Growing less empathic with age: Disinhibition of the self-perspective

Bailey, Phoebe E. and Henry, Julie D. (2008) Growing less empathic with age: Disinhibition of the self-perspective. The Journals of Gerontology. Series B: Psychological Sciences and Social Sciences, 63 4: P219-P226.

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Name Description MIMEType Size Downloads
Author Bailey, Phoebe E.
Henry, Julie D.
Title Growing less empathic with age: Disinhibition of the self-perspective
Journal name The Journals of Gerontology. Series B: Psychological Sciences and Social Sciences   Check publisher's open access policy
ISSN 1758-5368
1079-5014
Publication date 2008-07
Sub-type Article (original research)
Volume 63
Issue 4
Start page P219
End page P226
Total pages 8
Place of publication Cary, NC, U.S.A.
Publisher Oxford University Press
Collection year 2009
Language eng
Formatted abstract
Older adults have a reduced capacity to take the perspective of another, and it has been suggested that disinhibition may be one mechanism contributing to this difficulty. To test this possibility, we had behavioral measures that were sensitive to inhibitory failure and to theory of mind (ToM) administered to younger and older adults. One of the measures of ToM directly manipulated inhibitory demands, involving either high or low levels of self-perspective inhibition. The results indicated that older adults were selectively impaired on the highinhibition condition. Further, of the various aspects of cognitive functioning that we assessed, including memory, mental flexibility, and cognitive speed, only cognitive disinhibition mediated age-related differences in ToM. These results suggest that inhibitory control is an important mediator of ToM in late adulthood.
Keyword Disinhibition
Age differences
Theory of mind
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
School of Psychology Publications
 
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Created: Wed, 20 Apr 2011, 09:07:18 EST by Lucy O'Brien on behalf of School of Psychology