The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children

Area of Science:

• Developmental Psychology
• Cognitive Science
• Neuroscience

Background:

• The Empathizing-Systemizing (E-S) theory links traits to autism spectrum disorders and a developmental continuum.
• Systemizing is hypothesized to relate to mathematical abilities, but empirical evidence is limited.
• Understanding socio-cognitive influences on mathematical skills is crucial for early development.

Purpose of the Study:

• To investigate the relationship between empathizing and systemizing tendencies and mathematical achievement in typically developing children.
• To explore the mediating role of social ability and autistic behaviors in this relationship.
• To identify socio-cognitive predictors of early mathematical skills.

Main Methods:

• 112 typically developing children (57 girls) were assessed.
• Mathematical achievement was measured using standardized tests for calculation and conceptual reasoning.
• Empathizing and systemizing were evaluated using the Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C).
• Social ability and autistic behaviors were assessed using the Social Responsiveness Scale (SRS).

Main Results:

• Mathematical achievement was not significantly related to systemizing or the systemizing-empathizing discrepancy.
• Higher empathy scores were unexpectedly associated with lower calculation skills.
• The link between empathy (EQ-C) and mathematical achievement was mediated by social ability, not autistic behaviors.
• Social awareness differentially mediated the EQ-C and mathematical achievement relationship in girls.

Conclusions:

• Empathy and broader social skills are previously unrecognized predictors of mathematical achievement.
• The findings challenge existing hypotheses regarding systemizing and mathematical ability.
• Social factors, particularly social awareness in girls, play a significant role in mathematical development.