one year later. The results showed a detrimental impact of the pandemic outbreak on empathic social skills but not on both cognitive (perspective-taking) and emotional empathy that instead significantly improved. Thus, reduced empathic social skills could be a weakness to be targeted in psychological interventions to help people cope with the mental health challenges related to COVID-19 pandemic, whereas the ability of understanding another's mental states and emotions could represent a strength in dealing with the current long-lasting crisis.

Online Testing Yields the Same Results as Lab Testing: A Validation Study With the False Belief Task.

Recently, online testing has become an increasingly important instrument in developmental research, in particular since the COVID-19 pandemic made in-lab testing impossible. However, online testing comes with two substantial challenges. First, it is unclear how valid results of online studies really are. Second, implementing online studies can be costly and/or require profound coding skills. This article addresses the validity of an online testing approach that is low-cost and easy to implement: The experimenter shares test materials such as videos or presentations via video chat and interactively moderates the test session. To validate this approach, we compared children's performance on a well-established task, the change-of-location false belief task, in an in-lab and online test setting. In two studies, 3- and 4-year-old received online implementations of the false belief version (Study 1) and the false and true belief version of the task (Study 2). Children's performance in these online studies was compared to data of matching tasks collected in the context of in-lab studies. Results revealed that the typical developmental pattern of performance in these tasks found in in-lab studies could be replicated with the novel online test procedure. These results suggest that the proposed method, which is both low-cost and easy to implement, provides a valid alternative to classical in-person test settings.

Moral Decision-Making, Stress, and Social Cognition in Frontline Workers vs. Population Groups During the COVID-19 Pandemic: An Explorative Study.

On March 9, 2020, Italy has gone into "lockdown" because of COVID-19 pandemic, with a national quarantine. All non-essential working activities and schools of all levels have been temporarily closed: consequently, the entire population have been forced to dramatically change their daily habits. The pandemic raised important psychological, moral, social, and economic issues. Our research focused on the moral decision-making of people during an emergency. This paper reports two studies. The aim of Study 1 was to evaluate moral decision-making, level of perceived stress, ability of mentalizing and empathy in university students and Italian workers. 224 front-line workers (FLW), 413 second-line workers (SLW), and 663 university students (US), during Italian Phase 1 of lockdown, completed an online questionnaire. The results of Study 1 showed that participants in the FLW group are more likely to choose utilitarian solutions and judge as morally acceptable actions finalized to saving lives of more people if this requires sacrificing a low number of individuals. At the same time, decision-making was experienced as less unpleasant and less arousing with respect to the other two groups, demonstrating a greater ability to keep emotional control under pressure. In Study 2, we compared the same variables used in Study 1, selecting two professional categories from the FLW group engaged in emergency during COVID-19, namely healthcare providers (n = 82) and public safety personnel (n = 117). Our results showed that healthcare providers were more stressed and emotionally involved than public safety personnel, with higher empathic concern and arousal in moral decision-making. We suggest it is essential providing immediate psychological support and monitoring physical and emotional well-being for workers in the front-line during emergencies like the COVID-19 pandemic, in order to prevent experiences of moral distress or mental health problems.

In the Blink of an Eye: Reading Mental States From Briefly Presented Eye Regions.

Faces provide not only cues to an individual's identity, age, gender, and ethnicity but also insight into their mental states. The aim was to investigate the temporal aspects of processing of facial expressions of complex mental states for very short presentation times ranging from 12.5 to 100 ms in a four-alternative forced choice paradigm based on Reading the Mind in the Eyes test. Results show that participants are able to recognise very subtle differences between facial expressions; performance is better than chance, even for the shortest presentation time. Importantly, we show for the first time that observers can recognise these expressions based on information contained in the eye region only. These results support the hypothesis that the eye region plays a particularly important role in social interactions and that the expressions in the eyes are a rich source of information about other peoples' mental states. When asked to what extent the observers guessed during the task, they significantly underestimated their ability to make correct decisions, yet perform better than chance, even for very brief presentation times. These results are particularly relevant in the light of the current COVID-19 pandemic and the associated wearing of face coverings.