Training Self-Other Distinction: Effects on Emotion Regulation, Empathy, and Theory of Mind

Navigating our social environment requires the ability to distinguish ourselves from others. Previous research suggests that training interventions have the potential to enhance the capacity for self-other distinction (SOD), which then may impact various sociocognitive domains, including imitation-inhibition, visual perspective taking, and empathy. Importantly, empirical research on the role of SOD in emotion regulation remains scarce. In this study, we aim to investigate the impact of training SOD on emotion regulation and also replicate findings on empathy and the attribution of mental states to others. Using a pre-post design, participants (N = 104) were assigned to either the imitation-inhibition or general inhibitory control training. Compared to general inhibitory control training, participants trained to inhibit imitation displayed a significant increase in posttest emotion regulation levels compared to pretest levels, indicating that imitation-inhibition training increased self-reported emotion regulation. Notably, emotional interference remained unaffected by either form of training. Both training interventions resulted in diminished self-reported empathic concern, while only general inhibitory control training led to a reduction in personal distress. Moreover, neither type of training had an impact on self-reported perspective taking or theory of mind performance. This study provides novel empirical evidence of the positive impact of imitation-inhibition training on emotion regulation. Furthermore, our findings make significant contributions to the advancement of research in this area and offer further support for the advantages of behavioral training as a methodological approach to studying sociocognitive abilities.