Oxytocin-induced modulation of explicit and implicit visual perspective taking

Y Yulong Huang C Chen Qu (Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University), Ministry of Education) C Chunyu Wei L Lara Bardi

Abstract

Abstract Visual perspective taking (VPT) is a fundamental component of social cognition, allowing individuals to understand environments from diverse viewpoints. Explicit VPT involves deliberately adopting another person’s perspective, whereas implicit VPT reflects the incidental influence of others’ viewpoints when responding from one’s own. Oxytocin (OT), a neuropeptide known for its role in social bonding, has been proposed to influence self–other processing, though its effects on VPT remain unclear. In a double-blind, placebo-controlled study, seventy-nine healthy male participants (Oxytocin = 39, Placebo = 40) completed explicit and implicit VPT tasks. Participants judged object locations from an avatar’s perspective (explicit) or from their own perspective (implicit), in the presence of a human agent or an object. OT administration was associated with reduced accuracy in the explicit task under perspective conflict, reflecting increased egocentric interference. In contrast, in the implicit task, OT was associated with faster and more accurate responses in congruent trials involving a human agent. Together, these findings indicate that oxytocin-related effects on visual perspective taking vary across task demands and social context. Rather than reflecting a general enhancement or impairment of perspective-taking ability, the results provide behavioral evidence consistent with differential modulation of self-other processing.

Article Details

Volume / Issue Vol. 16, Issue 1
Published February 19, 2026
ISSN 2045-2322
Publisher Nature Portfolio

Journal Info

Scientific Reports

Nature Portfolio

ISSN: 2045-2322 Open Access Life Sciences

Authors (4)

Y

Yulong Huang

C

Chen Qu

Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University), Ministry of Education

C

Chunyu Wei

L

Lara Bardi