scholarly journals Social perspective-taking shapes brain hemodynamic activity and eye movements during movie viewing

2020 ◽  
Vol 15 (2) ◽  
pp. 175-191 ◽  
Author(s):  
Mareike Bacha-Trams ◽  
Elisa Ryyppö ◽  
Enrico Glerean ◽  
Mikko Sams ◽  
Iiro P Jääskeläinen

Abstract Putting oneself into the shoes of others is an important aspect of social cognition. We measured brain hemodynamic activity and eye-gaze patterns while participants were viewing a shortened version of the movie ‘My Sister’s Keeper’ from two perspectives: that of a potential organ donor, who violates moral norms by refusing to donate her kidney, and that of a potential organ recipient, who suffers in pain. Inter-subject correlation (ISC) of brain activity was significantly higher during the potential organ donor’s perspective in dorsolateral and inferior prefrontal, lateral and inferior occipital, and inferior–anterior temporal areas. In the reverse contrast, stronger ISC was observed in superior temporal, posterior frontal and anterior parietal areas. Eye-gaze analysis showed higher proportion of fixations on the potential organ recipient during both perspectives. Taken together, these results suggest that during social perspective-taking different brain areas can be flexibly recruited depending on the nature of the perspective that is taken.

2018 ◽  
Vol 57 ◽  
pp. 24-41 ◽  
Author(s):  
Ha Yeon Kim ◽  
Maria D. LaRusso ◽  
Lisa B. Hsin ◽  
Allen G. Harbaugh ◽  
Robert L. Selman ◽  
...  

2015 ◽  
Vol 52 ◽  
pp. 523-532 ◽  
Author(s):  
Hunter Gehlbach ◽  
Geoff Marietta ◽  
Aaron M. King ◽  
Cody Karutz ◽  
Jeremy N. Bailenson ◽  
...  

2018 ◽  
Vol 47 (4) ◽  
pp. 246-254 ◽  
Author(s):  
Jay P. Greene ◽  
Heidi H. Erickson ◽  
Angela R. Watson ◽  
Molly I. Beck

Field trips to see theater performances are a long-standing educational practice; however, there is little systematic evidence demonstrating educational benefits. This article describes the results of five random assignment experiments spanning 2 years where school groups were assigned by lottery to attend a live theater performance or, for some groups, watch a movie version of the same story. We find significant educational benefits from seeing live theater, including higher levels of tolerance, social perspective taking, and stronger command of the plot and vocabulary of those plays. Students randomly assigned to watch a movie did not experience these benefits. Our findings also suggest that theater field trips may cultivate the desire among students to frequent the theater in the future.


2012 ◽  
Vol 32 (3) ◽  
pp. 295-309 ◽  
Author(s):  
Hunter Gehlbach ◽  
Lissa V. Young ◽  
Linda K. Roan

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