Impaired social attention and cognitive empathy in a paediatric sample of children with symptoms of anxiety

Eaton, Steve, Dorrans, Ellie Mae and van Goozen, Stephanie H. M. ORCID: https://orcid.org/0000-0002-5983-4734 2024. Impaired social attention and cognitive empathy in a paediatric sample of children with symptoms of anxiety. Research on Child and Adolescent Psychopathology 10.1007/s10802-024-01240-7

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Abstract

Impairments in social cognition, in particular empathy, have been associated with childhood psychopathology, though previous investigations have yielded inconsistent results. Measures of social attention can reveal processes involved in responses to emotional stimuli and highlight deficits in empathy, or emotional biases in those with anxiety. The current study examined symptoms of anxiety, cognitive and affective empathy scores, and eye-gaze patterns in a pediatric sample of children (n = 178; 51–98 months-old) referred by their teachers for emerging psychopathology symptoms at school. We used eye-tracking metrics to capture gaze patterns during a dynamic video task designed to elicit empathic responses. Anxiety symptomology was reported by parents using the Screen for Child Anxiety Related Disorders scale (SCARED). Associations between eye-tracking variables, cognitive and affective empathy, and anxiety scores were analysed dimensionally in accordance with the Research and Domain Criteria (RDoC) framework. Higher levels of anxiety were associated with lower cognitive empathy and shorter first and total fixation durations to the eyes, across emotions (happiness, sadness, fear). No such associations were found between affective empathy and anxiety. Hierarchical multiple regression analyses revealed that across emotion conditions, first fixation duration negatively predicted anxiety scores. Our results indicate that children high in anxiety display cognitive empathy impairments and shorter attention to the eyes. These findings could inform early intervention programs for individuals at risk of developing anxiety disorders, as educating those high in anxiety on ways to identify emotions in others through changes in social attention could help to reduce anxiety.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Psychology Cardiff University Centre for Human Development Science (CHDS)
Publisher:	Springer
ISSN:	2730-7166
Date of First Compliant Deposit:	12 September 2024
Date of Acceptance:	13 August 2024
Last Modified:	30 Sep 2024 11:58
URI:	https://orca.cardiff.ac.uk/id/eprint/172070

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