Mapping the interplay of intelligence, empathy, systemizing, and autistic traits in children with and without autism spectrum disorder.
7 affiliations
- 1Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, Institute for Brain Research and Rehabilitation, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, China.
- 2Joint International Research Laboratory of Environment and Health, Ministry of Education, Guangdong Provincial Engineering Technology Research Center of Environmental Pollution and Health Risk Assessment, Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou, 510080, China.
- 3Guangzhou Women and Children's Medical Center, Guangzhou Medical University, Guangdong Provincial Clinical Research Center for Child Health, Guangzhou, 510623, China.
- 4Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou, Guangdong, 510080, China.
- 5Department of Maternal and Child Health and Aging Health, School of Public Health, Shenzhen, Sun Yat-Sen University, Shenzhen, Guangdong, 518107, China.
- 6JNU-HKUST Joint Laboratory for Neuroscience and Innovative Drug Research, College of Pharmacy, Jinan University, Guangzhou, Guangdong, China.
- 7Key Laboratory of Brain, Cognition and Education Sciences, Ministry of Education, Institute for Brain Research and Rehabilitation, and Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, 510631, China. [email protected].
Abstract
Background
Intelligence, empathy, systemizing, and autistic traits are psychological dimensions that vary continuously across the population. Autism spectrum disorder (ASD) may reflect extreme expressions of these traits, yet their interdependencies and difference between typically developing (TD) children remain poorly understood.Methods
We recruited 186 children with ASD and 364 TD children aged 6-12 years. Intelligence was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition, while empathy, systemizing, and autistic traits were measured using validated Chinese versions of the Empathy Quotient, Systemizing Quotient, and Autism Spectrum Quotient. Undirected partial correlation networks and Bayesian networks were estimated separately for each group, adjusting for demographic covariates, including gender, parental education level, and household income.Results
Across groups, cognitive empathy consistently emerged as the central hub in both undirected and Bayesian network analyses. In ASD, autistic traits formed a densely interconnected cluster with limited cross-domain links, while in TD children they were more flexibly integrated with systemizing and other domains. Intelligence formed a cohesive yet relatively independent subnetwork, though in ASD verbal comprehension was directly predicted by social communication competence. The estimated networks demonstrated robust accuracy and acceptable stability.Conclusion
These findings reveal both shared and distinct patterns of network organization among intelligence, empathy, systemizing, and autistic traits in children with and without ASD. Cognitive empathy may represent a potential target for future intervention research, while systemizing tendencies and cognitive strengths may also inform individualized support strategies in ASD.
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BibTeX
@article{wang2026mapping,
title = {{Mapping the interplay of intelligence, empathy, systemizing, and autistic traits in children with and without autism spectrum disorder.}},
author = {Xin Wang and Shuo-Lin Pan and Li-Zi Lin and Yan Hu and Kang-You Li and Jin Jing and Xiu-Hong Li and Lei Shi and Ning Pan},
journal = {BMC psychiatry},
year = {2026},
month = jul,
doi = {10.1186/s12888-026-08411-4},
url = {https://europepmc.org/article/MED/42897495},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Mapping the interplay of intelligence, empathy, systemizing, and autistic traits in children with and without autism spectrum disorder.
AU - Xin Wang
AU - Shuo-Lin Pan
AU - Li-Zi Lin
AU - Yan Hu
AU - Kang-You Li
AU - Jin Jing
AU - Xiu-Hong Li
AU - Lei Shi
AU - Ning Pan
PY - 2026
DA - 2026/07/01
JO - BMC psychiatry
DO - 10.1186/s12888-026-08411-4
UR - https://europepmc.org/article/MED/42897495
AB - Background Intelligence, empathy, systemizing, and autistic traits are psychological dimensions that vary continuously across the population. Autism spectrum disorder (ASD) may reflect extreme expressions of these traits, yet their interdependencies and difference between typically developing (TD) children remain poorly understood.Methods We recruited 186 children with ASD and 364 TD children aged 6-12 years. Intelligence was assessed using the Wechsler Intelligence Scale for Children-Fourth Edition, while empathy, systemizing, and autistic traits were measured using validated Chinese versions of the Empathy Quotient, Systemizing Quotient, and Autism Spectrum Quotient. Undirected partial correlation networks and Bayesian networks were estimated separately for each group, adjusting for demographic covariates, including gender, parental education level, and household income.Results Across groups, cognitive empathy consistently emerged as the central hub in both undirected and Bayesian network analyses. In ASD, autistic traits formed a densely interconnected cluster with limited cross-domain links, while in TD children they were more flexibly integrated with systemizing and other domains. Intelligence formed a cohesive yet relatively independent subnetwork, though in ASD verbal comprehension was directly predicted by social communication competence. The estimated networks demonstrated robust accuracy and acceptable stability.Conclusion These findings reveal both shared and distinct patterns of network organization among intelligence, empathy, systemizing, and autistic traits in children with and without ASD. Cognitive empathy may represent a potential target for future intervention research, while systemizing tendencies and cognitive strengths may also inform individualized support strategies in ASD.
SN - 1471-244X
ER -