Empathizing-systemizing cognitive styles: Effects of sex and academic degree

Kidron, Rachel; Kaganovskiy, Leon; Baron‐Cohen, Simon

doi:10.1371/journal.pone.0194515

Cited by 28 publications

(37 citation statements)

References 46 publications

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Section: Discussionmentioning

confidence: 99%

“…The male students in Exact Sciences were more systemizing than the female students in Human Sciences, and overall, regardless of sex, the science students had higher levels of systemizing than empathizing characteristics, while the opposite was true for the humanities students. 29,30 But regardless of gender, the importance of the professionals' sensitivity, especially in the health area, in care for the person under their care is indisputable. Literature analyses point to the existence of two professional groups in terms of empathetic profile.…”

Section: Scalesmentioning

confidence: 99%

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Empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates

Souza¹,

Mendes

Martins

et al. 2019

Nurs Ethics

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Aim: To analyze the empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates. Background: Empathy is a fundamental skill for nursing practice and should be analyzed during the student’s education. Methods: Descriptive study with cross-sectional design. Participants were 968 undergraduate students, including 215 (22.2%) Brazilians from a university in the state of São Paulo and 753 (77.8%) Portuguese students from a higher education institution in central Portugal. The Portuguese and Brazilian versions of the Empathizing/Systemizing Quotient have good internal consistency and reliability. Ethical considerations: In Brazil, approval for the study was obtained from the Research Ethics Committee of the University of São Paulo at Ribeirão Preto College of Nursing (protocol 191/2016) and in Portugal, from the Ethics Committee of the Health Sciences Research Unit: Nursing, Coimbra Higher School of Nursing (protocol P362-09/2016). Results: Most (86%) participants were female and aged between 20 and 24 years. In the general profile analysis between both groups, the domains “Social Skills,” “Contents,” and “Processes” scored higher. Gender differences exist for the feeling of empathy and systemizing, as women scored better on the short version of the Empathy Quotient and men on the Systemizing Quotient. Conclusion: As demonstrated in the domain scores for “Social Skills,” “Contents,” and “Processes,” the undergraduate nursing students analyzed have the ability to deal intuitively and spontaneously with social situations; they are also characterized as methodical people, who like to follow rules, and experience practice better than theory, and the women have a higher empathetic level than men, who in turn are more systemizing.

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Section: Discussionmentioning

confidence: 99%

Section: Scalesmentioning

confidence: 99%

Empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates

Souza¹,

Mendes

Martins

et al. 2019

Nurs Ethics

View full text Add to dashboard Cite

show abstract

“…In a similar vein, West et al (2008) reported that an individual's need for cognition and openmindedness predicted their critical thinking abilities. Several studies have reported that the 'systemizing' cognitive style, which drives to analyze the rules underlying a system, is related to interest in science and engineering (Billington et al, 2007;Kidron et al, 2018). Some contemporary work in science communication has also sought to predict science information engagement on the basis of individual traits.…”

Section: Non-cognitive Explanations Of Interest and Engagement With Smentioning

confidence: 99%

The role of epistemic beliefs in predicting citizen interest and engagement with science and technology

Choung

Newman

Stenhouse³

2020

International Journal of Science Education, Part B

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Epistemic beliefsone's beliefs about the nature of knowledgehave been recognized as important predictors of learning outcomes. This study focuses on the role of epistemic beliefs in predicting citizen engagement with science and technology. In accordance with theories of learning and domain knowledge acquisition, the findings highlight the potential importance of epistemic beliefs in motivating individuals to be interested in and to consume informative media content related to science and technology. The analyses confirm that certain cognitive dispositions and epistemic beliefs substantially increase the ability to explain variation in citizens' interest in science and technology and consumption of related news content. If the relationships we observe represent causal effects, enhancing epistemic motivations might be an effective strategy in achieving science communication's goal of cultivating interest and promoting citizen engagement with science and technology.

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“…Cognitive styles are frameworks for the way people think, gather, process, use, and remember information (Kozhevnikov 2007). E-S theory (see e.g., Baron-Cohen et al 2003;Wheelwright et al 2006;Kidron et al 2018;Svedholm-Häkkinen et al 2016) deals specifically with autism's social and non-social features, attributing the social difficulties characteristic of the condition to weaknesses in cognitive empathizing-the ability and drive to imagine another person's mental states (i.e., their thoughts, intentions, desires, feelings)-and the autistic tendency for detailorientation to strengths in systemizing. It further predicts that women will be stronger empathizers than men, who are said to possess a cognitive style rooted in systemizing.…”

Section: Systemizingmentioning

confidence: 99%

An Exploratory, Preliminary Report on United States Weather Education Trends and General Population Links Between Weather Salience and Systemizing

Bolton

Mogil²,

Ault

2020

J. Operational Meteor.

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Meteorologists have been interested in STEM (science, technology, engineering, and math) education endeavors for many years. The present study’s authors recently observed an apparent trend in United States public schools away from weather content in physical science classes, especially at higher grade levels. Through the blending of multiple psychological theories, this study sought to examine when people in the United States are presented with educational weather content at the Kindergarten to Grade 12 (K-12) levels and also investigated links between two psychological constructs: Weather salience and systemizing. Recent evidence among people on the autism spectrum suggests that weather salience—psychological attention to weather—is linked to systemizing, a psychological process that involves attention-to-detail and pattern recognition, thus prompting an investigation of this relationship in the general population. Results preliminarily suggest that K-12 weather education in the United States occurs most often in the elementary and middle school years, but that people receiving weather education only in high school, and intriguingly a combination of elementary and high school, but not middle school, have the highest weather salience levels. There was also a positive relationship between weather salience and systemizing. Results are discussed in light of the weather salience, systemizing, and social cognitive career theories.

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Empathizing-systemizing cognitive styles: Effects of sex and academic degree

Cited by 28 publications

References 46 publications

Empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates

Empathizing and systemizing profiles of Brazilian and Portuguese nursing undergraduates

The role of epistemic beliefs in predicting citizen interest and engagement with science and technology

An Exploratory, Preliminary Report on United States Weather Education Trends and General Population Links Between Weather Salience and Systemizing

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