Training to inhibit imitative tendencies has been shown to reduce self-other interferences in both automatic imitation and perspective taking, suggesting that an enhancement of self-other distinction is transferrable from the motor to the cognitive domain. This study examined whether socio-cognitive training specifically enhances self-other distinction, or rather modulates self-salience, that is, the relative attentional priority of information pertaining to the self-perspective over information pertaining to the other person's perspective. Across two experiments, participants trained on one day to either imitate, inhibit imitation, inhibit control stimuli, or they were imitated. On the following day they completed a visuo-tactile affective perspective-taking paradigm measuring both self-other distinction and emotional self-salience, and a shape matching paradigm measuring perceptual self-salience. Results indicate no significant or consistent impact of training on self-other distinction performance, but reveal an increased emotional and perceptual self-salience following training to inhibit imitative tendencies. Together, these findings raise the question whether socio-cognitive training improves performance via enhanced self-other distinction, and invite to consider self-salience as a complementary angle to explain the past, present, and future findings on self-other distinction.

抑制模仿倾向的训练已被证明可以减少自动模仿和透视拍摄中的自我-他人干扰，这表明自我-他人差异的增强可以从运动领域转移到认知领域。这项研究检查了社会认知训练是否特别增强了自我与他人之间的区别，或者是调节了自我显着性，即与自我观点相关的信息相对于与他人观点相关的信息的相对注意优先级。在两个实验中，参与者在一天中接受训练以模仿，抑制模仿，抑制控制刺激或被模仿。第二天，他们完成了一种视触觉的情感观点采摘范例，该范例测量了自我-他人的区别和情感上的自我暗示，以及一种形状匹配范例，用于测量知觉的自显性。结果表明，训练对自我-其他分辨能力没有显着或一致的影响，但显示出在抑制模仿倾向的训练后，情绪和知觉的自我显着性增加。这些发现共同提出了一个问题，即社会认知训练是否会通过增强自我-其他差异来提高绩效，并邀请人们将自我突出作为补充角度来解释关于自我-其他差异的过去，现在和将来的发现。