Social performance monitoring can be defined as one’s ability to detect errors and to adjust one’s behavior accordingly while performing actions in a social context. As such, it might require...Show moreSocial performance monitoring can be defined as one’s ability to detect errors and to adjust one’s behavior accordingly while performing actions in a social context. As such, it might require perspective taking abilities. The present study thus explores the relationship between social performance monitoring and empathy in children and adolescents across different contexts. Participants (N= 107) aged 9-19 completed self-report measures of empathy and engaged in a performance monitoring task (i.e., shooting a moving cannon whenever it lined up with a target) in individual, cooperative, and competitive settings. Results showed that the older children were, the better they performed in the cannonball task, pointing to age-related improvements in performance monitoring capabilities. Surprisingly, task performance did not differ between individual and social contexts. Moreover, neither cognitive nor affective empathy significantly predicted task performance in any condition. Regarding changes in empathy dimensions across development, our results revealed that, in line with our hypotheses, cognitive empathy increased with age, while affective empathy remained stable. Moreover, as expected, no effects of gender on cognitive empathy were found, while girls did report significantly higher levels of affective empathy than boys. Our behavioral study adds new insights to existing literature mostly consisting of electrophysiological and neuroimaging studies, suggesting that children and adolescents’ performance monitoring behavior is possibly neither influenced by the social context, nor by how empathetic they are. Further behavioral research on the potentially complex interplay between empathy and social performance monitoring in children and adolescents is thus warranted.Show less
