ArticleInternational journal of clinical and health psychology : IJCHP
A latent profile analysis of empathizing-systemizing cognitive style among Chinese children aged 6 - 12 years: Links to intelligence, executive function, and autistic traits.
Article in International journal of clinical and health psychology : IJCHP. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Autistic traits are associated with lower perceived executive function but not poorer executive function task performance in the general population: complementary meta-analytic evidence.Molecular autism · 2025Pooled it
- A Study on the Influence of Empathy on Helping Behavior of Children With Autism Spectrum Disorder Under Different Affective Priming Conditions.Journal of autism and developmental disorders · 2026Article
- Mediating the Verbal Ability-Conduct Problems Relationship with Child Empathy and Self-Control.Research on child and adolescent psychopathology · 2026Article
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9 authors.
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Abstract
Background: Empathizing and systemizing abilities are respectively associated with key developmental outcomes like intelligence, executive function, and autistic traits, particularly in typically developing (TD) children. However, how specific cognitive styles-defined by the balance between empathizing and systemizing-relate to these outcomes remains unclear. Methods: We conducted a latent profile analysis on 502 TD children aged 6‒12 years to identify cognitive styles based on multiple dimensions of empathizing and systemizing, measured by the Children's Empathy Quotient and Systemizing Quotient. Intelligence, executive function, and autistic traits were assessed using the Wechsler Intelligence Scale for Children (Fourth Edition), the Behavior Rating Inventory of Executive Function, and the Social Responsiveness Scale, respectively. Results: Four cognitive styles emerged: High B (high empathizing and systemizing), E-dominance (empathizing-dominant), S-dominance (systemizing-dominant), and Low B (low empathizing and systemizing). The High B and E-dominance groups showed higher full-scale intelligence and verbal comprehension scores compared to the Low B group. In executive function, the Low B and S-dominance groups displayed more impairments, particularly in inhibitory control, emotional regulation, and overall executive function. For autistic traits, the S-dominance group showed higher levels of both social-communication difficulties and autistic mannerisms, while the Low B group primarily displayed increased social-communication challenges. Conclusion: Cognitive styles marked by high empathizing and systemizing ability correlate with stronger intelligence and social-communication skills, while a systemizing-dominant profile may lead to executive function difficulties and elevated autistic traits. These findings emphasize the role of cognitive styles in developmental outcomes, with implications for tailored educational and clinical interventions.
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