觀點取替幫助我們在同理的過程中以他人觀點來看待其困境，卻又不會失去自我，因應未來將面臨的工作環境不同，有些科系需要長時間操作機械和儀器，有些則需要頻繁的與人群互動，運用觀點取替的需求不一。本研究欲藉由人際反應量表以及EEG，來探討主修物理科學與社會科學學科的大學生在觀點取替調節歷程以及情緒喚起的結果有無差異，為了解兩個學科對於運用觀點取替的程度是否不同。
本研究從兩個學科各招收20名大學部的女性研究參與者，先進行人際反應量表的測驗，再進行兩部份的腦波實驗。實驗第一部分探討學科間情緒喚起的LPP差異；實驗第二部份加入觀點取替，探討加入觀點調節後，情緒喚起的LPP和認知抑制的N2差異。
量表的結果顯示兩組學生的同理心表現在刪除極端值後，社會科學組顯著高於物理科學組；從觀點取替調節的行為反應中發現，他人觀點的反應時間顯著大於自我觀點，而正確率顯著低於自我觀點；本研究的ERPs結果中，學科以及觀點取替多數沒有顯著差異，而對於情緒喚起的LPP亦僅在Fz位置看到對含有情緒成分之刺激振幅大於中性情緒。
觀點取替需要長時間訓練來應用自如，而大學的課程中較缺乏實務課程，故學生對於觀點取替的熟悉程度可能差不多。本研究多數ERP結果不如預期，可以探討是否實驗設計上有文化差異的影響。另外，行為反應的結果支持在進行觀點取替的歷程中，需經過一系列認知調節，協助我們將自己想像成他人的角色，故他人觀點比起自我觀點擁有較長的反應時間。

We keep empathy in other point of view through perspective-taking without losing ourselves. In view of the different working environment, some majors need to operate machinery and instruments, while others need to interact with the crowd frequently. Therefore, the need to use perspective-taking in different fields is different. This study investigates the difference on perspective-taking and emotions evoked among students majoring in physical sciences and social sciences through the IRI and EEG. In this way, it is understood whether the two majors are different on the use of perspective-taking.
Twenty female undergraduate students were recruited from each major. First, the IRI was measured, and then two parts of the EEG experiments were performed. The first part of the experiment has explored the LPP differences evoked by emotion between majors. The second part of the experiment has explored the difference in emotionally evoked LPP and cognitive inhibition N2 after adding perspective-taking.
The IRI results showed that the social science group reported higher scores of empathy evaluation compared to the physical sciences group when extreme values excluded. From the behavioral response of the perspective-taking modulations, it is found that the reaction time of other-perspective was significantly larger than self-perspective, and the accuracy is significantly lower than self-perspective. From the ERP data of this study, there was no significant difference in the major and the perspective-taking. Furthermore, for the emotionally evoked LPP, only the amplitude of the stimulus containing the emotional component was greater than the neutral mood at the Fz position.
It can only be said that perspective-taking requires a longer period of time to develop for a person to apply consciously. However, it currently lacks enough practical courses in the universities, so students may be familiar with perspective-taking to the similar extent. Most of the ERP results obtained in this study are not as expected, and researchers can further explore whether there are cultural differences in the experimental design. In addition, the results of the behavioral responses support that a series of cognitive regulation in the course of perspective-taking might be needed to help us imagine ourselves as other people's roles. Therefore, other-perspective has longer reaction time compared to self-perspective.

第壹章 緒論‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧1
第一節 研究動機與背景‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧1
第二節 研究目的與問題‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧3
第貳章 文獻探討‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧5
第一節 同理心的內涵及比較‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧5
一、同理心的淵源‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧5
二、同理心的意涵‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧6
三、不同學科與不同性別所形成同理心的差異‧‧‧‧‧‧‧‧‧‧‧9
第二節 觀點取替的淵源與概念‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧12
一、發展心理學的角色取替(role-taking)概念‧‧‧‧‧‧‧‧‧12
二、同理心的觀點取替(perspective-taking)概念‧‧‧‧‧‧‧13
三、觀點取替調節的相關研究‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧14
第三節 事件相關電位探討與運用‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧15
一、ERPs的情緒刺激物探討‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧16
二、同理心的ERPs研究‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧17
三、觀點取替調節的ERPs研‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧18
第四節 研究假設‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧20
第參章 研究設計與實施‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧21
第一節 研究對象‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧21
第二節 研究工具‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧22
一、同理心測量-人際反應量表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧22
二、觀點轉換作業測量-負向情緒量表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧22
三、情緒刺激材料‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧22
第三節 實驗設備與環境‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧24
第四節 實驗流程‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧24
一、實驗第一部份流程‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧26
二、實驗第二部份流程‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧26
第五節 資料處理與分析方法‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧27
一、自陳式量表資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧27
二、行為反應分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧28
三、ERPs資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧28
第肆章 研究結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧31
第一節 自陳式量表資料分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧31
一、人際反應量表分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧31
二、負向情緒量表分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧32
第二節 行為反應分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧33
一、第一部份行為反應分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧33
二、第二部份行為反應分析結果‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧33
第三節 ERPs資料分析結‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧35
一、第一部份LPP資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧35
二、第二部份LPP資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧38
三、第二部份N2資料分析‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧40
第伍章 討論‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧45
第一節 學科間同理心的差異‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧45
第二節 觀點取替的調節‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧46
第三節 ERPs結‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧47
一、學科間的ERPs差異‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧47
二、LPP對情緒刺激的反應‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧50
三、ERPs對觀點取替的反應‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧50
四、情緒喚起的觀點抑制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧50
五、情緒與認知作業的時間點重疊‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧51
第陸章 結論、限制與建議‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧53
第一節 研究結論‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧53
一、同理心量表與腦電位生理訊號的結果‧‧‧‧‧‧‧‧‧‧‧‧‧53
二、腦電位生理訊號在觀點取替調節影響下的結果‧‧‧‧‧‧‧‧‧54
第二節 研究限制與建議‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧55
一、研究刺激限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧55
二、研究工具限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧55
三、研究設計限制‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧55
第三節 未來展望‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧56
中文參考文獻‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧57
英文參考文獻‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧58
附錄一　研究參與者招募廣告‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧67
附錄二　人際反應量表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧68
附錄三　人際反應量表使用同意書‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧71
附錄四　PANAS正負向情緒量表使用同意書‧‧‧‧‧‧‧‧‧‧‧‧72
附錄五　負向情緒量表‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧73
附錄六　研究中所使用之IAPS圖片號碼‧‧‧‧‧‧‧‧‧‧‧‧‧74
附錄七　IRB通過證明‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧‧75

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