College of Arts and Letters, Stevens Institute of Technology, Hoboken, New Jersey, United States of America.
Department of Psychology, Touro College and University system, New York, New York, United States of America.
PLoS One. 2018 Mar 26;13(3):e0194515. doi: 10.1371/journal.pone.0194515. eCollection 2018.
This study tests if the drives to empathize (E) and systemize (S), measured by the Systemizing Quotient-Revised (SQ-R) and Empathy Quotient (EQ), show effects of sex and academic degree. The responses of 419 students from the Humanities and the Physical Sciences were analyzed in terms of the E-S theory predictions. Results confirm that there is an interaction between sex, degree and the drive to empathize relative to systemize. Female students in the Humanities on average had a stronger drive to empathize than to systemize in comparison to males in the Humanities. Male students in the Sciences on average had a stronger drive to systemize than to empathize in comparison to females in the Sciences. Finally, students in the sciences on average had a stronger drive to systemize more than to empathize, irrespective of their sex. The reverse is true for students in the Humanities. These results strongly replicate earlier findings.
这项研究测试了同理心（E）和系统化（S）的驱动力，通过系统量化修订版（SQ-R）和同理心量表（EQ）来衡量，这些驱动力是否受到性别和学历的影响。对来自人文科学和自然科学的 419 名学生的反应进行了分析，根据 E-S 理论的预测。结果证实，同理心和系统化的驱动力与性别和学历之间存在相互作用。与人文科学的男性学生相比，人文科学的女性学生平均更倾向于同理心而非系统化。与自然科学的女性学生相比，自然科学的男性学生平均更倾向于系统化而非同理心。最后，无论性别如何，理科学生平均更倾向于系统化而非同理心。而人文科学的学生则恰恰相反。这些结果与早期的研究结果强烈吻合。
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