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The Relationship Between Empathy and Executive Functions Among Young Adolescents.
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Mairon, Noam1 ; Abramson, Lior2,3; Knafo-Noam, Ariel3; Perry, Anat3; Nahum, Mor1
- Source:
Developmental Psychology. Nov2023, Vol. 59 Issue 11, p2021-2036. 16p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous studies of adults led researchers to suggest that at least some aspects of empathy depend on intact EF mechanisms. Despite the substantial development that empathy and EF undergo during adolescence, no study to date has systematically examined the associations between components of empathy and EF in this age group. Here, we explore these associations using data from an online battery of tasks, collected as part of a longitudinal twin study (N = 593; Mage 11.09 ± 0.2; 53.46% female, Israeli adolescents from Jewish decent). Using a confirmatory factor analysis, we quantified the associations between the main components of empathy (mentalizing and interpersonal concern) and of EF (working memory [WM], inhibition and shifting [IaS]). We found that WM was related to both mentalizing and interpersonal concern, whereas IaS were related to mentalizing but not to interpersonal concern. We also discuss the genetic and environmental contributions to individual differences in each factor. Our findings show both similarities and differences from previous findings in adults, suggesting that the ongoing brain maturation processes and environmental age-dependent experiences in adolescence may affect the developing relation between cognitive and emotional development. These results have implications for better understanding and treating clinical populations demonstrating executive or emotional deficits, specifically during adolescence. Public Significance Statement: We examined the underlying relations between the various components of empathy and executive functions (EFs) in a large group of young adolescents. We found that working memory is related to both cognitive and emotional empathy, while inhibition and shifting are only related to mentalizing. These results may have implications for the development of diagnosis criteria and interventions for clinical populations that manifest an impairment in either empathy or EFs. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Developmental Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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