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Previous research has shown that calculating if something is to someone's left or right involves a simulative process recruiting representations of our own body in imagining ourselves in the position of the other person (Kessler and Rutherford, 2010). We compared left and right judgements from another's spatial position (spatial perspective judgements) to judgements of how a numeral appeared from another's point of view (visual perspective judgements). Experiment 1 confirmed that these visual and spatial perspective judgements involved a process of rotation as they became more difficult with angular disparity between the self and other. There was evidence of some difference between the two, but both showed a linear pattern. Experiment 2 went a step further in showing that these judgements used embodied self rotations, as their difficulty was also dependent on the current position of the self within the world. This effect was significantly stronger in spatial perspective-taking, but was present in both cases. We conclude that embodied self-rotations, through which we actively imagine ourselves assuming someone else's position in the world can subserve not only reasoning about where objects are in relation to someone else but also how the objects in their environment appear to them.

The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

On many occasions, people spontaneously or deliberately take the perspective of a person facing them rather than their own perspective. How is this done? Using a spatial perspective task in which participants were asked to identify objects at specific locations, we found that self-perspective judgments were faster for objects presented to the right, rather than the left, and for objects presented closer to the participants' own bodies. Strikingly, taking the opposing perspective of another person led to a reversal (i.e., remapping) of these effects, with reference to the other person's position (Experiment 1). A remapping of spatial relations was also observed when an empty chair replaced the other person (Experiment 2), but not when access to the other viewpoint was blocked (Experiment 3). Thus, when the spatial scene allows a physically feasible but opposing point of view, people respond as if their own bodies were in that place. Imagination can thus overcome perception.

Although empirical evidence has shown that socially responsible human resource management (SRHRM) practices positively influence employees' outcomes, knowledge on the social impact of SRHRM practices on employee well-being has been limited. Drawing upon the social information processing theory and attribution theory, we investigate whether, how, and when SRHRM practices increase the well-being of employees. Using multiphase and multilevel data from 474 employees in 50 companies, we find that SRHRM practices positively predict employee well-being and that the relationship is mediated by employees' perspective-taking. Furthermore, substantive attributions strengthen the positive relationship between SRHRM practices and perspective-taking of employees, whereas symbolic attributions weaken this relationship. We also find that substantive attributions positively moderate the indirect effect of SRHRM practices on employee well-being through perspective-taking, whereas symbolic attributions negatively moderate this indirect effect. Our study contributes to the understanding of the complex effect that SRHRM has on employee well-being.

Conceptual alignment is a prerequisite for mutual understanding. However, little is known about the neurophysiological brain‐to‐brain underpinning during conceptual alignment for mutual understanding. Here, we recorded multi‐channel electroencephalogram (EEG) simultaneously from two participants in Experiment 1 and adopted the dual‐tACS techniques in Experiment 2 to investigate the underlying brain‐to‐brain EEG coupling during conceptual alignment and the possible enhancement effect. Our results showed that 1) higher phase‐locking value (PLV), a sensitive measure for quantifying neural coupling strength between EEG signals, at the gamma frequency band (28–40 Hz), was observed in the left temporoparietal site (left TP) area between successful versus unsuccessful conceptual alignment. The left TP gamma coupling strength correlated with the accuracy of conceptual alignment and differentiated whether subjects belonged to the SUCCESS or FAILURE groups in our study. 2) In‐phase gamma‐band transcranial alternating current stimulation (tACS) over the left TP area increased the accuracy of subjects in the SUCCESS group but not the FAILURE group. 3) The effect of perspective‐taking on the accuracy was mediated by the gamma coupling strength within the left TP area. Our results support the role of gamma‐band coupling between brains for interpersonal conceptual alignment. We provide dynamic interpersonal neurophysiological insights into the formation of successful communication. Combining revised coordination semiotic games, dual‐EEG and dual‐tACS techniques, we observed higher phase‐locking value (PLV), a sensitive measure for quantifying neural coupling strength between EEG signals, at the gamma frequency band (28–40Hz), in the left temporoparietal site (left TP) area for successful versus unsuccessful conceptual alignment. In‐phase gamma‐band transcranial alternating current stimulation (tACS) over the left TP area increased the accuracy of subjects in the SUCCESS group but not the FAILURE group. The effect of perspective‐taking on the accuracy was mediated by the gamma coupling strength within the left TP area.

Embodied theories of Level 2 visual perspective-taking usually assume that we imagine ourselves in other real-world locations to take perspectives. We tested this assertion by giving participants an embodied perspective-taking task in which they were instructed to make manual responses based on imagined perspectives. Importantly, on half of the trials, the location of the alternative perspective was not physically possible (i.e., blocked with a wall). Across two experiments, results showed that participants performed just as well for the physically impossible perspectives as for accessible ones. We interpret these data as evidence that embodied perspective-taking is agnostic to local physical features of our environment.

It has been argued that humans can employ mentalizing implicitly and automatically, even with others' visual experiences. In terms of visual perspective-taking (i.e., inferring another's visual experience), the Dot Perspective Task has been considered to provide evidence for this hypothesis. People were found to respond slower when their visual experience was inconsistent with others’ (referred to as the consistency effect). However, the specific underlying cognitive process of the consistency effect has been a topic of intense debate, i.e., whether the consistency effect represents a process of social cognition such as mentalizing. Here, we introduce a modified version of the Dot Perspective Task, in which all the targets appear at the position where the avatar is gazing, while some of the targets are invisible to the avatar due to a barrier that may block the avatar's line of sight. Therefore, the effect of perspective-taking and attention-cueing can be better disassociated in the modified paradigm. The results of Experiment  1 illustrated a significant consistency effect, which was further confirmed in Experiment  2 . More importantly, the consistency effect was absent in Experiment  3 , where the avatar sat with his back to the participants. These findings imply that the consistency effect reflects the automatic computation of others’ visual information, and rule out the attention-cueing account of the consistency effect.

Empathic competences might help adolescents navigate current multicultural societies by supporting harmonious intergroup relations. Yet it is unclear how each component of empathy (empathic concern and perspective-taking) is associated with different dimensions (affective, cognitive, behavioral) of ethnic prejudice. The current study aims to fill this gap. A total of 259 Italian adolescents (Mage = 15.60, 87.6% female) completed online questionnaires at three time points (i.e., April, May, and October 2021). The results of cross-lagged models indicated that empathic concern was directly and indirectly associated with reduced affective, cognitive, and behavioral ethnic prejudice, while perspective-taking was linked to increases in cognitive and one facet of behavioral (i.e., lower contact willingness) prejudice. Furthermore, the prevalence of affect over cognition was found, with the affective component of both empathic competences (i.e., empathic concern) and ethnic prejudice exerting the strongest influence on the cognitive ones.

Relational values are emerging as an important aspect of ecosystem valuation scholarship and practice. Yet, relatively few empirical examples of their expression exist in the literature. In addition, many characteristics of relational values suggest that they may interact with the quality of empathy, but scholars have not explored that interaction. To address both of these gaps, we designed a semi-structured interview protocol to explore relational values among residents of a large (~28,000 ha) watershed in Vermont, United States of America. We used thematic analysis to explore expressions of relational values and how they may relate to empathy. We discuss how relational values interact with empathy and perspective-taking, as the latter two concepts are theorized in social psychology. In our study, every reference (discrete codable expression) of empathy among our participants co-occurred with a relational-values reference. Conversely, 21% of relational-values references co-occurred with empathy. These results support our proposition that the two concepts are closely related, and we thus argue that there is strong reason to consider empathy as a relational value. We conclude by discussing possible implications of the interaction between relational values and empathy for research and practice, notably their promise for informing the global transformative changes regarding sustainable human–nature relationships called for by the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services.

Social perspective-taking is a multifaceted skill set, involving the disposition, motivation, and contextual attempts to consider and understand other individuals. It is essential for appropriate behavior in teaching contexts and social life that has been investigated across various research traditions. Because social perspective-taking enables flexible reappraisals of social situations, it can facilitate more harmonious social interactions. We aimed to systematically review the disparate literature focusing on adults’ social perspective-taking to answer the overarching question: Are there findings on factors that positively or negatively related to adults’ social perspective-taking as possible protective factor for mental health? Specific questions were which internal or external factors are related to either dispositional or situation-specific social perspective-taking and are both forms related to each other, or do they vary independently of each other in response to these factors? We reviewed 92 studies published in 56 articles in last ten years including 213,095 healthy adults to answer these questions. The findings suggested several factors (e.g., gender, perceived social interactions) related to the dispositional form. Negative relationships to self-reported or tested (cortisol levels) distress suggested dispositional social perspective-taking as a protective factor for mental health. Dispositional social perspective-taking related to the situational form and some findings suggested changes in both forms through intervention. Thus, coordinating different perspectives on oneself or others reflects flexibility in behavior related to positive social and mental health outcomes.