- Date:
- April 28, 2016
- Source:
- Julius-Maximilians-Universität Würzburg, JMU
- Summary:
- People who empathize easily with others do not necessarily understand them well. To the contrary: Excessive empathy can even impair understanding as a new study conducted by psychologists has established.

Excessive empathy can impair understanding as a new study conducted by psychologists from Würzburg and Leipzig has established. Credit: © ibreakstock / Fotolia
People who empathize easily with others do not necessarily understand them well. To the contrary: Excessive empathy can even impair understanding as a new study conducted by psychologists from Würzburg and Leipzig has established.
Imagine your best friend tells you that his girlfriend has just proposed “staying friends.” Now you have to accomplish two things: Firstly, you have to grasp that this nice sounding proposition actually means that she wants to break up with him and secondly, you should feel with your friend and comfort him.
Whether empathy and understanding other people’s mental states (mentalising) — i.e. the ability to understand what others know, plan and want — are interrelated has recently been examined by the psychologists Anne Böckler, Philipp Kanske, Mathis Trautwein, Franca Parianen-Lesemann and Tania Singer.
Anne Böckler has been a junior professor at the University of Würzburg’s Institute of Psychology since October 2015. Previously, the post-doc had worked in the Department of Social Neurosciences at the Max Planck Institute of Human Cognitive and Brain Sciences in Leipzig where she conducted the study together with her co-workers. In the scientific journal Social Cognitive and Affective Neuroscience, the scientists present the results of their work.
“Successful social interaction is based on our ability to feel with others and to understand their thoughts and intentions,” Anne Böckler explains. She says that it had been unclear previously whether and to what extend these two skills were interrelated — that is whether people who empathise easily with others are also capable of grasping their thoughts and intentions. According to the junior professor, the scientists also looked into the question of whether the neuronal networks responsible for these abilities interact.
Answers can be gleaned from the study conducted by Anne Böckler, Philipp Kanske and their colleagues at the Max Planck Institute in Leipzig within the scope of a large-scale study led by Tania Singer which included some 200 participants. The study enabled the scientists to prove that people who tend to be empathic do not necessarily understand other people well at a cognitive level. Hence, social skills seem to be based on multiple abilities that are rather independent of one another.
The study also delivered new insight as to how the different networks in the brain are orchestrated, revealing that networks crucial for empathy and cognitive perspective-taking interact with one another. In highly emotional moments — for example when somebody talks about the death of a close person — activation of the insula, which forms part of the empathy-relevant network, can have an inhibiting effect in some people on brain areas important for taking someone else’s perspective. And this in turn can cause excessive empathy to impair social understanding.
The participants to the study watched a number of video sequences in which the narrator was more or less emotional. Afterwards, they had to rate how they felt and how much compassion they felt for the person in the film. Then they had to answer questions about the video — for example what the persons could have thought, known or intended. Having thus identified persons with a high level of empathy, the psychologists looked at their portion among the test participants who had had good or poor results in the test about cognitive perspective-taking — and vice versa.
Using functional magnetic resonance imaging, the scientists observed which areas of the brain where active at what time.
The authors believe that the results of this study are important both for neuroscience and clinical applications. For example, they suggest that training aimed at improving social skills, the willingness to empathise and the ability to understand others at the cognitive level and take their perspective should be promoted selectively and separately of one another. The group in the Department of Social Neurosciences in Leipzig is currently working on exactly this topic within the scope of the ReSource project, namely how to specifically train different social skills.
Journal Reference:
- Artyom Zinchenko, Philipp Kanske, Christian Obermeier, Erich Schröger, Sonja A. Kotz. Emotion and goal-directed behavior: ERP evidence on cognitive and emotional conflict. Social Cognitive and Affective Neuroscience, 2015; 10 (11): 1577 DOI: 10.1093/scan/nsv050






August 1, 2012





















Philosopher Don Howard worked with computer scientists on the ethics of ‘human-robot interaction’. Photograph: Alamy
Gretchen Busl, Assistant professor of English at Texas Woman’s University
Monday 19 October 2015 07.00 BSTLast modified on Monday 19 October 2015 21.23 BST
Deep in the corridors of Stanford University’s English department, graduate student Jodie Archer developed a computer model that can predict New York Times bestsellers. Her soon-to-be published research landed her a top job with Apple iBooks and may revolutionise the publishing industry. At the University of Notre Dame, philosopher Don Howard worked with a computer scientist to develop a code of ethics for “human-robot interaction” that could change the way Silicon Valley designs robots.
Both scholars share an academic background in humanities. And they join countless others working in fields such as technology, environmental sustainability and even infectious disease control.
But humanities is experiencing a crisis. Public support has dwindled. Enrolment in humanities majors is down and courses are disappearing from university curricula. A tightening job market means more humanities PhDs than ever are looking for – and not finding – jobs outside of academia.
In theory, our society cherishes the humanities – the 50th anniversary of the National Endowment for the Humanities (NEH) is even being celebrated with a ceremony at the White House. In its years, the NEH has awarded more than $5bn (£3.2m) in grants to promote innovative research and cultural projects, such as the development of a database to track the transatlantic slave trade and the preservation and publication of the Dead Sea scrolls.
Even so, congressional support for the humanities has plummeted along with federal, state and private funding. Adjusted for inflation, the current $146m budget for the NEH represents just half of its expenditure in 1980.
Part of the issue is an image problem around the impact of humanities research on the wider world. The public should know about Priscilla Wald, an English professor at Duke University, whose explanation of the “outbreak narrative” of contagion is changing the way scientists think about the spread of infectious diseases. They should know about environmental humanities professor Joni Adamson, who is applying the study of indigenous cultures to make desert cities into more sustainable ecosystems.
Most arguments for “saving” the humanities focus on the fact that employers prize the critical thinking and communication skills that undergraduate students develop. Although that may be true, such arguments highlight the value of classroom study, not the value of research.
But humanities research teaches us about the world beyond the classroom, and beyond a job. Humanities scholars explore ethical issues, and discover how the past informs the present and the future. Researchers delve into the discourses that construct gender, race, and class. We learn to decode the images that surround us; to understand and use the language necessary to navigate a complex and rapidly shifting world.
The academy itself is partly to blame for this image problem. The inward-focused nature of scholarship has left the public with no choice but to respond to our work with indifference and even disdain, because we have made little effort to demonstrate what purpose our work may have beyond the lecture hall or academic journal.
The traditional academic model does not reward public humanities scholarship. Rather, humanities scholars are saddled with the expectation of producing peer-reviewed articles and monographs published by university presses for tenure and promotion. This antiquated system encourages scholars to write and speak only for an audience of peers, keeping graduate students from branching away from the proto-book dissertation model and faculty from exploring popular venues for their work.
The potential applications of this type of research are endless – the examples above are the just the tip of the iceberg. And more employers need to see that such research has wide application outside of the academy. The American Council of Learned Societies Public Fellows programme is helping to facilitate this process by placing humanities PhDs in high-profile positions in government and non-profit organisations such as the US department of state, Amnesty International and the Human Rights Campaign.
Humanities scholars need to take what feels – right now – like a risk, and engage in more public scholarship. After all, we are the best qualified to talk about our own work. And we need our chairs, our deans and our provosts to afford us the support and incentives to do so.
The payoff will not only be in increased visibility and perceived value for humanities research, but the opportunity to make an impact that is much greater than that offered by the solitary scholar model.