ENGAGEMENT WITH FICTION: DOES IT ENHANCE THEORY OF MIND AND EMPATHY?

Abstract

The purpose of the current study was to investigate whether students who are trained in acting, performance, and creative writing would have a greater theory of mind and empathy than students who are majoring in STEM fields (Science, technology, engineering, and mathematics). We also investigated whether experience with fiction reading overall would be correlated with theory of mind and empathy. Participants were assessed on theory of mind (Reading the Mind and the Eyes Test, the Faux Pas Test.) Empathy was assessed using the IRI (Interpersonal Reactivity Index). Engagement with reading fiction was assessed using a subset of the fictional engagement questionnaire. Results partially supported the hypothesis that actors, performers, and writers had greater theory of mind and empathy than STEM majors. Independent of majors, fictional engagement was shown to significantly be correlated with empathic concern. The results suggest that fictional engagement does have a correlation with theory of mind and empathy, but that the relationship may be nuanced.

Keywords: Theory of Mind, Empathy, and Fictional Engagement