Sentence examples for technology for perspective-taking from inspiring English sources

Reading is a technology for perspective-taking.

In The Better Angels of Our Nature, Harvard psychologist Steven Pinker makes the case for reading as a "technology for perspective-taking" that has the capacity to not only evoke people's empathy but also expand it.

No gender differences were observed for Perspective-taking RT (t 37) = 1.38, p = .17), so we collapsed across gender to compare Perspective-taking RT to zero.

Despite significantly reduced emotion recognition accuracy, we observed no group difference for perspective taking but faster affective responsiveness to negative stimuli, i.e. angry and sad situations, during the luteal phase.

The degree of interjudge agreement was calculated (using the weighted Kappa procedure) for each group separately: agreement for affective perspective-taking was 87.5% (Cohen's Kappa =.78) and for cognitive perspective-taking 90% (Cohen's Kappa =.8) or better for each group.

In this discussion note, we reply to Bezuidenhout's (2013) claim that the narrow-temporal scale of language processing examined using the Visual World Paradigm makes this methodology unsuitable for studying perspective-taking in conversation.

For affective perspective-taking questions, the children were reminded that they had to say how they believed the story protagonist felt and not how they would feel in the protagonist's place.

This paper illustrates how these factors informed the design of a novel collaborative virtual reality environment (CVE) for supporting communicative perspective-taking skills for high-functioning children with ASD.

For skepticism about empathic perspective-taking understood as a complete identification with the perspective of the other person see also Goldie 2011).

Then, with increasing cognitive capacity, "state-matching" – which underlies the fundamental, nonverbal experience of empathic identification – appears to evolve into more complex forms, which include concern for the other and perspective-taking.

The exercise was active and student-led, facilitated perspective-taking, allowed for a variety of roles to be adopted and applied interactive technology to facilitate engagement.