MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge CB2 7EF, UK.
Cognitive Neuroscience Institute, Department of Psychology, School of Human and Behavioural Sciences, Bangor University, Bangor LL57 2AS, UK.
Brain. 2024 Jun 3;147(6):1953-1966. doi: 10.1093/brain/awae040.
Impaired social cognition is a core deficit in frontotemporal dementia (FTD). It is most commonly associated with the behavioural-variant of FTD, with atrophy of the orbitofrontal and ventromedial prefrontal cortex. Social cognitive changes are also common in semantic dementia, with atrophy centred on the anterior temporal lobes. The impairment of social behaviour in FTD has typically been attributed to damage to the orbitofrontal cortex and/or temporal poles and/or the uncinate fasciculus that connects them. However, the relative contributions of each region are unresolved. In this review, we present a unified neurocognitive model of controlled social behaviour that not only explains the observed impairment of social behaviours in FTD, but also assimilates both consistent and potentially contradictory findings from other patient groups, comparative neurology and normative cognitive neuroscience. We propose that impaired social behaviour results from damage to two cognitively- and anatomically-distinct components. The first component is social-semantic knowledge, a part of the general semantic-conceptual system supported by the anterior temporal lobes bilaterally. The second component is social control, supported by the orbitofrontal cortex, medial frontal cortex and ventrolateral frontal cortex, which interacts with social-semantic knowledge to guide and shape social behaviour.
社会认知障碍是额颞叶痴呆(FTD)的核心缺陷。它最常与行为变异型 FTD 相关,伴有眶额和腹内侧前额叶皮质的萎缩。社会认知变化在语义性痴呆中也很常见,其萎缩集中在前颞叶。FTD 中的社会行为障碍通常归因于眶额皮质和/或颞极以及连接它们的钩束的损伤。然而,每个区域的相对贡献尚未解决。在这篇综述中,我们提出了一个统一的神经认知模型,用于控制社会行为,它不仅解释了 FTD 中观察到的社会行为障碍,还吸收了来自其他患者群体、比较神经科学和规范认知神经科学的一致和潜在矛盾的发现。我们提出,受损的社会行为是由两个认知和解剖上不同的成分受损引起的。第一个组成部分是社会语义知识,它是由双侧前颞叶支持的一般语义概念系统的一部分。第二个组成部分是社会控制,由眶额皮质、内侧前额叶皮质和腹外侧前额叶皮质支持,它与社会语义知识相互作用,指导和塑造社会行为。