ArticleCognitive processing2024
The effects of implicit emotion on the use of theory of mind among college students in China.
Article in Cognitive processing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed, 1 citations in OpenAlex.
- Exploring Empathic Responses to Others' Positive and Negative Experiences: Insights from Empathy Subprocesses.Neuroscience bulletin · 2026Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This research aims to study the impact of implicit emotion on the use of theory of mind and enrich the research on emotions and the use of theory of mind, thus allowing adults to apply theory of mind more effectively in the context of social interaction. This study includes 120 college students as participants. A two (level of theory of mind: high vs. low) * three (implicit emotional state: implicit positive emotion, implicit neutral emotion, or implicit negative emotion) * two (private knowledge: endowed vs. unendowed) between-subjects three-factor design was employed. This study obtained the following results: (1) The main effect of different implicit emotional states on college students' use of theory of mind is significant. College students with implicit positive emotions use theory of mind much less than those with implicit neutral and negative emotions. (2) In cases of implicit positive emotions, college students with a low level of theory of mind use theory of mind substantially less than students with a high level of theory of mind. In cases of implicit neutral and negative emotions, college students with the high and low theory of mind do not exhibit substantial differences in their use of theory of mind. This study concludes that different emotional states affect college students' use of theory of mind.
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Registered trials
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