Thematische Bibliographien / Empathy

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Auswahl der wissenschaftlichen Literatur zum Thema „Empathy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 5. Oktober 2024

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Zeitschriftenartikel zum Thema "Empathy"

Polyakova, O. B. „The Specifics of the Components of Empathy of Volunteers Providing Social Assistance to the Population in the Context of the COVID-19 Pandemic“. Contemporary problems of social work 7, Nr. 1 (31.03.2021): 115–22. http://dx.doi.org/10.17922/2412-5466-2021-7-1-115-122.

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the specificity of the components of empathy of volunteers providing social assistance to the population in the context of the COVID-19 pandemic was determined; the average degree of expression of the components of empathy, empathic empathy and empathy of an effective orientation; lower average severity of identification, general and penetrating empathy, intuitiveness, rationality and emotionality of empathy, empathic attitudes. Found: a marked connection between: effective and empathic empathy; identification and general empathy; intuitiveness of empathy and general empathy; general and penetrating empathy, and empathic attitudes; empathic empathy and empathy; moderate connection between: effective empathy and empathy; identification and empathic empathy, and empathic attitudes, and the intuitiveness of empathy, and the rationality of empathy; general empathy and rationality of empathy, and the emotionality of empathy, and empathy, and empathic empathy; penetrating empathy and emotionality of empathy, and empathy, and empathic attitudes; the rationality of empathy and empathic empathy; empathic empathy and emotionality of empathy; emotionality of empathy and empathy; weak link between: effective empathy and the emotionality of empathy; penetrating and empathic empathy; empathic and empathic attitudes. It has been proven that the higher the effective, identification, intuitive and empathic empathy, the higher the general and penetrating empathy, as well as empathic attitudes.

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Sanahuges, Carme, und Hortènsia Curell. „The perception of empathy.“ Círculo de Lingüística Aplicada a la Comunicación 89 (21.12.2021): 235–46. http://dx.doi.org/10.5209/clac.79506.

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In the present article, we aim to identify, analyse and correlate the variables underlying the perception of empathy based on the evaluations made by the role play participants of their own interactions. The subjects, whose L1 was either Catalan or English, held a conversation dealing with a trouble that aimed to elicit an empathic response. Each participant assessed the effects that those dyad dialogues had on them by completing a questionnaire in which different elements were included depending on whether they were the empathy receiver or the empath provider. Although partially grounded on conversational aspects, the analysis of the items favours a more psychology-oriented approach since they involve subjective cognitive and emotional factors. The results show the positive effects of empathy-related verbal strategies on the empathy receiver and the central importance of understanding and appraisal in the construction of empathy. The results also point to the mutual influence of interactional participants on each other. By identifying the significant correlations established between the variables considered, we hope to contribute to the understanding of the impact of empathic conversations on the participants.

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Hickson, Joyce. „Psychological Research on Empathy: In Search of an Elusive Phenomenon“. Psychological Reports 57, Nr. 1 (August 1985): 91–94. http://dx.doi.org/10.2466/pr0.1985.57.1.91.

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A need for additional study of the empathic process is evidenced by a review of the literature. As yet there is no definitive study, and contradictory definitions exist regarding empathy's nature, meaning, and use. Because empathy has presumptive value in aiding interactional situations, the concept seems particularly relevant to psychology. Although empathy is an influential directive in all interactions and vital to communication, its full implications remain unknown. The present discussion focuses on the unique problems empathy poses for the psychological investigator.

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Zhu, An. „The Effects of Cognitive and Emotional Empathy in Moral Judgement and Relevant Factors“. Journal of Education, Humanities and Social Sciences 10 (05.04.2023): 111–16. http://dx.doi.org/10.54097/ehss.v10i.6900.

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Empathy is described as the ability to understand and experience others' feelings and thoughts. Moral judgment is an important part of moral cognition. Previous studies found that empathy was potentially correlated with moral judgment. In those studies, the researchers noticed that empathic people tended to behave more prosocial and the people with trait alexithymia tended to behave more utilitarian when facing some moral dilemmas. Whether cognitive empathy or affective empathy influence the judgment is still hotly debated. Some researchers thought cognitive empathy promoted positive results and affective empathy introduced negative results. Some other researchers hold the opposite opinion, and they thought that affective empathy should be the dominant, as it is spontaneously generated. As the research of empathy-moral judgment deepens, more and more relevant factors were found, such as guilt, population characters, and punishment. This review systematically reviewed cognitive and emotional empathy's contribution to moral judgment with other factors, such as guilt and moral character. This review suggested that empathy should be treated as an integral predictor of moral judgments. Because cognitive and emotional empathy both have their benefits and weaknesses, when combined, maximum impact could be achieved. This review can provide a relatively comprehensive understanding for developing effective interventions.

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Andreychik, Michael R. „I like that you feel my pain, but I love that you feel my joy: Empathy for a partner’s negative versus positive emotions independently affect relationship quality“. Journal of Social and Personal Relationships 36, Nr. 3 (10.12.2017): 834–54. http://dx.doi.org/10.1177/0265407517746518.

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Given the myriad ways in which close relationships impact human well-being, it is important to understand the factors that contribute to healthy relationship functioning. One such factor is the extent to which partners empathize with each other’s emotional experiences. To date however, research examining empathy’s relevance for social relationships has focused overwhelmingly on empathy for others’ specifically negative emotions. Building on recent scholarship demonstrating the separability of empathy for others’ negative versus positive emotions, the present work argues that both of these empathic capacities contribute to relationship quality and that they do so via different pathways. A first study showed that whereas perceptions of a partner’s negative empathy and positive empathy were each independently associated with relationship quality, this association was substantially stronger for positive empathy. A second, experimental study demonstrated independent causal effects of negative empathy and positive empathy and showed that these effects were mediated by different mechanisms. These results suggest that although having a partner who empathizes with one’s negative emotions is good for relationships, having a partner who (also) empathizes with one’s positive emotions may carry even greater benefits.

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Lee, Youngjoon. „Beyond Cognitive Empathy: Suggestions for Strengthening Medical Students’ Empathy“. Korean Medical Education Review 26, Nr. 2 (30.06.2024): 140–54. http://dx.doi.org/10.17496/kmer.23.030.

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A physician’s empathy plays a crucial role in patient-centered care, and in modern medicine, patients, their caregivers, and society demand a high level of empathy from healthcare providers. The conceptualization of clinical empathy, which has emphasized cognitive empathy since the mid-20th century, has been widely accepted in medical schools and the healthcare industry without much critical reflection. This study provides an overview of the ongoing debates on empathy versus sympathy and cognitive empathy versus affective empathy to clarify the concept of empathy. Based on recent research findings, clinical empathy is proposed to encompass three components: cognitive empathy, affective empathy, and empathic motivation. It is suggested that fully demonstrating these components requires empathic communication skills. Additionally, the cognitive characteristics of medical students and the features of the academic environment demonstrate the need for education to strengthen their empathy skills. Considering this, proposed intervention methods that medical schools can consider include utilizing tutoring programs and debriefing processes for team activities, which can facilitate problem-solving as a coping strategy for stress. Learning communities can create an environment where students can receive social support and recover from stress. Medical schools can contribute to the development of students' professional identities as practicing clinicians who embody empathy and respect by cultivating professors as positive role models. Additionally, utilizing scales to assess the empathic nature of doctor-patient communication or incorporating patients and caregivers as evaluators can actively improve empathic communication skills.

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Rameson, Lian T., Sylvia A. Morelli und Matthew D. Lieberman. „The Neural Correlates of Empathy: Experience, Automaticity, and Prosocial Behavior“. Journal of Cognitive Neuroscience 24, Nr. 1 (Januar 2012): 235–45. http://dx.doi.org/10.1162/jocn_a_00130.

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Empathy is a critical aspect of human emotion that influences the behavior of individuals as well as the functioning of society. Although empathy is fundamentally a subjective experience, no studies have yet examined the neural correlates of the self-reported experience of empathy. Furthermore, although behavioral research has linked empathy to prosocial behavior, no work has yet connected empathy-related neural activity to everyday, real-world helping behavior. Lastly, the widespread assumption that empathy is an automatic experience remains largely untested. It is also unknown whether differences in trait empathy reflect either variability in the automaticity of empathic responses or the capacity to feel empathy. In this study, 32 participants completed a diary study of helping behavior followed by an fMRI session, assessing empathic responses to sad images under three conditions: watching naturally, under cognitive load, and while empathizing. Across conditions, higher levels of self-reported experienced empathy were associated with greater activity in medial PFC (MPFC). Activity in MPFC was also correlated with daily helping behavior. Self-report of empathic experience and activity in empathy-related areas, notably MPFC, were higher in the empathize condition than in the load condition, suggesting that empathy is not a fully automatic experience. Additionally, high trait empathy participants displayed greater experienced empathy and stronger MPFC responses than low trait empathy individuals under cognitive load, suggesting that empathy is more automatic for individuals high in trait empathy. These results underline the critical role that MPFC plays in the instantiation of empathic experience and consequent behavior.

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Bruneau, Emile G., Mina Cikara und Rebecca Saxe. „Parochial Empathy Predicts Reduced Altruism and the Endorsement of Passive Harm“. Social Psychological and Personality Science 8, Nr. 8 (07.06.2017): 934–42. http://dx.doi.org/10.1177/1948550617693064.

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Empathic failures are common in hostile intergroup contexts; repairing empathy is therefore a major focus of peacebuilding efforts. However, it is unclear which aspect of empathy is most relevant to intergroup conflict. Although trait empathic concern predicts prosociality in interpersonal settings, we hypothesized that the best predictor of meaningful intergroup attitudes and behaviors might not be the general capacity for empathy (i.e., trait empathy), but the difference in empathy felt for the in-group versus the out-group, or “parochial empathy.” Specifically, we predicted that out-group empathy would inhibit intergroup harm and promote intergroup helping, whereas in-group empathy would have the opposite effect. In three intergroup contexts—Americans regarding Arabs, Hungarians regarding refugees, Greeks regarding Germans—we found support for this hypothesis. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on intergroup outcomes, controlling for trait empathic concern.

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VanCleave, Diane S. „Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training“. Advances in Social Work 17, Nr. 2 (30.01.2017): 369–89. http://dx.doi.org/10.18060/21087.

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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an empathic practice theory. Clear epistemic definition and neuroscience provide the foundation for an expanding discovery of rational frameworks for a clinician’s empathic training and teaching. A clinician’s empathic ability requires competency in reflective, global, affective, cognitive, and interpersonal perspective-taking. Once understood, renewed curriculum for teaching and training are recommended that would produce more finite outcomes. Epistemic review culminates in empathy skills training over the course of curricula at the undergraduate (BSW) and graduate (MSW) levels.

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Gómez-Leal, Raquel, Ana Costa, Alberto Megías-Robles, Pablo Fernández-Berrocal und Luísa Faria. „Relationship between emotional intelligence and empathy towards humans and animals“. PeerJ 9 (16.04.2021): e11274. http://dx.doi.org/10.7717/peerj.11274.

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Previous research has highlighted that Emotional Intelligence (EI) is related to an array of positive interpersonal behaviours, including greater human empathy. Nonetheless, although animals are an integral part of our lives, there is still a lack of clarity regarding the way in which EI relates to empathy towards animals. The aim of this study was to investigate the relationship between EI and empathy towards humans and animals. We used the Trait-Meta Mood Scale to assess EI, the Interpersonal Reactivity Index to assess empathy for humans, and the Animal Empathy Scale to assess empathy for animals. Our findings revealed a positive relationship between empathy for humans and animals. The results also supported the idea that EI is positively related to empathy for humans, while the relationship between EI and empathy for animals was dependent on whether or not the participants had experience with pets. In addition, multiple regression analysis showed that the variables that best predicted empathy for animals were having a pet (or not), age, gender and human empathic concern. Finally, the relationship between human empathic concern and empathy for animals was stronger in participants who had pets. These findings provide a better understanding of the mechanisms underlying empathic behaviour and suggest that empathy for humans and animals can be influenced by different factors. Limitations and future lines of research are discussed.

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Dissertationen zum Thema "Empathy"

Joneken, Isabelle. „Empathy and Ethnicity : The Ethnic Empathy Bias“. Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-10139.

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The aim of this thesis is to overview studies examining the effect ethnicity has on the neural and physiological responses associated with empathy and the underlying mechanisms behind this effect. It has been revealed that ethnicity can modulate the empathic responses in that faster physiological arousal and greater sensorimotor resonance occurs during the perception of own ethnic members in suffering. A reduction and even total absence of activity in empathy-associated brain regions such as anterior cingulate cortex, anterior insula, temporo partial junction and medial prefrontal cortex has further been seen during the perception of other ethnic members in pain. There have however been studies where ethnicity has not had an effect on empathic responses, indicating that it might not be ethnicity per se but instead other underlying mechanisms that causes the difference in empathic responses. There is an ongoing debate on which these mechanisms might be. It has been suggested that it might be attitudes, similarity and familiarity with the target, general ingroup bias, differences in perceptual processes and culture. The thesis will end with a discussion on how the results can be interpreted, the implications of the results, proposals for future research directions and a conclusion.

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De, La Mothe M. „Empathy revisited“. n.p, 1985. http://ethos.bl.uk/.

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de, la Mothe M. „Empathy revisited“. Thesis, Open University, 1987. http://oro.open.ac.uk/57027/.

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Empathy is presented as a relation between persons and by analogy between persons and non-human entities in which case it is called quasi-empathy. The characteristics of empathy, the sufficient and necessary conditions for its creation and nurturance, and various types of empathy, both authentic and mistaken, are examined. The role of empathy in various types of knowing especially personal knowing are discussed leading to an attempt to classify interpersonal relations. In the course of this analysis different ways of construing human beings are presented and contrasted with particular interest in the extent to which empathy, quasi-empathy and other relations are involved. A variety of emotional bonds which have some bearing on or similarity to empathy are compared with empathy. The dissertation concludes with a review of a selection from the empathy literature in which contrasts are made with the outline theory of empathy developed in this dissertation.

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Cullen, Carley Nicole. „Empathy + entropy“. Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6721.

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Harvey, Sarah Danielle Carol. „Finding Empathy: Discovering Pre-Medical Students' Perceptions of Empathy“. Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594811077953078.

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Sutherland, Elisabeth Ainsley. „Staged empathy : empathy and visual perception in virtual reality systems“. Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97998.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Comparative Media Studies, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 102-107).
This thesis proposes staged empathy as a new analytical framework to examine how virtual reality work provokes empathic feeling. Virtual reality has seen renewed interest in recent years, and has been hailed by journalists and practitioners as an "empathy machine'. This characterization is informal and assumes that feelings of presence and a first-person perspective alone will drive empathic feeling. A critical method for analyzing how virtual reality work engages with the concept of empathy (specifically defined as "inner imitation for the purpose of gaining knowledge of another") does not exist. This thesis reviews the intellectual history of empathy (prior to the diversification of the term in social psychology to refer to a host of social behaviors) to derive a theoretical foundation to staged empathy A staged empathy framework foregrounds process and reflexivity, innate aspects of empathizing, and introduces an externalized and performed model for empathizing that is facilitated by virtual reality. To construct this framework, a variety of contemporary virtual reality works are studied which suggest the emergence of specific techniques that are referred to in this thesis as "intentional looking" and "direct address". Applying theories of affordances and revealed phantasms from environmental philosophy and cultural computing to these techniques, staged empathy provides a framework for the analysis of virtual reality work that is sensitive to the new potentials of the medium as well as the limitations of empathy.
by Elisabeth Ainsley Sutherland.
S.M.

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Engelbrecht, Petrus Roelof. „Empathy and Narrative Transportation : fiction's Relationship to Empathy in Leaders“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64843.

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Empathy is an essential competence of ethical leadership. However, business leaders are more likely to display and value traits like narcissism than empathy at work. This has prompted a need to explore empathy in leadership, specifically through its relationship to aesthetics as a potential source thereof. Previous research has shown that those more easily transported into aesthetic mediums like fictional narratives display higher degrees of cognitive empathy. Here, we extend this research into a business context, exploring the relationship between leader narrative transportation ability and cognitive empathy, using both self-reported and task-based measures (statistically controlling for gender, cultural background and English as first language). Leader narrative transportation ability positively predicted measures of task-based cognitive empathy but did not predict self-reported measures of cognitive empathy. These results suggest that leaders that share a positive relationship with fiction may be more adept at cognitive empathy, providing some justification for the role of aesthetics in business. Furthermore, self-reported cognitive empathy at work may be influenced by bias or misperception.
Mini Dissertation (MBA)--University of Pretoria, 2017.
pa2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

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Pieters, Amanda Jean. „Service Learning and Ethnocultural Empathy: Developing Cultural Empathy Through Experience“. Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27819.

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The purpose of the study was to explore the impact of experiential learning (through service learning) and ethnocultural empathy in undergraduate students. In other words, how does serving in the community impact how empathetic a person is toward others who are ethnically different than themselves? The researcher developed a 45 question electronic self-report survey utilizing The Scale of Ethnocultural Empathy (SEE; Wang et al., 2003) to assess mean empathy scores of participants. Research questions addressed: 1) Empathy scores of students who volunteered 10 or more hours, 2) Empathy scores of students who volunteered and served adult populations, 3) Empathy scores of students who are required to volunteer as part of a course, 4) Empathy scores of female students compared to male students. Results comparing mean SEE scores to each research question showed females and students who volunteer 10 hours or more have higher empathy scores.

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Vang, Judith C. „Empathy and lesbianism /“. Staten Island, N.Y. : [s.n.], 1986. http://library.wagner.edu/theses/nursing/1986/thesis_nur_1986_vang_empat.pdf.

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Barnes, Allison. „Empathy and epistemology“. Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/10905.

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Bücher zum Thema "Empathy"

Lux, Vanessa, und Sigrid Weigel, Hrsg. Empathy. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-51299-4.

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Maibom, Heidi L. Empathy. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: New problems of philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9781315213477.

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Goldstein, Arnold P., und Gerald Y. Michaels. Empathy. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003165095.

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Howe, David. Empathy. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8.

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Schulman, Sarah, und Sarah Schulman. Empathy. New York: Dutton, 1992.

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Steiber, Ellen. Empathy. New York: HarperTrophy, 1997.

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Auriemma, Vincenzo. Empathy. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38860-6.

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Grant, Craig Charles, und Carter Chris, Hrsg. Empathy. London: Voyager, 1997.

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1946-, More Ellen Singer, und Milligan Maureen A. 1958-, Hrsg. The empathic practitioner: Empathy, gender, and medicine. New Brunswick, N.J: Rutgers University Press, 1994.

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dos Santos, Andeline. Empathy Pathways. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08556-7.

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Buchteile zum Thema "Empathy"

Breithaupt, Fritz. „Empathy for Empathy’s Sake: Aesthetics and Everyday Empathic Sadism“. In Empathy and its Limits, 151–65. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137552372_9.

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Howe, David. „Introducing Empathy“. In Empathy, 1–5. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_1.

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Howe, David. „Empathic Communication and Helping Relationships“. In Empathy, 116–35. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_10.

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Howe, David. „Why Empathy Works“. In Empathy, 136–46. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_11.

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Howe, David. „Empathy, Morals and Pro-social Behaviour“. In Empathy, 147–60. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_12.

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Howe, David. „Promoting Empathy in Children“. In Empathy, 161–71. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_13.

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Howe, David. „Promoting Empathy in Adults“. In Empathy, 172–85. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_14.

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Howe, David. „Living Well Together: Empathy and Social Cohesion“. In Empathy, 186–97. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_15.

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Howe, David. „Human Being“. In Empathy, 198–204. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_16.

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Howe, David. „Origins and Definitions“. In Empathy, 6–19. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27643-8_2.

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Konferenzberichte zum Thema "Empathy"

Furniturewala, Shaz, und Kokil Jaidka. „Empaths at WASSA 2024 Empathy and Personality Shared Task: Turn-Level Empathy Prediction Using Psychological Indicators“. In Proceedings of the 14th Workshop on Computational Approaches to Subjectivity, Sentiment, & Social Media Analysis, 404–11. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.wassa-1.35.

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Numanoğlu, Arda, Süleyman Ateş, Nihan Cicekli und Dilek Küçük. „Empathify at WASSA 2024 Empathy and Personality Shared Task: Contextualizing Empathy with a BERT-Based Context-Aware Approach for Empathy Detection“. In Proceedings of the 14th Workshop on Computational Approaches to Subjectivity, Sentiment, & Social Media Analysis, 393–98. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.wassa-1.33.

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Apfelbaum, Meredith, Kendra Sharp und Andy Dong. „Exploring Empathy in Student Design Teams“. In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-67912.

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Abstract The objective of this paper is to develop a methodology to better understand behavioral empathy in the design process for the purpose of addressing user needs. To accomplish this, content analysis was conducted on undergraduate student assignments that documented group projects designing a consumer product. Using qualitative data analysis, the assignments and presentations were coded for their levels of behavioral empathy, using a scale that applied psychology and design theories. The Interpersonal Reactivity Index was administered to the students to assess their trait empathy. Results from these two analyses showed little connection between levels of behavioral empathy and self-assessed trait empathy of the student groups. The student assignments did reveal empathic waves that demonstrated comprehension and application of expressed user needs, evidenced by ascending and descending the empathy scale. These results indicate that is it not trait empathy that leads to empathic design, but rather applied empathy in the design process; developing internal empathy is not sufficient if it does not effectively translate user needs to technical requirements in the final design.

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Félix, Silvina, und Miriam Reis. „Product design education: a kit for building empathy“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003945.

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Challenges around inclusive design and social design consciousness require understanding the thoughts and feelings of the people around us. The role of empathy in the design process is widely recognized in the literature, increasing the attention of researchers and design educators to include empathic design as a research approach in product design education. Developing empathy through experiencing others’ life provides opportunities for students to understand how people with disabilities live, feel and experience their everyday life. Product design students need to gain socially conscious awareness and improve their empathic horizon. According to the literature, through training and experience, the empathic horizon of designers can be extended and changed over time. To acquire more empathy with people, simulation devices or wearable kits can be designed to mimic the weaknesses and limitations of people with disabilities. This paper describes an empathic design process where the students designed and prototyped an empathic wearable kit and perform the task independently. Putting on ‘other shoes’ the students record the experience in video and use the think-aloud technique to communicate the difficulties felt during the task. By learning to empathize, students can improve their abilities to recognize and make interpretations of what people think, feel, and need. Empathy practice during product development can provide empathic collect probes to help in students' design process decisions.

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Sharma, Ashish, Inna W. Lin, Adam S. Miner, Dave C. Atkins und Tim Althoff. „Towards Facilitating Empathic Conversations in Online Mental Health Support: A Reinforcement Learning Approach (Extended Abstract)“. In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/747.

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Online peer-to-peer support platforms enable conversations between millions of people who seek and provide mental health support. If successful, web-based mental health conversations could improve access to treatment and reduce the global disease burden. Psychologists have repeatedly demonstrated that empathy, the ability to understand and feel the emotions and experiences of others, is a key component leading to positive outcomes in supportive conversations. However, recent studies have shown that highly empathic conversations are rare in online mental health platforms. In this paper, we work towards improving empathy in online mental health support conversations. We introduce a new task of empathic rewriting which aims to transform low-empathy conversational posts to higher empathy. Learning such transformations is challenging and requires a deep understanding of empathy while maintaining conversation quality through text fluency and specificity to the conversational context. Here we propose Partner, a deep reinforcement learning (RL) agent that learns to make sentence-level edits to posts in order to increase the expressed level of empathy while maintaining conversation quality. Our RL agent leverages a policy network, based on a transformer language model adapted from GPT-2, which performs the dual task of generating candidate empathic sentences and adding those sentences at appropriate positions. Through a combination of automatic and human evaluation, we demonstrate that Partner successfully generates more empathic, specific, and diverse responses and outperforms NLP methods from related tasks such as style transfer and empathic dialogue generation.

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Jiang, Liting, Di Wu, Bohui Mao, Yanbing Li und Wushour Slamu. „Empathy Intent Drives Empathy Detection“. In Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.emnlp-main.386.

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Thomas, Joyce, und Megan Strickfaden. „Stretching and Using Designers’ Empathic Horizons“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002970.

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This paper builds upon previous research where we discovered gaps related to how empathy is understood and how the empathic horizon is characterized within design studies. First, we offer concrete definitions of empathy through various perspectives to clarify misconceptions. Second, we offer a brief historical overview of the ‘empathic horizon’, which can be traced back to the 1960s. Third, we offer a critical analysis of empathy/empathic horizons and begin to characterize what is meant by empathic horizons through the literature reviewed. Fourth, we illustrate how designers’ empathic horizons may be unintentionally and intentionally stretched. That is, we believe that each person has an empathic horizon that evolves spontaneously, is connected to personal individual embodied experiences, and evolves dynamically across their life journey. Literature shows that a person’s empathic horizon is predominantly developed unintentionally but it can be intentionally stretched or expanded, particularly when awareness is brought to the value of doing so. Fifth, we use our Jellybeans Empathic Modeling Activity that 1145 people have participated in since 2011 to flush out the definitions we’ve established. This paper contributes information not currently found in design literature by bringing together theoretical and practical definitions and characteristics about empathy and empathic horizons that are relevant to design practitioners and design educators.

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Min Chang, Ssu, und Johan Chang. „Categorizing Empathy Traits“. In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003958.

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During the university stage, students can be exposed to non-major skills and knowledge in a safe learning environment and experience interdisciplinary teamwork. However, interpersonal relationships, internal team attitudes, and other factors can hinder knowledge sharing and learning experiences. Empathy can help teams handle crises in such situations. Empathy, as a personal trait, is often studied by categorizing individuals into "high-level" and "low-level" types. In recent years, some scholars have defined empathy types based on four dimensions: empathic concern (EC), personal distress (PD), fantasy (FN), and perspective taking (PT). However, the classification of empathy traits using this multi-dimensional structure still remains somewhat unclear. This study is part of a series of research on empathy in design education, and in this paper, we aim to explore the classification of empathy traits as a reference for teaching practices. A total of 31 participants were recruited for a 10-day interdisciplinary design workshop. The Interpersonal Reactivity Index (IRI) was used to measure empathy, and correlation and cluster analyses were conducted based on the dimensions of EC, PD, FN, and PT. The research findings revealed PD was negatively correlated PT, and FN was positively correlated with PT. In addition, PD, FN, and PT can serve as clustering indicators for empathy trait types. Based on these indicators, the participants were divided into three groups: the Anxious-Fantasy Type (highest scores in PD and FN; significantly low scores in PT), the Apathetic-Self Type (significantly low scores in three dimensions), and the Rational-Cognitive Type (highest scores in PT and FN; significantly low scores in PD). This study proposes a new classification of empathy traits, which will be further explored in future research related to design education.

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Desolda, Giuseppe, Vincenzo Deufemia, Cristina Gena, Maristella Matera, Fabio Paternò und Barbara Treccani. „EMPATHY“. In AVI '20: International Conference on Advanced Visual Interfaces. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3399715.3400870.

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Mok, Brian K., Stephen Yang, David Sirkin und Wendy Ju. „Empathy“. In HRI'14: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559636.2563720.

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Berichte der Organisationen zum Thema "Empathy"

Woods, Mel, Saskia Coulson, Raquel Ajates, Mara Balestrini, Sihana Bejtullahu, Stefano Bocconi, Gijs Boerwinkel et al. Empathy Timeline Tool. University of Dundee, Oktober 2020. http://dx.doi.org/10.20933/100001177.

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Clements, Emily, Michael Weinborn, Carmela Pestell, David Preece und Rodrigo Becerra. Empathy in adults with acquired brain injury: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0125.

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Review question / Objective: This review aims to determine the prevalence and characteristics of empathic functioning in adults with an acquired brain injury (ABI). Specifically, the review will aim to answer the following questions: 1. What is the prevalence of empathy deficits after ABI? 2. To what extent does self-reported total, cognitive and affective empathy differ between participants with ABI and neurotypical controls? 3. Are there any gender differences in self-reported empathic functioning after ABI? Information sources: Ovid MEDLINE, ProQuest, PsycINFO, Scopus, and Web of Science. Additional studies may be identified by hand-searching, included scanning the reference list of included studies. Unpublished studies will be sought.

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Connelly, Aaron L. Obama’s empathy — a strategy for America? East Asia Forum, Juli 2010. http://dx.doi.org/10.59425/eabc.1280185476.

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Rotemberg, Julio. Persuasion and empathy in salesperson-customer interactions. Cambridge, MA: National Bureau of Economic Research, Mai 2010. http://dx.doi.org/10.3386/w15975.

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Fantz, Charles. Relationships between sex role, empathy and anxiety. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2588.

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Menon, Shantanu, Aruna Pandey und Kushagra Merchant. U&I: Nurturing Empathy for Effectiveness. Indian School Of Development Management, Februar 2022. http://dx.doi.org/10.58178/2203.1001.

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U&I is a volunteer-driven charitable organization based in Bengaluru, Karnataka, India. It provides non-formal education to underprivileged children in 25 cities around India, through a network of over 2,300 volunteers. The case study engages with the ways in which conscious design can nurture structures, spaces and processes that enable the integration of an organization's mission and volunteer model with the leadership’s core principles of empathetic care and authentic relationships. It provides an opportunity for learners to reflect on how designing for empathy can produce tangible programmatic impact, develop in-house leadership and build a self-sustaining organizational culture and volunteer ecosystem.

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Suarez Enciso, Sonia, Hyeri Mel Yang und Gabriela Chacon Ugarte. Skills for Life Series: Empathy & Compassion. Inter-American Development Bank, August 2024. http://dx.doi.org/10.18235/0013113.

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Empathy and compassion are vital skills for emotional and social development, motivating prosocial behaviors and effective conflict resolution. Empathy involves understanding others' emotions, while compassion drives actions to alleviate their suffering. These skills can be developed through educational programs and interventions like mindfulness and emotional intelligence training. In this brief, we introduce more about its relevance, successful initiatives to foster them, and tools to measure them.

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Heal, Geoffrey. Empathy and the Efficient Provision of Public Goods. Cambridge, MA: National Bureau of Economic Research, September 2021. http://dx.doi.org/10.3386/w29255.

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Mc Danel de García, Mary Anne. Filling the Empathy Deficit. Teachers Teach More Than Subjects. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.01.

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Zhao, Qing, Lili Zhou, Qiaoyue Ren, Xuejing Lu und Li Hu. Culture–Sex Interaction in Trait Empathy — A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2020. http://dx.doi.org/10.37766/inplasy2020.11.0097.

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