Relationship between Empathizing-Systemizing Cognitive Styles and Mind Reading among Japanese Adolescents

Abstract

Objective:“Mind reading”is the ability to understand another individualʼs mental states. In particular, individuals with developmental disorders, such as autism spectrum disorders, have a deficit in mind reading abilities. Similarly, individual differences in mind reading also exist among the healthy population and are often the cause of misunderstandings. Although the Empathizing and Systemizing Theory (E-S theory) has been used to explain individual developmental differences, its applicability to mind reading among Japanese adolescents has not been investigated. Therefore, the purpose of this study was to examine whether the E-S theory explains individual differences in mind reading among Japanese adolescents. Participants: Participants were 240 Japanese university students (M = 20.58,SD = 0.51). Methods: We administered questionnaires based on Japanese versions of the Empathy and Systemizing Quotients, and the Reading the Mind in the Eyes Test. Results: Empathizing, but not systemizing, was found to be related to mind reading. Additionally, relative differences in empathizing and systemizing, rather than its combination, were associated with mind reading. Conclusion: Since relative differences in empathizing and systemizing affect mind reading, we concluded that the E-S theory explains individual differences in mind reading among Japanese adolescents.