The questions whether and how empathy for pain can be modulated by acute alcohol intoxication in the non-dependent population remain unanswered. To address these questions, a double-blind, placebo-controlled, within-subject study design was adopted in this study, in which healthy social drinkers were asked to complete a pain-judgment task using pictures depicting others' body parts in painful or non-painful situations during fMRI scanning, either under the influence of alcohol intoxication or placebo conditions. Empathic neural activity for pain was reduced by alcohol intoxication only in the dorsal anterior cingulate cortex (dACC). More interestingly, we observed that empathic neural activity for pain in the right anterior insula (rAI) was significantly correlated with trait empathy only after alcohol intoxication, along with impaired functional connectivity between the rAI and the fronto-parietal attention network. Our results reveal that alcohol intoxication not only inhibits empathic neural responses for pain but also leads to trait empathy inflation, possibly via impaired top-down attentional control. These findings help to explain the neural mechanism underlying alcohol-related social problems.

Successful intelligence theory suggests that creativity is necessary for personal achievement outside of intelligence. Unlike intelligence, creativity can develop in a supportive environment. People should consider the situation of disadvantaged groups, which are characterized by low personal achievement and a bad growth environment in creativity evaluation from a caring perspective. This study focuses on the effect of the creator’s situation on creative evaluation and the role of the rater’s empathy (i.e., cognitive empathy and affective empathy) and sympathy in creative evaluation. Four pairs of creator’s situations (by age, physical state, family situation, and economic state) were designed to represent people with disadvantages or advantages. A between-subject design was used with 590 undergraduate students randomly assigned to eight sub-conditions. The participants were asked to assess three products in eight situations. The rater’s empathy and sympathy in creativity evaluation were explored in the overall disadvantage (N = 300) and advantage (N = 290) conditions. The results showed that the participants only provided significantly higher ratings to the creative product made by a child. Cognitive empathy only predicted a creative rating under disadvantaged conditions, and affective empathy negatively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. The possible mechanisms of the effect and implications for the establishment of a supportive environment for creativity and creativity teaching practice were discussed.

As grandparents’ involvement in parenting becomes more common, it is valuable to understand the differences between grandparenting and parenting and how these differences affect children. To elucidate the differences between grandparenting and parenting and their effects on children’s creativity performance, children’s performance on creativity tasks after grandparent–child interactions and parent–child interactions were compared, and the behavioral differences between grandparents and parents when interacting with children were discussed. In this study, grandparents and parents were asked to interact with children separately, and creativity performance was measured before and after adult-child interactions. The results showed that children’s creative performance improved significantly after parent–child interactions, while there was little change after grandparent–child interactions. In addition, according to parental investment theory, parents provided children with more cognitive and interpersonal resources during the interaction compared to grandparents.