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Published on: March 1, 2019
The relationship between empathy and executive functions among young adolescents
Noam Mairon1, Lior Abramson2, Ariel Knafo-Noam2
1School of Occupational Therapy, Hebrew University of Jerusalem.
Executive functions (EFs) like working memory and inhibition, and empathy components like mentalizing, show distinct associations in adolescents. Working memory links to both empathy aspects, while inhibition primarily relates to mentalizing, not interpersonal concern.
Area of Science:
- Developmental psychology
- Neuroscience
- Adolescent psychology
Background:
- Empathy and executive functions (EFs) are crucial for social and academic success in adolescents.
- Shared brain regions suggest a link between empathy and EFs in adults.
- The developmental interplay between empathy and EFs during adolescence remains understudied.
Purpose of the Study:
- To investigate the associations between specific components of empathy and EFs in adolescents.
- To explore the relationship between mentalizing, interpersonal concern, working memory (WM), and inhibition/shifting (IaS).
Main Methods:
- Confirmatory factor analysis of data from a longitudinal twin study (N=593) of Israeli adolescents.
- Online battery of tasks assessing empathy (mentalizing, interpersonal concern) and EFs (WM, IaS).
Main Results:
- Working memory (WM) was associated with both mentalizing and interpersonal concern.
- Inhibition/shifting (IaS) was associated with mentalizing but not interpersonal concern.
- Findings highlight developmental differences compared to adult studies.
Conclusions:
- The relationship between cognitive and emotional development in adolescents is influenced by ongoing brain maturation and age-specific experiences.
- Results inform understanding and treatment of clinical populations with executive or emotional deficits during adolescence.
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