We conducted a series of meta-analytic tests on experiments in which participants read perspective-taking instructions—that is, written instructions to imagine a distressed persons’ point of view (“imagine-self” and “imagine-other” instructions), or to inhibit such actions (“remain-objective” instructions)—and afterwards reported how much empathic concern they experienced upon learning about the distressed person. If people spontaneously empathize with others, then participants who receive remain-objective instructions should report less empathic concern than do participants in a “no-instructions” control condition; if people can deliberately increase how much empathic concern they experience, then imagine-self and imagine-other instructions should increase empathic concern relative to not receiving any instructions. Random-effects models revealed that remain-objective instructions reduced empathic concern, but “imagine” instructions did not significantly increase it. The results were robust to most corrections for bias. Our conclusions were not qualified by the study characteristics we examined, but most relevant moderators have not yet been thoroughly studied.
We conducted a series of meta-analytic tests on experiments in which participants read perspective-taking instructions—i.e., written instructions to imagine a distressed persons’ point of view (“imagine-self” and “imagine-other” instructions), or to inhibit such actions (“remain-objective” instructions)—and afterwards reported how much empathic concern they experienced after learning about the distressed person. If people spontaneously empathize with others, then participants who receive remain-objective instructions should report less empathic concern than do participants who do not receive instructions; if people can deliberately increase how much empathic concern they experience, then imagine-self and imagine-other instructions should increase empathic concern relative to not receiving any instructions. Random-effects models revealed that medium-sized differences between imagine and remain-objective instructions were driven by remain-objective instructions. The results were robust to most corrections for bias. Our conclusions were not qualified by the study characteristics we examined, but most theoretically relevant moderators have not yet been thoroughly studied.
The cognitive demand on animals to learn, maintain, and remember the complexities of social relationships is theoretically higher for individuals who live more complex social lives. Previous research has suggested that both across and within species, the cognitive ability to flexibly learn and manipulate information may increase with increased social complexity. In this study, we determined the relationship between social complexity and cognitive performance on 2 related tests of general learning: associative learning and reversal learning. Subjects were 16 members of a socially housed group of brown capuchin monkeys (Cebus [Sapajus] apella). A general learning score was extracted from a principal component analysis on learning rate across 5 repetitions of each of the 2 tasks. The complexity of each monkey’s social life was characterised by their centrality in the grooming social network of the group. Generalised learning scores were predicted by age and network centrality, but in contrast to predictions, older monkeys and monkeys that were more central to the network made more errors. Future studies focusing on specific cognitive abilities that are theoretically linked to species-specific fitness and behavioural outcomes, rather than broad cognitive categories like learning, will be essential for clarifying the relationship between cognition and social complexity.
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