Empathy, and its relationship with cognitive and emotional functions in alcohol dependency

Erol, Almıla; Kirdok, Asusinem Akyalcin; Zorlu, Nabi; Polat, Serap; Mete, Levent

doi:10.1080/08039488.2016.1263683

Cited by 26 publications

(40 citation statements)

References 27 publications

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“…Firstly, the sample consisted of Dutch male social drinkers, thereby, limiting our findings’ generalizability to women and individuals with alcohol use disorders. Previous research indicates gender differences in EA performance (Ickes et al 2000 ) and in response to alcohol consumption (Mumenthaler et al 1999 ), as well as reduced cognitive empathy in alcohol-dependent subjects (Castellano et al 2015 ; Bora and Zorlu 2016 ; Erol et al 2017 ). Nevertheless, further factors related to alcohol dependence remain to be investigated.…”

Section: Discussionmentioning

confidence: 95%

A moderate dose of alcohol selectively reduces empathic accuracy

et al. 2018

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RationaleDrinking alcohol is associated with various interpersonal effects, including effects on cognitive empathy. Empathic accuracy (EA) is a form of cognitive empathy concerned with perceivers’ accuracy in inferring a target’s thoughts and feelings. The effects of alcohol on EA have not previously been studied.ObjectivesWe examined the effect of a moderate alcohol dose on EA in social drinkers.MethodsFifty-four men with varying levels of hazardous drinking according to the Alcohol Use Disorders Identification Test (AUDIT) participated in a randomized, double-blind, between-group study. The alcohol group received 0.56 g/kg alcohol in a vodka and tonic-mixed drink. The placebo group received tonic, with 4 ml of vodka sprayed on top. All participants performed an EA task that involved watching 16 videos of people narrating positive and negative emotional autobiographical events and continuously rating how targets felt while narrating.ResultsThere were no significant main effects of beverage condition on the EA task. There was an effect of the condition by AUDIT interaction for EA on the positive videos. Post-hoc simple contrasts revealed that in participants with lower AUDIT scores, the alcohol condition had lower EA for positive videos than the placebo condition. No significant main effect for condition occurred in the participants with higher AUDIT scores.ConclusionsThe effect of condition in participants with lower AUDIT scores indicates alcohol selectively reduced EA in individuals low on hazardous drinking. This suggests either alcohol-induced impairments of EA for positive events or a positivity bias in men at low risk for alcohol dependency.Electronic supplementary materialThe online version of this article (10.1007/s00213-018-4859-y) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 95%

A moderate dose of alcohol selectively reduces empathic accuracy

et al. 2018

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“…Alterations and impairments in social cognition is a common feature of many psychiatric disorders and conditions [1,2,3,4]. For instance, schizophrenia and autism spectrum disorders (ASD) are neurodevelopmental disorders characterized by marked impairments in social cognition, including theory of mind (ToM) deficits, i.e.…”

Section: Introductionmentioning

confidence: 99%

Do patients with high-functioning autism have similar social cognitive deficits as patients with a chronic cause of schizophrenia?

Veddum

Pedersen

Landert³

et al. 2019

Nordic Journal of Psychiatry

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“…High-functioning autism is one of several neuro-psychiatric functional impairments. People who are diagnosed with such are described as having limitations in the areas of social cognition [21][22][23][24][25][26][27][28][29][30] and empathy [31][32][33][34][35]. Research has also identified a lack of enterprise and an inability to take the initiative amongst people who have been diagnosed with high-functioning autism [36,37], as well as a limited ability to make plans and to be flexible [24].…”

Section: High-functioning Autismmentioning

confidence: 99%

Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

Hugo

Hedegaard

2020

Disability and Rehabilitation

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Purpose: The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School. Methods: A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School. Results: The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant's needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School. Conclusions: Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School's safe and caring environment. ä IMPLICATIONS FOR REHABILITATIONA supportive environment including both formal and social learning is paramount for people with high-functioning autism. Individually adapted teaching that is structured and predictable improve the conditions under which they can focus on their studies and enjoy academic success. The teachers' relational competence and ability to show interest in each individual are crucial. Social-and special-pedagogic competencies need to co-exist so as to improve learning conditions. Internship/workplace training can provide an important social learning experience for participants, as they learn about themselves and others and as they develop their social competence. To practice living on one's own is a significant challenge, but it can create opportunities to learn about one's self and to develop a sense of responsibility and other social skills. ARTICLE HISTORY

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Empathy, and its relationship with cognitive and emotional functions in alcohol dependency

Abstract: Alcohol dependency has deleterious effects on empathy ability, and cognitive and emotional functions. Those impairments can improve with abstinence. Empathy ability has strong relationships with cognitive and emotional functions.

Cited by 26 publications

References 27 publications

A moderate dose of alcohol selectively reduces empathic accuracy

A moderate dose of alcohol selectively reduces empathic accuracy

Do patients with high-functioning autism have similar social cognitive deficits as patients with a chronic cause of schizophrenia?

Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism

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