Are disturbances in mentalization ability similar between schizophrenic patients and borderline personality disorder patients? A pilot study

There is a growing interest in theory of mind (ToM) performance among individuals with psychiatric disorders, however, the difference and the performance level between different diagnoses is unclear. Here, we compared the ToM abilities of schizophrenia, schizoaffective and borderline personality individuals (BPD) with healthy individuals, and searched for a correlation between ToM ability, social skills, and empathy. Overall, diagnostic groups performed worse in the Reading the Mind in the Eyes test and recognized fewer Faux Pax motifs than healthy individuals recognize. No difference was observed in the ability to perform the eyes test between schizophrenic patients with and without the affective components and BPD patients. Both schizophrenia and BPD patients received a higher score in the autism-spectrum questioner, while all the diagnostic groups scored lower on the empathy quotient scale than healthy individuals. Finally, a correlation was found between ToM ability and empathy, but not with autistic-related traits. Results indicate that both cognitive and affective aspects of ToM are impaired across all the diagnostic groups, challenge the ability to use ToM as a differential diagnostic tool, and strengthen the correlation between decreased empathy and impaired ToM.

EXPRESS: Feelings first? Sex differences in affective and cognitive processes in emotion recognition

The recognition of emotional expressions is important for social understanding and interaction, but findings on the relationship between emotion recognition, empathy and theory of mind, as well as sex differences in these relationships, have been inconsistent. This may reflect the relative involvement of affective and cognitive processes at different stages of emotion recognition and in different experimental paradigms. In the present study, images of faces morphed from neutral to full expression of five basic emotions (anger, disgust, fear, happiness, and sadness), which participants were asked to identify as quickly and accurately as possible. Accuracy and response times from healthy males (N=46) and females (N=43) were analysed in relation to the Empathy Quotient (EQ; Baron-Cohen & Wheelwright, 2004) and the Reading the Mind in the Eyes Test (Eyes Test; Baron-Cohen et al., 2001) as a measure of mentalising or theory of mind. Females were faster and more accurate than males in recognising dynamic emotions. Linear mixed-effects modelling showed that response times were inversely related to the emotional empathy subscale of the EQ, but this was accounted for by a female advantage on both measures. Accuracy was unrelated to EQ scores but was predicted independently by sex and Eyes Test scores. These findings suggest that rapid processing of dynamic emotional expressions is strongly influenced by sex, which may reflect the greater involvement of affective processes at earlier stages of emotion recognition.

Intensity, dynamics and deficiencies of empathy in medical and non-medical students

Background Empathy is an important competence in the professional development of medical students. The purpose of our study was to compare the levels and scales of empathy in people studying in different educational strategies. Methods The study was conducted between April 2019 and March 2020. Medicine, nursing, midwifery, physiotherapy, psychology, pedagogy and sociology students were the participants of this study. University students preparing for medical professions (n = 1001) and students of programs unrelated to medicine (n = 700) underwent the Empathy Quotient test (EQ-40). We have compared results in both study groups with the use of the distribution of density, analysis of variance and student’s t-test. Results The average results received by students of the university preparing for medical professions were lower (M = 42.6) than those of the non-medical university students (M = 45.3) and the differences between the universities turned out to be statistically important (t = − 5.15, df = 1699, p < 0.001). As many as 14.6% of the students in the 1st EQ class were preparing for various medical professions while 9% studied social sciences. 18.2% of all medical programme students (n = 412) manifested the lowest empathy class. Our research has revealed that the students with Asperger profile (AP) and high-functioning autism (HFA) studied at universities preparing for medical professions (n = 18) more frequently than at non-medical universities (n = 5). Conclusions We have noticed a serious indicator of erosion in the levels of empathy in medical students and an increase in the number of people with AP and HFA. Empathy decreases in students after the third year of their studies, regardless of the kind of university. We recommend an introduction of career counselling when specialization is being chosen.

Empathy Quotient and Systemizing Quotient in Elementary School Children with and without Attention-Deficit/Hyperactivity Disorder: A Comparative Study

This study compares the Empathy Quotient (EQ) and Systemizing Quotient (SQ) scores of elementary school children with and without ADHD. The study also examined their brain types and, because sex plays a big role in empathy and systemizing ability, compared the results of the boys and girls. This cross-sectional study involved 122 participants, including 61 parents of children with ADHD and 61 parents of children without ADHD. The EQ, SQ and brain types were obtained using the Empathy and Systemizing Quotient in children (EQ-/SQ-C), validated in the Indonesian language. Data was analyzed using the SPSS program version 20 for Windows, with a p-value < 0.05 for statistical significance. There was a significant difference in EQ between children with and without ADHD, the score being lower in children with ADHD. There was also a significant difference in SQ among girls with and without ADHD, but not in boys. The brain types in both groups were not significantly different. The results indicate that children with ADHD have a lower ability to empathize compared to children without ADHD. Systemizing abilities were significantly lower in girls with ADHD than in girls without. Therefore, an intervention program focusing on improving empathy and systemizing ability needs to be developed in the community.

AAA screening in adults with ASD: a retrospective cohort study

Purpose The Adult Asperger Assessment (AAA), comprising the Autism Questionnaire, the Empathy Quiotient and the Relatives Questionnaire is a commonly used screening tool designed to identify adults who may benefit from a further clinical assessment for autism spectrum disorder. The purpose of this paper is to investigate the usefulness of this screening measure in a clinical setting. Design/methodology/approach This retrospective cohort study comprised of 192 service users referred for diagnostic assessment of Autism by a specialist service of the National Health Service. The authors evaluated the diagnostic accuracy of the AAA by investigating if the Autism Questionnaire, the Empathy Quiotient and the Relatives Questionnaire were able to predict the diagnostic outcome of Autism in a clinical setting. Findings Scores from the Relatives Questionnaire can accurately predict diagnostic outcome. No evidence of accuracy for the Autism Questionnaire or the Empathy Quotient was apparent. Based on the findings, the authors recommend clinicians are cautious when interpreting results of the AAA. Research limitations/implications It should be acknowledged that the results may not be generalisable to whole populations. Also, the authors used the full item versions of the scales; therefore, the findings are most applicable to studies which did similar. Originality/value This study highlights the need for investigation into the lack of validation of commonly used screening measures in autistic populations.

Higher polygenic scores for empathy increase posttraumatic stress severity in response to certain traumatic events

Background Posttraumatic stress disorder (PTSD) is triggered by environmental stressors. Empathy may predispose an individual to respond to life events differently if high empathizers are emotionally more sensitive to trauma. For the first time, we test this hypothesis at the genetic level. Methods We applied polygenic scoring (PGS) to investigate the shared genetics linking empathy (measured using the Empathy Quotient (EQ), a self-report measure of empathy; N=46,861) and PTSD symptom severity (measured using the 6-item PTSD Checklist 6-item (PCL-6)) in the UK Biobank (N=126,219). Follow-up analyses were performed in the context of (1) experiencing any of 16 potential traumas, (2) the total number of traumas endorsed, and (3) the context of trauma. Autism, depression, generalized anxiety, and PCL-17 PGS were included as covariates to verify the specificity of the effect. Results EQPGS associated with PCL-6 (R2=0.012%, P=9.35x10-5). This effect remained significant after accounting for autism, depression, PTSD, and anxiety PGS but was observed only in those who endorsed experiencing at least one traumatic event. EQPGS showed the strongest effect on PCL-6 (beta=2.32, s.e.=0.762, P=0.002) among those who endorsed childhood neglect/abuse (felt hated as a child). In the highest EQPGS decile, feeling hated as a child was associated with lower odds of healthy adulthood interpersonal relationships (OR=0.623, 95%CI 0.443-0.885) but this association was not seen in the lowest EQPGS decile. Conclusions A genetic predisposition to higher empathy, which may index greater emotional sensitivity, predisposes an individual to more severe PTSD symptoms, specifically in the presence of early negative life events.

Measuring Individual Differences in Measures of Autism Spectrum Disorders

Previous research suggests that theory of mind tasks such as the Reading the Mind in the Eyes Test (RMET) are correlated with general intelligence ( g). The present study replicated and extended this research by testing correlations between g, the RMET, and two related measures, the empathy quotient (EQ) and systematizing quotient (SQ). The RMET, EQ, and SQ were all significantly correlated with g (r = .27 with RMET; r = −.15 with EQ; r = .27 with SQ). To determine if the RMET, EQ, and SQ derive their predictive power from g, a hierarchical regression examined whether the RMET, EQ, and SQ predicted feelings toward STEM and humanities after controlling for g. The EQ and SQ continued to significantly predict feelings toward STEM (β = −.20 for EQ; β = .42 for SQ) after controlling for g, and the RMET and EQ continued to significantly predict feelings toward humanities (β = .10 for RMET; β = .20 for EQ) after controlling for g, suggesting that these measures do not entirely derive their predictive power from g.

Burnout, empatía y grados de exposición al COVID-19 en empleados dominicanos

Existen estudios que relacionan Burnout y Empatía, sin embargo, no contemplan variables sociodemográficas externas como las incluidas en esta investigación; tampoco se han analizado con respecto a Grados de Exposición al COVID-19. El objetivo principal de este estudio es identificar si existe una relación entre Grados de Exposición al COVID-19, Burnout, Empatía Cognitiva y Empatía Afectiva. En esta investigación participaron 120 personas, elegidas a través de un muestreo no probabilístico de tipo intencional y voluntario. Para medir el Burnout se utilizó el Screening Inventory (BSI: Dávila y Nevado, 2016), mientras que la Empatía fue evaluada a través del Empathy Quotient (EQ: Redondo y Herrero-Fernández, 2018). Grados de Exposición al COVID-19 se midió con una subescala de un instrumento desarrollado por Herbas (2020) que mide factores que inciden en la adopción de comportamientos que reducen el contagio del virus. Los resultados no muestran correlaciones entre el Burnout con los ingresos económicos o ambos tipos de Empatía. No obstante, existen correlaciones positivas y significativas entre Empatía Afectiva y Grados de Exposición al COVID-19 en profesionales de la salud (r = .66, p< .05), entre Empatía Cognitiva y Empatía Afectiva (r = .46, p < .01) y entre ingresos económicos y Grados de Exposición al COVID-19 (r = .20, p <.05). Por último, el estudio señala la necesidad de evaluar el Burnout, durante la pandemia COVID-19, para mitigar sus efectos negativos sobre poblaciones como los profesionales de la salud.

Increased Serum Concentrations of High Mobility Group Box 1 (HMGB1) Protein in Children with Autism Spectrum Disorder

High mobility group box 1 protein (HMGB1) has been suggested to be involved in the immune dysfunction and inflammation reported in autism spectrum disorder (ASD). We aimed to assess HMGB1 serum concentrations (SCs) in high-functioning ASD children compared to typically developing (TD) controls and to explore their associations with the autism spectrum quotient (AQ), the empathy quotient (EQ), and the systemizing quotient (SQ). The study involved 42 ASD children and 38 TD children, all-male, aged between 6.1 and 13.3 years old. HMGB1 SCs were measured by enzyme-linked immunosorbent assay (ELISA). Groups were comparable regarding age, general IQ, birth weight, and maternal age at birth. ASD children showed significantly higher HMGB1 SCs compared to TD children (1.25 ± 0.84 ng/mL versus 1.13 ± 0.79 ng/mL, respectively, p = 0.039). The Spearman’s rho revealed that HMGB1 SCs were positively correlated with the AQ attention to detail subscale (rs = 0.46, p = 0.045) and with the SQ total score (rs = 0.42, p = 0.04) in the ASD group. These results show that HMGB1 serum concentrations are altered in ASD children, and suggest that inflammatory processes mediated by HMGB1 may be associated with specific cognitive features observed in ASD.

Feeling for the Other With Ease: Prospective Actors Show High Levels of Emotion Recognition and Report Above Average Empathic Concern, but Do Not Experience Strong Distress

Differences in empathic abilities between acting, dance, and psychology students were explored, in addition to the appropriateness of existing empathy measures in the context of these cohorts. Students (N = 176) across Higher Education Institutions in the United Kingdom and Europe were included in the online survey analysis, consisting of the Reading the Mind in the Eyes (RME) test, the Interpersonal Reactivity Index (IRI), the Empathy Quotient (EQ), and the E-drawing test (EDT), each measuring particular facets of empathy. Based on existing evidence and our understanding of the discipline practices, we predicted that acting students would perform the best at identifying people’s emotional expressions but might lack other cognitive or affective empathy skills, particularly those related to emotional reactions. This cohort thus provides an opportunity to evaluate different empathy measures. While actors showed significantly higher RME scores than dancers, the difference between actors and psychologists was marginal. Moreover, actors’ scores did not differ significantly on other empathy measures, such as their concern for others’ emotional wellbeing or fantasy, both measured by IRI subscales. Psychology students scored highest in the IRI perspective taking subscale and the data supported anecdotal evidence that psychologists were more concerned for others’ emotional wellbeing than dancers or actors. Dancers seemed the least concerned with others’ perspectives and emotional states, which we explained through a somatosensory ‘inward’ focus required by their art form. Nevertheless, compared to the general population, our groups reported higher empathic abilities on all IRI subscales except for personal distress. Altogether, our study shows that the RME, the IRI, and the EDT vary in their susceptibility to different facets of empathic abilities in acting, dance, and psychology students whereas the EQ does not. Emotions can be expressed and perceived through language, facial expressions, or behavior. As many empathy tests focus on one type of signal they might miss other strategies. Where empathy tests are applied to individuals that have a predominance to read or respond to others in a particular way, as we showed through these three disciplines, they might not capture these empathic strategies. We thus propose that empathy tests must evolve by means of integrating varied forms of communication.