Mindreading in individuals with an empathizing versus systemizing cognitive style An fMRI study

Our fMRI study compares the neural correlates of face-based mindreading in healthy individuals with an empathizing (n=12) versus systemizing cognitive style (n=12). The empathizing group consists of individuals that score high on empathizing and low on systemizing, while the systemizing group consists of individuals with an opposite cognitive pattern. We hypothesize that the empathizing group will show stronger simulation-type neural activity (e.g., in mirror neuron areas, medial prefrontal cortex, anterior cingulate cortex) or simulation-related neural activity (e.g., in areas involved in perspective taking and experiential processing) compared to the systemizing group. As hypothesized, our study reveals that the empathizing group shows significantly stronger activity in mirror neuron areas of the brain, such as the left inferior frontal gyrus and inferior parietal lobe, and in temporal areas involved in perspective taking and autobiographical memory. Moreover, the empathizing group, but not the systemizing group, shows activity in the medial prefrontal cortex and anterior cingulate cortex which have been related to simulation-type neural activity in the brain and are central to mindreading. Also, the systemizing group shows significantly stronger activity in the left parahippocampal gyrus. In conclusion, both the empathizing and systemizing individuals show simulation-type and simulation-related neural activity during face-based mindreading. However, more neural activity indicative of simulation-based processing is seen in the empathizing individuals, while more neural activity indicative of non-simulation-based processing is seen in the systemizing individuals

COMMENTARIES Thinking about the Self from a Social Cognitive Neuroscience Perspective

In this paper Kashima et al. develop an interesting model of self that attempts to simulate several psychological processes critical to an amalgamated James-Mead theoretical conceptualization of self. More specifically, the authors use a connectionist framework to model temporal, cultural and social aspects of self which may give rise to the enculturated stream of consciousness which is seen the essential experience of self in such a model. This approach is important as so much of behavioral research has focused on the self as known, in relatively static form, in contrast to the dynamic aspects of the self that unfold in each moment and as a function of context. Simple associative and declarative models of self-representations are not well equipped to handle these nonlinear dynamics

Development during adolescence of the neural processing of social emotion

In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10–18 years) and 10 adults (22–32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents

The me in memory:the role of the self in autobiographical memory development

This paper tests the hypothesis that self development plays a role in the offset of childhood amnesia; assessing the importance of both the capacity to anchor a memory to the self-concept, and the strength of the self-concept as an anchor. We demonstrate for the first time that the volume of 3- to 6-year-old’s specific autobiographical memories is predicted by both the volume of their self-knowledge, and their capacity for self-source monitoring within self-referencing paradigms (N =186). Moreover, there is a bidirectional relationship between self and memory, such that autobiographical memory mediates the link between self-source monitoring and self-knowledge. These predictive relationships suggests that the self memory system is active in early childhood

A Study on the Neurobiological Basis of Communicative Intelligence Using Voxel-Based Morphometry

Objectives : To develop reliable tools for measuring communication skills in schizophrenia, the present study proposed the concept of communication intelligence, consisting of conversational competence, emotional competence, and empathic competence, and explored its neurobiological underpinnings using regional gray matter volume with healthy people. Methods : Communicative intelligence scores were obtained from 126 healthy young participants. Correlation analyses between regional volume distributions and communication intelligence subcomponents were conducted using voxel-based morphometry of structural MRI. Results : The significant positive correlations between the regional gray matter volumes with conversational competence were found mainly at the ventromedial frontal gyrus while the negative correlations between the bilateral middle frontal gyrus. With emotional competence, the volume of right superior temporal gyrus was positively and that of bilateral insula was negatively correlated. With empathic competence, the volume of the left middle frontal gyrus was positively and that of the insula was negatively correlated. Conclusion : Each of the subcomponents of communicative intelligence scores showed distinctive neurobiological underpinnings. The regions for the subcomponents, which constitute a common network for social cognition and emotion, are highly associated with the regions of the schizophrenia pathology. In conclusion, communicative intelligence scales have neurobiological basis to evaluate social skills of patients with schizophrenia.ope

Neuroimaging Research on Empathy and Shared Neural Networks

Understanding other people’s feelings and perspectives is an important part of effective social communication and interaction. Empathy is the phenomenon that enables us to infer the feelings of others and understand their mental states. It aids in social learning and bonding and is thought to be impaired in individuals with social deficits like schizophrenia and autism spectrum disorder (ASD). Advances in neuroimaging technology have allowed social neuroscientists to study brain activity during this complex social process. A growing body of empathy literature demonstrates that multiple brain regions are involved in empathy. Current theories propose that empathy is enabled through the activation of various dynamic neural networks, each made up of several different regions. These networks respond differently depending on specific contexts and available information. This chapter reviews the networks involved in empathy and highlights the current theories and limitations of empathy research

Are children with social anxiety disorder more likely than children with other anxiety disorders to anticipate poor social performance and reflect negatively on their performance?

Background: The cognitive theory of social anxiety disorder (SAD) suggests that adults with SAD have a tendency to anticipate poor social performance and reflect negatively on their performance following a social event. While a number of studies with socially anxious adults have supported the role of poor performance anticipation and post-event rumination in SAD, to date, only a few studies have addressed whether this also applies to children with SAD. Methods: Children (7-12 years) diagnosed with SAD (n=40), other anxious children (n=40) and non-anxious children (n=34) were exposed to a social stressor speech task and their pre- and post-performance appraisals assessed, taking into account objective performance ratings. Results: Although observers rated some aspects of performance as significantly worse among children with SAD than children with other anxiety disorders, children with SAD were not more likely than their anxious or non-anxious peers to show a general bias in pre- or post-performance appraisals. Furthermore, children with SAD were just as likely as their anxious and non-anxious peers to recognize good performance but were more critical of themselves when their performance was poor. Limitations: The speech task did not involve a same-age peer. Participants were relatively affluent group of predominantly non-minority status. Specificity for SAD in relation to other anxiety disorders remains unclear. Conclusions: Focusing on counteracting pre- and post-event social performance appraisals may potentially be inappropriate for childhood SAD. Children with SAD might benefit from interventions that focus on helping them to become less critical of themselves after social interactions have not gone well

Longitudinal self-concept development in adolescence

This longitudinal behavioral neuroimaging study tested two hypotheses concerning self-concept development in adolescence: domain-specific self-concept and similarity between own (direct) and perceived peers’ (reflected) opinions of the self. Participants (N = 189; 10–24 years) evaluated their traits in academic, physical appearance and prosocial domains from direct and reflected perspectives in an functional magnetic resonance imaging session across three time points (TP1: n = 160; TP2: n = 151; TP3: n = 144). Behaviorally, we observed a mid-adolescent dip in self-concept positivity, which was strongest for the academic domain, showing domain differentiation in mid-adolescence. Self-evaluations were associated with activity in, e.g. medial prefrontal cortex (mPFC) and temporal–parietal junction (TPJ). mPFC showed an adolescent-emerging peak in activation, pronounced more for direct than reflected self-evaluations. TPJ activation was generally stronger for reflected self-evaluations, and activation linearly increased with age for both reflected and direct self-evaluations. Longitudinal prediction analyses showed that positivity of self-evaluations predicted increases in self-concept clarity and less fear of negative evaluation 1 and 2 years later, highlighting the developmental benefits of acquiring a positive self-concept. Together, we show that adolescent self-development is characterized by dissociable neural patterns underlying self-evaluations in different domains, and from reflected and direct perspectives, confirming adolescence as a formative phase for developing a coherent and positive self-concept.</p

Direct and reflected self-concept show increasing similarity across adolescence: A functional neuroimaging study

In adolescence, the perceived opinions of others are important in the construction of one's self-concept. Previous studies found involvement of medial Prefrontal Cortex (mPFC) and temporal-parietal junction (TPJ) in direct (own perspective) and reflected (perceived perspective of others) self-evaluations, but no studies to date examined differences in these processes across adolescence. In this study, 150 adolescents between 11 and 21 years old evaluated their traits from their own perspective and from the perceived perspective of peers in a fMRI session. Results showed overlapping behavioural and neural measures for direct and reflected self-evaluations, in mPFC, precuneus and right TPJ. The difference in behavioural ratings declined with age, and this pattern was mirrored by activity in the mPFC, showing a diminishing difference in activation for direct > reflected selfevaluations with increasing age. Right TPJ was engaged more strongly for reflected > direct evaluations in adolescents who were less positive about themselves, and those who showed who showed less item-by-item agreement between direct and reflected self-evaluations. Together, the results suggest that the internalization of others' opinions in constructing a self-concept occurs on both the behavioural and neural levels across adolescence, which may aid in developing a stable self-concept