The effectiveness of a brief video-based intervention in reducing gender bias in Korea.

Introduction: Gender bias deepens gender disparities by fueling gender conflicts. Thus, effective interventions for gender bias are necessary. Understanding gender discrimination experienced by another gender, both emotionally and logically, may contribute to reducing gender bias in Korean society. Hence, we conducted an online experiment using Video Interventions for Diversity in Science, Technology, Engineering, and Mathematics (VIDS) to examine the effectiveness of shortened VIDS intervention through perspective taking in reducing gender bias. Methods: A sample of Korean adults aged 19-39 (n = 160, 61.8% women, 38.2% men) were recruited. In the treatment group, male participants watched VIDS videos that portrayed a woman getting gender prejudiced and female participants watched VIDS videos showing a man receiving gender biased treatment in the society. The videos presented to treatment group consisted of one narrative and one expert video from VIDS, which stimulate emotional and logical understanding of the another gender, respectively. Participants in the control group watched a control video that was irrelevant to gender bias. All participants then answered gender bias questionnaire, as well as cultural orientation questionnaire. Results: Cultural orientation as a covariance, ANCOVA (Analysis of Covariance) revealed participants in the treatment group showed significantly lower gender bias than the control group. Within the treatment group, a moderation analysis showed that logical thinking moderated the relationship between emotional immersion and decreased gender bias, meaning stimulated logical thinking from watching the videos affected how engaging emotionally to the another gender's situation lowers gender bias. Discussion: Our findings suggest that VIDS, a video-based gender bias intervention tool, can still be effective when edited briefly. Furthermore, one's perspective-taking strategy can be considered when trying to decrease gender bias through videos that promote perspective-taking. The findings highlight the possibility of utilizing short video intervention that enhances perspective taking on decreasing gender bias.

Deictic Relational Responding and Perspective-Taking in Autistic Individuals: A Scoping Review.

Perspective-taking skills are crucial for successful social interactions and some autistic individuals seem to demonstrate great difficulty in this area. The concept continues to generate clinical and research interest across mainstream psychology and within behavior analysis. Within behavior analysis, relational frame theorists have argued that deictic relational responding is critically involved in perspective-taking. We conducted a systematic search of the behavior analytic studies on deictic relational responding and perspective-taking in autistic individuals to highlight methods used to test perspective-taking and deictic relations, methods to train these if deficits were observed, and evidence for a relationship between deictic relational responding and perspective-taking. Seven studies met inclusion criteria and we conducted a descriptive analysis of these studies. We found some variation in the methods used to test and train perspective-taking through deictic relations. Only three of the studies attempted to demonstrate a link between deictic relational responding and perspective-taking. Overall, our review highlighted a need for more research into deictic relational responding and perspective-taking in autistic individuals, and we discussed specific areas for future research.

Good reasons for bad behavior: a randomized controlled experiment on the impact of narrative reading and writing on empathic concern, perspective-taking, and attitude.

Background: Empathic concern and perspective-taking may contribute to avoiding stigmatization of adverse health behavior. Narrative writing has been shown to be effective in promoting perspective-taking and empathy. But since narrative writing is time consuming, we tested in the present study narrative reading as an alternative, more parsimonious approach. Methods: In a randomized controlled experiment, we compared writing a narrative text about a fictitious person who displays disapproved of health behavior to reading such a text and to a control condition in which participants wrote about an unrelated topic. With a sample of n = 194 participants, we investigated the impact of writing and reading a narrative text on promoting empathic concern and perspective-taking as well as on attitude change. Results: We found that both writing and reading a narrative text about the fictitious character increased empathic concern, F(1, 191) = 32.85, p < 0.001, part. η2 = 0.15, and perspective-taking, F(1, 191) = 24.76, p < 0.001, part. η2 = 0.12, more strongly than writing about an unrelated topic. Writing and reading a narrative text also resulted in a more positive attitude toward this person, F(1, 191) = 17.63, p < 0.001, part. η2 = 0.08. Simply reading a narrative text was equally efficient as narrative writing with respect to empathic concern, p = 0.581, perspective-taking, p = 0.629, and attitude, p = 0.197. Conclusion: The finding that narrative reading is as effective as narrative writing suggests that the readers appear to be able to comprehend and engage with the story being told. When narrative reading is as effective as narrative writing, it can succeed with reduced effort in increasing empathic concern, perspective-taking, and attitude. We discuss the benefits of this approach for reducing stigmatization of adverse health behavior.

Three key questions to move towards a theoretical framework of visuospatial perspective taking.

What would a theory of visuospatial perspective taking (VSPT) look like? Here, ten researchers in the field, many with different theoretical viewpoints and empirical approaches, present their consensus on the three big questions we need to answer in order to bring this theory (or these theories) closer.

The role of self-referential and social processing in the relationship between pubertal status and difficulties in mental health and emotion regulation in adolescent girls in the UK.

Adolescence is marked by the onset of puberty, which is associated with an increase in mental health difficulties, particularly in girls. Social and self-referential processes also develop during this period: adolescents become more aware of others' perspectives, and judgements about themselves become less favourable. In the current study, data from 119 girls (from London, UK) aged 9-16 years were collected at two-time points (between 2019 and 2021) to investigate the relationship between puberty and difficulties in mental health and emotion regulation, as well as the role of self-referential and social processing in this relationship. Structural equation modelling showed that advanced pubertal status predicted greater mental health and emotion regulation difficulties, including depression and anxiety, rumination and overall difficulties in emotion regulation, and in mental health and behaviour. Advanced pubertal status also predicted greater perspective-taking abilities and negative self-schemas. Exploratory analyses showed that negative self-schemas mediated the relationships between puberty and rumination, overall emotion regulation difficulties, and depression (although these effects were small and would not survive correction for multiple comparisons). The results suggest that advanced pubertal status is associated with higher mental health and emotion regulation problems during adolescence and that negative self-schemas may play a role in this association. RESEARCH HIGHLIGHTS: This study investigates the relationship between puberty, mental health, emotion regulation difficulties, and social and self-referential processing in girls aged 9-16 years. Advanced pubertal status was associated with worse mental health and greater emotion regulation difficulties, better perspective-taking abilities and negative self-schemas. Negative self-schemas may play a role in the relationships between advanced pubertal status and depression, and advanced pubertal status and emotion regulation difficulties, including rumination.

The expression of empathy in human's closest relatives, bonobos and chimpanzees: current and future directions.

Empathy is a complex, multi-dimensional capacity that facilitates the sharing and understanding of others' emotions. As our closest living relatives, bonobos (Pan paniscus) and chimpanzees (P. troglodytes) provide an opportunity to explore the origins of hominin social cognition, including empathy. Despite certain assumptions that bonobos and chimpanzees may differ empathically, these species appear to overlap considerably in certain socio-emotional responses related to empathy. However, few studies have systematically tested for species variation in Pan empathic or socio-emotional tendencies. To address this, we synthesise the growing literature on Pan empathy to inform our understanding of the selection pressures that may underlie the evolution of hominin empathy, and its expression in our last common ancestor. As bonobos and chimpanzees show overlaps in their expression of complex socio-emotional phenomena such as empathy, we propose that group comparisons may be as or more meaningful than species comparisons when it comes to understanding the evolutionary pressures for such behaviour. Furthermore, key differences, such as how humans and Pan communicate, appear to distinguish how we experience empathy compared to our closest living relatives.

Time spent imagining does not influence younger and older adults' episodic simulation of helping behavior.

Shared cognitive processes underlie our ability to remember the past (i.e., episodic memory) and imagine the future (i.e., episodic simulation) and age-related declines in episodic memory are also noted when simulating future scenarios. Given older adults' reduced cognitive control and protracted memory retrieval time, we examined whether imposing time limits on episodic simulation of future helping scenarios affects younger and older adults' willingness to help, phenomenological experience, and the type of details produced. Relative to a control task, episodic simulation increased younger and older participants' willingness to help, scene vividness, and perspective-taking regardless of the time spent imagining future helping scenarios. Notably, time spent imagining influenced the number, but not proportion of internal details produced, suggesting that participants' use of episodic-like information remained consistent regardless of the time they spent imagining. The present findings highlight the importance of collecting phenomenological experience when assessing episodic simulation abilities across the lifespan.

Neural correlates involved in perspective-taking in early childhood.

Learning to consider another person's perspective is pivotal in early social development. Still, little is known about the neural underpinnings involved in perspective-taking in early childhood. In this EEG study, we examined 4-year-old children's brain activity during a live, social interaction that involved perspective-taking. Children were asked to pass one of two toys to another person. To decide which toy to pass, they had to consider either their partner's perspective (perspective-taking) or visual features unrelated to their partner's perspective (control). We analyzed power changes in midfrontal and temporal-parietal EEG channels. The results indicated that children showed higher power around 7 Hz at right temporal-parietal channels for perspective-taking compared to control trials. This power difference was positively correlated with children's perspective-taking performance, specifically for trials in which they needed to pass the toy their partner could not see. A similar power difference at right temporal-parietal channels was seen when comparing perspective-taking trials where children's visual access mismatched rather than matched that of their partner. No differences were detected for midfrontal channels. In sum, we identified distinct neural activity as 4-year-olds considered another person's perspective in a live interaction; this activity converges with neural findings of adults' social processing network.

Attitudes towards women in the military and their relation to both quantity and quality contact with female leaders.

Contact experiences with women in senior leadership roles are important for creating acceptance of women in organizations dominated by men, such as the military, as leadership roles are considered demanding, requiring numerous agentic qualities that are often ascribed to men. The military lacks women in leadership levels within its organization. We wished to determine whether quality and quantity contact with women in leadership positions reduces intergroup anxiety, increases empathy and perspective-taking, and subsequently creates more favorable attitudes toward women in the military. This was examined in three studies, one with a military sample consisting of men (n = 95), another with a civilian sample of men (n = 367), and a third study with a civilian sample of women (n = 374). Our findings revealed that quality contact was related to attitudes toward women in the military for all three samples. Results from the indirect effects tests conducted for the civilian male and female samples revealed that for civilian men, intergroup anxiety demonstrated a significant indirect effect between quantity contact and attitudes toward women in the military, while both intergroup anxiety and perspective-taking demonstrated significant indirect effects between quality contact and attitudes toward women in the military. Furthermore, both quantity and quality contact demonstrated significant direct effects. On the other hand, results revealed that for civilian women the only significant relation was the direct effect between quality contact and attitudes toward women in the military. Intergroup anxiety, perspective-taking, and empathy did not demonstrate any indirect effects for the civilian women sample. Thus, given that interactions with women in leadership positions are related to views of women in the military, research should further explore the role of contact for women in non-traditional work roles.

Psychopathic callousness and perspective taking in pain processing: an ERP study.

Psychopathy is a multifaceted personality disorder characterized by distinct affective/interpersonal traits, including callousness-unemotionality/meanness, which are often considered the hallmarks of empathic deficits. It has been posited that the processing of others' pain could play an important role in empathy capabilities. This study aimed to investigate the influence of perspective taking on electrocortical responses during pain processing in relation to psychopathic callousness. The late positive potential (LPP) -a well-established electrophysiological indicator of sustained attention to motivationally significant stimuli- was measured while 100 female undergraduates viewed images depicting bodily injuries while adopting an imagine-self or an imagine-other perspective. Callousness factor scores -computed as regression-based component scores from EFA on three relevant self-report measures of this dimension- predicted reduced LPP amplitudes to pain pictures under the imagine-other (but not imagine-self) perspective, even after controlling for other LPP conditions. This result suggests that high-callous individuals exhibit diminished brain responsiveness to others' distress, potentially contributing to the empathic deficits observed in psychopathy. This finding highlights the usefulness of the LPP and perspective taking in studies on pain processing to refine our understanding of the low empathy characteristics of psychopathy in biobehavioral terms.

Do toddlers reason about other people's experiences of objects? A limit to early mental state reasoning.

Human social life requires an understanding of the mental states of one's social partners. Two people who look at the same objects often experience them differently, as a twinkling light or a planet, a 6 or a 9, and a random cat or Cleo, their pet. Indeed, a primary purpose of communication is to share distinctive experiences of objects or events. Here, we test whether toddlers (14-15 months) are sensitive to another agent's distinctive experiences of pictures when determining the goal underlying the agent's actions in a minimally social context. We conducted nine experiments. Across seven of these experiments (n = 206), toddlers viewed either videotaped or live events in which an actor, whose perspective differed from their own, reached (i) for pictures of human faces that were upright or inverted or (ii) for pictures that depicted a rabbit or a duck at different orientations. Then either the actor or the toddler moved to a new location that aligned their perspectives, and the actor alternately reached to each of the two pictures. By comparing toddlers' looking to the latter reaches, we tested whether their goal attributions accorded with the actor's experience of the pictured objects, with their own experience of the pictured objects, or with no consistency. In no experiment did toddlers encode the actor's goal in accord with his experiences of the pictures. In contrast, in a similar experiment that manipulated the visibility of a picture rather than the experience that it elicited, toddlers (n = 32) correctly expected the actor's action to depend on what was visible and occluded to him, rather than to themselves. In a verbal version of the tasks, older children (n = 35) correctly inferred the actor's goal in both cases. These findings provide further evidence for a dissociation between two kinds of mental state reasoning: When toddlers view an actor's object-directed action under minimally social conditions, they take account of the actor's visual access to the object but not the actor's distinctive experience of the object.

Individual differences in emerging adults' spatial abilities: What role do affective factors play?

Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one's confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.

SIFT IT: A feasibility and preliminary efficacy randomized controlled trial of a social cognition group treatment programme for people with acquired brain injury.

Making sense of social situations requires social cognitive skills, which can be impaired after acquired brain injury (ABI), yet few evidence-based treatment options are available. This study aimed to evaluate the feasibility of a multi-faceted social cognition group treatment programme, SIFT IT, for people after ABI using an RCT design. Twenty-eight participants were recruited, and 23 were randomized into either Treatment or Waitlist. SIFT IT consisted of 14 weekly 90-minute small group sessions facilitated by a Clinical Psychologist. Topics included: emotion self-awareness, emotion perception, perspective taking, and choosing adaptive social responses. Preliminary efficacy outcomes were assessed at baseline, post-treatment, and three-month follow-up. Demand for treatment was evident with 61% recruitment and 91% post-treatment retention rates, with 63% attending at least 13/14 sessions. Large between-group treatment effects (with non-zero 95% confidence intervals) were observed for emotion perception, detecting hints, and informant ratings of social cognitive deficits. Implementation challenges recruiting to groups and maintaining group allocation fidelity, with a small sample size does, however, raise questions about the appropriateness of an RCT design in a future efficacy trial. Overall, this study showed there is demand for social cognitive interventions after ABI and the SIFT IT programme was practicable and acceptable to participants.Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12617000405314.

Buffering effect of fiction on negative emotions: engagement with negatively valenced fiction decreases the intensity of negative emotions.

Previous research has investigated how the context of perception affects emotional response. This study investigated how engagement with perceived fictional content vs perceived everyday-life content affects the way people experience negative emotions. Four studies with an experimental design tested how engagement with perceived fictional content vs perceived everyday life content affects the intensity of negative emotional response to negative emotional content, the motivation to decrease negative emotions, and cognitive reappraisal. Participants were presented with negatively valenced images and were asked to imagine either that they were witnessing them, or that a bystander was witnessing them, or that they were viewing a movie including these scenes. After the manipulation, all participants observed a different set of negatively valenced images or a set of negatively valenced videos and reported their emotional response. We found that the intensity of negative emotions and motivation to decrease them was lower among participants in the fiction condition compared to participants in the everyday life condition. Although perspective-taking had a similar effect on negative emotions, fiction condition was more successful in decreasing negative emotions. This might indicate that fiction plays a buffering role in decreasing the negative emotions people experience when facing negative emotional content.

Effects of perspective taking on attention bias to body-related information among junior high school students with body image disturbance.

Using lexical judgment tasks, the present study explored whether perspective taking affected attention bias to body-related information among junior high school students with body image disturbance. Experiment 1 examined the junior high school students' attention bias to body schema-related words; the results showed the body image disturbance group responded significantly more quickly to negative body schema-related words than positive words, whereas the control group did not show a significant difference between positive and negative words. In Experiment 2, participants were asked to judge whether the positive or negative body schema-related words were suitable to describe themselves, when adopting their own perspective or that of another person. The results showed that reaction times to negative words were significantly shorter than to positive words when adopting a self-perspective. When taking another's perspective, there was no significant difference of reaction time between positive and negative words. This result demonstrated that perspective taking reduced attention bias to negative body schema-related information among junior high school students with body image disturbance. The present research suggests that guiding adolescents to view themselves from different perspectives can help them form a more accurate and objective body image.

Cognitive and affective perspective taking amongst adolescent offenders with variants of callous-unemotional traits.

Evidence suggests that associations between antisocial behaviour, callous-unemotional (CU) traits and cognitive empathy (e.g. perspective taking) vary depending on more fine-grained dimensions of these constructs. This study examined associations between adolescent antisocial behaviour and individual differences in cognitive and affective perspective taking ability. Based on current theory regarding distinct variants of CU traits, we further tested whether the correlates of CU traits differed amongst youth with high versus low levels of anxiety. Participants were 130 male adolescents (81 youth offenders; 49 non-offenders) aged 13-20 years, of predominantly Caucasian and Aboriginal Australian ethnicity. Perspective taking skills were indexed using performance-based testing, and self-report data was collected on CU traits and anxiety in a cross-sectional design. Offender status was associated with poorer cognitive and affective perspective taking. In addition, associations between CU traits and perspective taking skills were moderated by anxiety. Specifically, CU traits were associated with poorer skills for second-order cognitive perspective taking amongst high-anxiety youth, whereas CU traits were associated with better cognitive and affective perspective taking skills amongst low-anxiety youth. More fine-grained assessment of such factors stands to enhance understanding of, and effective intervention for, antisocial youth.

Mindful Parenting as a Mediator in Parents' Perspective-Taking: Exploring the Roles of Causal Attribution and Self-Compassion.

Background: Existing literature has examined the link between parent causal attribution and self-compassion in parent perspective-taking, but the impact of mindful parenting as a mediator remains underexplored. Purpose: The present study examines the mediating effect of mindful parenting on the relationship between parental attribution and self-compassion in parents' perspective-taking. Methods: Using a cross-sectional design, 208 parents aged 30 to 59 (M = 42, SD = 4.3) with first-born adolescents aged 12-18 participated in the study. Results: The results revealed that mindful parenting fully mediated the relationship between parental causal attribution and perspective-taking while partially mediating the association between self-compassion and perspective-taking. Conclusion: These findings emphasize the crucial role of mindful parenting in explaining the relationship between parent causal attribution, self-compassion, and parent perspective-taking. Further research is needed to explore these relationships in more diverse and representative samples.

Neural correlates of impaired cognitive processes underlying self-unawareness in Alzheimer's disease.

Self-unawareness concerning current symptoms remains a clinical challenge in Alzheimer's disease. Reduced self-awareness likely depends on complex biopsychosocial mechanisms that comprise multiple cognitive processes, regulated by personal goals and values. We specifically reviewed the cognitive processes impaired in unaware participants with AD by emphasizing the related impaired brain activity observed during task-based fMRI. Unawareness can be explained by a failure in functioning of or in connection between brain regions that intervene in access, retrieval and updating of (present or extended) self-information (posterior midline, medial temporal, inferior parietal cortices), or in its monitoring, evaluation, or control (medial and lateral prefrontal cortices). Although one must be cautious when relating function to brain regions, impaired processes were tentatively related to the Cognitive Awareness Model. Although brain function depends on neural networks, impaired brain activity during cognitive processes was discussed according to previous studies reporting correlations between brain regions and scores of anosognosia. The review provides a framework to help clinicians considering processes that can explain unawareness in dementia. In patients at early stages of AD, different levels of awareness of cognitive or social clinical changes might be described as impairment in the interaction between specific cognitive processes and contents.

Moral reasoning behind the veil of ignorance: An investigation into perspective-taking accessibility in the context of autonomous vehicles.

Perspective-taking (PT) accessibility has been recognized as an important factor in affecting moral reasoning, also playing a non-trivial role in moral investigation towards autonomous vehicles (AVs). A new proposal to deepen this effect leverages the principles of the veil of ignorance (VOI), as a moral reasoning device aimed to control self-interested decisions by limiting the access to specific perspectives and to potentially biased information. Throughout two studies, we deepen the role of VOI reasoning in the moral perception of AVs, disclosing personal and contingent information progressively throughout the experiment. With the use of the moral trilemma paradigm, two different VOI conditions were operationalized, inspired by the Original Position theory by John Rawls and the Equiprobability Model by John Harsanyi. Evidence suggests a significant role of VOI reasoning in affecting moral reasoning, which seems not independent from the order in which information is revealed. Coherently, a detrimental effect of self-involvement on utilitarian behaviours was detected. These results highlight the importance of considering PT accessibility and self-involvement when investigating moral attitudes towards AVs, since it can help the intelligibility of general concerns and hesitations towards this new technology.

Reported speech in individuals with Down syndrome: First evidence.

INTRODUCTION: Narratives are enriched by taking the perspective of the protagonists, which can be expressed using reported speech. Nevertheless, the use of reported speech is unaddressed internationally among individuals with Down syndrome. METHOD: Narratives of 28 children and adolescents with Down syndrome were collected using a non-verbal picture book. Occurrence and forms of reported speech were analysed and compared to typically-developing children (TD; n = 33). RESULTS: Participants from both populations use reported speech in their narratives with a comparable proportion. Nevertheless, differences appear concerning forms of direct speech with persons with Down syndrome using more free direct speech than TD-children. DISCUSSION: The results suggest that children and adolescents are able to implement the use of reported speech regardless of their syntactic impairments. Concerning the occurring forms of direct speech, the results might point to cognitive impairments that manifest in limited consideration of the interlocutor's knowledge.