Abstract
The Empathizing-Systemizing (E-S) theory describes a profile of traits that have been linked to autism spectrum disorders, and are thought to encompass a continuum that includes typically developing (TD) individuals. Although systemizing is hypothesized to be related to mathematical abilities, empirical support for this relationship is lacking. We examine the link between empathizing and systemizing tendencies and mathematical achievement in 112 TD children (57 girls) to elucidate how socio-cognitive constructs influence early development of mathematical skills. Assessment of mathematical achievement included standardized tests designed to examine calculation skills and conceptual mathematical reasoning. Empathizing and systemizing were assessed using the Combined Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C). Contrary to our hypothesis, we found that mathematical achievement was not related to systemizing or the discrepancy between systemizing and empathizing. Surprisingly, children with higher empathy demonstrated lower calculation skills. Further analysis using the Social Responsiveness Scale (SRS) revealed that the relationship between EQ-C and mathematical achievement was mediated by social ability rather than autistic behaviors. Finally, social awareness was found to play a differential role in mediating the relationship between EQ-C and mathematical achievement in girls. These results identify empathy, and social skills more generally, as previously unknown predictors of mathematical achievement.
Highlights
The E-S theory arose out of an examination of core features of autism spectrum disorder (ASD)[5]
In line with the typically developing (TD) sample in the study conducted by Auyeung and colleagues[13], there was no relation between Empathy Quotient-Child (EQ-C) and Systemizing Quotient-Child (SQ-C) scores
Boys and girls did not differ in age, the Wechsler Abbreviated Scale of Intelligence[31] full-scale IQ (FSIQ), reading achievement as measured by the Woodcock Johnson III (WJ-III)[32] Basic Reading composite, or math achievement as measured by WJ-III mathematics subscales (Table 1)
Summary
The E-S theory arose out of an examination of core features of autism spectrum disorder (ASD)[5]. Extreme categories were assigned for individuals that showed significant discrepancies (top and bottom 2.5 percentile on the Difference score) These brain types have been cited as useful in describing sex-typical behavior, with males tending to be categorized as Type S and females as Type E12. Students majoring in mathematics score higher than students majoring in the humanities or social sciences on the Autism Quotient questionnaire[17] Despite these intriguing findings, there is surprisingly little direct evidence for a link between either systemizing or Type S (greater discrepancy between systemizing and empathy quotients) and mathematics ability in either individuals with ASD or neurotypical individuals. A secondary aim of the present study was to examine empathizing in relation to math achievement and relevant affective and social constructs such as math anxiety, social responsiveness, and their potential interactions with gender
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