The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children
The Empathizing-Systemizing Theory, Social Abilities, and Mathematical Achievement in Children
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DOI：
10.1038/srep23011
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发表时间：
2016-03-14
影响因子：
4.6
通讯作者：
Menon, Vinod
中科院分区：
文献类型：
--
作者：
Escovar, Emily;Rosenberg-Lee, Miriam;Menon, Vinod
移情-系统化（E-S）理论描述了与自闭症谱系障碍有关的特征，并被认为包括一个连续体，包括典型的发育（TD）个体。虽然系统化被假设为与数学能力有关，但这种关系缺乏实证支持。我们研究了112名TD儿童（57名女孩）的移情和系统化倾向与数学成绩之间的联系，以阐明社会认知结构如何影响数学技能的早期发展。数学成绩的评估包括标准化测试，旨在检查计算技能和概念数学推理。同情和系统化使用儿童综合同理心商数（EQ-C）和儿童系统商数（SQ-C）进行评估。与我们的假设相反，我们发现数学成绩与系统化或系统化与移情之间的差异无关。令人惊讶的是，具有较高同理心的孩子表现出较低的计算能力。社会反应量表（SRS）的进一步分析表明，EQ-C和数学成绩之间的关系是由社会能力，而不是自闭症行为介导的。最后，社会意识被发现发挥了不同的作用，在调解EQ-C和数学成绩的女孩之间的关系。这些结果确定了同理心和更普遍的社交技能，作为以前未知的数学成绩的预测因素。
The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.