Dissertations / Theses: 'Affective empathy'

1

Hunter, Kirsten, and n/a. "Affective Empathy in Children: Measurement and Correlates." Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040610.135822.

Full text

Abstract:

Empathy is a construct that plays a pivotal role in the development of interpersonal relationships, and thus ones ability to function socially and often professionally. The development of empathy in children is therefore of particular interest to allow for further understanding of normative and atypical developmental trajectories. This thesis investigated the assessment of affective empathy in children aged 5-12, through the development and comparison of a multimethod assessment approach. Furthermore this thesis evaluated the differential relationships between affective empathy and global behavioural problems in children versus the presence of early psychopathic traits, such as callous-unemotional traits. The first component of this study incorporated; a measure of facial expression of affective empathy, and self-reported experience of affective empathy, as measured by the newly designed Griffith Empathy Measure - Video Observation (GEM-VO) and the Griffith Empathy Measure - Self Report (GEM-SR); the Bryant's Index of Empathy for Children and Adolescents (1982) which is a traditional child self-report measure; and a newly designed parent-report of child affective empathy (Griffith Empathy Measure - Parent Report; GEM-PR). Using a normative community sample of 211 children from grades 1, 3, 5, and 7 (aged 5-6, 7-8, 9-10, & 11-12, respectively), the GEM-PR and the Bryant were found to have moderate to strong internal consistency. As a measure of concurrent validity, strong positive correlations were found between the mother and father reports (GEM-PR) of their child's affective empathy, for grades 5 and 7, and for girls of all age groups. Using a convenience sample of 31 parents and children aged 5 to 12, the GEM-PR and the Bryant demonstrated strong test-retest reliability. The reliability of the GEM-VO and the GEM-SR were assessed using a convenience sample of 20 children aged 5 to 12. These measures involve the assessment of children's facial and verbal responses to emotionally evocative videotape vignettes. Children were unobtrusively videotaped while they watched the vignettes and their facial expressions were coded. Children were then interviewed to determine the emotions they attributed to stimulus persons and to themselves whilst viewing the material. Adequate to strong test-retest reliability was found for both measures. Using 30% from the larger sample of 211 participants (N=60), the GEM-VO also demonstrated robust inter-rater reliability. This multimethod approach to assessing child affective empathy produced differing age and gender trends. Facial affect as reported by the GEM-VO decreased with age. Similarly, the matching of child facial emotion to the vignette protagonist's facial emotion was higher in the younger grades. These findings suggest that measures that assess the matching of facial affect (i.e., GEM-VO) may be more appropriate for younger age groups who have not yet learnt to conceal their facial expression of emotion. Data from the GEM-SR suggests that older children are more verbally expressive of negative emotions then younger children, with older girls found to be the most verbally expressive of feeling the same emotion as the vignette character; a role more complimentary of the female gender socialization pressures. These findings are also indicative of the increase in emotional vocabulary and self-awareness in older children, supporting the validity of child self-report measures (based on observational stimuli) with older children. In comparing data from the GEM-VO and GEM-SR, this study found that for negative emotions the consistency between facial emotions coded and emotions verbally reported increased with age. This consistency across gender and amongst the older age groups provides encouraging concurrent validity, suggesting the results of one measure could be inferred through the exclusive use of the alternate measurement approach. In contrast, affective empathy as measured by the two measures; the accurate matching of the participant and vignette character's facial expression (GEM-VO), and the accurate matching of the self reported and vignette character's emotion (GEM-SR); were not found to converge. This finding is consistent with prior research and questions the assumption that facially expressed and self-appraised indexes of affective empathy are different aspects of a complex unified process. When evaluating the convergence of all four measures of affective empathy, negative correlations were found between the Bryant and the GEM-PR, these two measures were also found to not converge with the GEM-VO and GEM-SR in a consistent and predictable way. These findings pose the question of whether different aspects of the complex phenomena of affective empathy are being assessed. Furthermore, the validity of the exclusive use of a child self report measure such as the Bryant, which is the standard assessment in the literature, is questioned. The possibility that callous-unemotional traits (CU; a unique subgroup identified in the child psychopathy literature) may account for the mixed findings throughout research regarding the assumption that deficiencies in empathy underlie conduct problems in children, was examined using regression analysis. Using the previous sample of 211 children aged 5-12, conduct problems (CP) were measured using the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999), and the CU subscale was used from the Antisocial Process Screening Device (APSD; Caputo, Frick, & Brodsky, 1999). Affective empathy when measured by the GEM-PR and the Bryant showed differing patterns in the relationship between affective empathy, CU traits and CP. While the GEM-Father reported that neither age, CU traits nor CP accounted for affective empathy variance, the GEM-Mother report supported that affective empathy was no longer associated with CP once CU traits had been partialled out. In contrast, the Bryant reported for girls, that CU traits were not found to have an underlying correlational relationship. It can be argued from the GEM-Mother data only that it was the unmeasured variance of CU traits that was accounting for the relationship between CP and affective empathy found in the literature. Furthermore, the comparison of an altered CU subscale with all possible empathy items removed, suggests that the constructs of CU traits and affective empathy are not synonymous or overlapping in nature, but rather are two independent constructs. This multimethod approach highlights the complexity of this research area, exemplifying the significant influence of the source of the reports, and suggesting that affective empathy consists of multiple components that are assessed to differing degrees by the different measurement approaches.

APA, Harvard, Vancouver, ISO, and other styles

2

Hunter, Kirsten. "Affective Empathy in Children: Measurement and Correlates." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366612.

Full text

Abstract:

Empathy is a construct that plays a pivotal role in the development of interpersonal relationships, and thus ones ability to function socially and often professionally. The development of empathy in children is therefore of particular interest to allow for further understanding of normative and atypical developmental trajectories. This thesis investigated the assessment of affective empathy in children aged 5-12, through the development and comparison of a multimethod assessment approach. Furthermore this thesis evaluated the differential relationships between affective empathy and global behavioural problems in children versus the presence of early psychopathic traits, such as callous-unemotional traits. The first component of this study incorporated; a measure of facial expression of affective empathy, and self-reported experience of affective empathy, as measured by the newly designed Griffith Empathy Measure - Video Observation (GEM-VO) and the Griffith Empathy Measure - Self Report (GEM-SR); the Bryant's Index of Empathy for Children and Adolescents (1982) which is a traditional child self-report measure; and a newly designed parent-report of child affective empathy (Griffith Empathy Measure - Parent Report; GEM-PR). Using a normative community sample of 211 children from grades 1, 3, 5, and 7 (aged 5-6, 7-8, 9-10, & 11-12, respectively), the GEM-PR and the Bryant were found to have moderate to strong internal consistency. As a measure of concurrent validity, strong positive correlations were found between the mother and father reports (GEM-PR) of their child's affective empathy, for grades 5 and 7, and for girls of all age groups. Using a convenience sample of 31 parents and children aged 5 to 12, the GEM-PR and the Bryant demonstrated strong test-retest reliability. The reliability of the GEM-VO and the GEM-SR were assessed using a convenience sample of 20 children aged 5 to 12. These measures involve the assessment of children's facial and verbal responses to emotionally evocative videotape vignettes. Children were unobtrusively videotaped while they watched the vignettes and their facial expressions were coded. Children were then interviewed to determine the emotions they attributed to stimulus persons and to themselves whilst viewing the material. Adequate to strong test-retest reliability was found for both measures. Using 30% from the larger sample of 211 participants (N=60), the GEM-VO also demonstrated robust inter-rater reliability. This multimethod approach to assessing child affective empathy produced differing age and gender trends. Facial affect as reported by the GEM-VO decreased with age. Similarly, the matching of child facial emotion to the vignette protagonist's facial emotion was higher in the younger grades. These findings suggest that measures that assess the matching of facial affect (i.e., GEM-VO) may be more appropriate for younger age groups who have not yet learnt to conceal their facial expression of emotion. Data from the GEM-SR suggests that older children are more verbally expressive of negative emotions then younger children, with older girls found to be the most verbally expressive of feeling the same emotion as the vignette character; a role more complimentary of the female gender socialization pressures. These findings are also indicative of the increase in emotional vocabulary and self-awareness in older children, supporting the validity of child self-report measures (based on observational stimuli) with older children. In comparing data from the GEM-VO and GEM-SR, this study found that for negative emotions the consistency between facial emotions coded and emotions verbally reported increased with age. This consistency across gender and amongst the older age groups provides encouraging concurrent validity, suggesting the results of one measure could be inferred through the exclusive use of the alternate measurement approach. In contrast, affective empathy as measured by the two measures; the accurate matching of the participant and vignette character's facial expression (GEM-VO), and the accurate matching of the self reported and vignette character's emotion (GEM-SR); were not found to converge. This finding is consistent with prior research and questions the assumption that facially expressed and self-appraised indexes of affective empathy are different aspects of a complex unified process. When evaluating the convergence of all four measures of affective empathy, negative correlations were found between the Bryant and the GEM-PR, these two measures were also found to not converge with the GEM-VO and GEM-SR in a consistent and predictable way. These findings pose the question of whether different aspects of the complex phenomena of affective empathy are being assessed. Furthermore, the validity of the exclusive use of a child self report measure such as the Bryant, which is the standard assessment in the literature, is questioned. The possibility that callous-unemotional traits (CU; a unique subgroup identified in the child psychopathy literature) may account for the mixed findings throughout research regarding the assumption that deficiencies in empathy underlie conduct problems in children, was examined using regression analysis. Using the previous sample of 211 children aged 5-12, conduct problems (CP) were measured using the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999), and the CU subscale was used from the Antisocial Process Screening Device (APSD; Caputo, Frick, & Brodsky, 1999). Affective empathy when measured by the GEM-PR and the Bryant showed differing patterns in the relationship between affective empathy, CU traits and CP. While the GEM-Father reported that neither age, CU traits nor CP accounted for affective empathy variance, the GEM-Mother report supported that affective empathy was no longer associated with CP once CU traits had been partialled out. In contrast, the Bryant reported for girls, that CU traits were not found to have an underlying correlational relationship. It can be argued from the GEM-Mother data only that it was the unmeasured variance of CU traits that was accounting for the relationship between CP and affective empathy found in the literature. Furthermore, the comparison of an altered CU subscale with all possible empathy items removed, suggests that the constructs of CU traits and affective empathy are not synonymous or overlapping in nature, but rather are two independent constructs. This multimethod approach highlights the complexity of this research area, exemplifying the significant influence of the source of the reports, and suggesting that affective empathy consists of multiple components that are assessed to differing degrees by the different measurement approaches.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text

APA, Harvard, Vancouver, ISO, and other styles

3

Hardy, Carter. "A Phenomenological Approach to Clinical Empathy: Rethinking Empathy Within its Intersubjective and Affective Contexts." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6855.

Full text

Abstract:

This dissertation contributes to the philosophy of empathy and biomedical ethics by drawing on phenomenological approaches to empathy, intersubjectivity, and affectivity in order to contest the primacy of the intersubjective aspect of empathy at the cost of its affective aspect. Both aspects need to be explained in order for empathy to be accurately understood in philosophical works, as well as practically useful for patient care in biomedical ethics. In the first chapter, I examine the current state of clinical empathy in medicine including professional opinions about empathy, the dominant definition being employed, and the problems that arise from this definition. By trying to define empathy in a way that is useful to the current presuppositions in medicine, clinical empathy aligns with simulation theory, which has three problems: the discrepancy between the way empathy is defined and the way it is explained, the lack of diversity that this theory of empathy allows in our understanding of others, and the lack of affective understanding and affective engagement involved in the patient-physician interaction. These three problems are used to derive three questions that are important for any theory of empathy: (1) What is the phenomenon being explained? (2) What is the intersubjective context of empathy? (3) What is the affective dimension of empathy? The best theory of clinical empathy can be formulated by answering these three questions as they relate to phenomenological theories, which are more attuned to overcoming presuppositions. Chapters two and three each examine a different phenomenological approach to empathy from opposite extremes in their theories of intersubjectivity. Husserl and Stein begin from an isolated, transcendental subject that needs empathy to bridge the gap between itself and others, while Scheler begins from a primary intersubjectivity in which self and other are undifferentiated, making empathy a largely unnecessary skill. Despite their strongly opposed positions, and the acknowledgement that their theories of intersubjectivity necessitate their theories of empathy, I argue that both fail to understand the affective dimension of empathy. Husserl and Stein leave no room in empathy for it to be an affect, while Scheler prioritizes affects that reunite subjects, but leaves empathy itself as a non-affective skill. Chapter four explains Gallagher’s interaction theory as a more moderate approach to the relation between empathy and intersubjectivity. He draws on the insights of the other two theories, but conceives of empathy as a multi-leveled phenomenon that allows for an understanding of others. While this theory does aid in addressing the intersubjective context of empathy in a way that best solves the first two problems with clinical empathy, interaction theory still fails to fully address the affectivity of empathy, maintaining empathy as a largely cognitive ability. Gallagher does acknowledge the affective core of empathy, but he does not explain the way in which it is affective. In response to this problem, I explain Anya Daly’s application of Merleau-Ponty’s theory of reversibility to affectivity as a possible solution to the problematic gap in Gallagher’s theory. Chapter five focuses on theories of clinical empathy in order to address the neglected affective aspects of empathy, and respond to the problem of detached concern. The problems caused by detached concern are explained, as well as why the theories discussed in the middle chapters are still unable to solve them. This is done in two parts. In the first part, I explain the basis of this issue in the cognitive/feeling divide, as explained in the philosophy of emotion. Then, I give a brief overview of the phenomenology of affectivity to be used as a guide to the affectivity of empathy. In the second part, I examine three theories of clinical empathy that attempt to solve the problem of detached concern, noting their strengths and weaknesses based on their similarities to phenomenological approaches to empathy and affectivity.

APA, Harvard, Vancouver, ISO, and other styles

4

Persson, Björn. "Subclinical Psychopathy and Empathy." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8492.

Full text

Abstract:

Psychopathy is a severe personality disorder that results in antisocial, manipulative, and callous behavior. The main diagnostic instrument for assessing psychopathy is the Psychopathy Checklist-Revised. This thesis will introduce the psychopathy construct, including what is known as subclinical psychopathy. Subclinical psychopathy refers to individuals who exhibit many of the characteristics of psychopathy, except for some of the more severe antisocial behaviors. This constellation of traits allows the subclinical psychopath to avoid incarceration. The fundamental difference between clinical and subclinical psychopaths is a major question in the field of psychopathy and is the main theme of this thesis. Impaired empathy is one of the key aspects of psychopathy and it may be a significant factor in both clinical and subclinical psychopaths. Subclinical psychopathy may be related to a moderated or altered expression of empathy. Hence, the empathy construct is a secondary concern in this thesis. This thesis has two aims: (a) to argue that the conceptualization of subclinical psychopathy is flawed and needs revision in accordance with less ambiguous criteria; and (b) to present data in support of the hypothesis that subclinical psychopaths have intact, or even enhanced, cognitive capacities in contrast to clinical psychopaths.

APA, Harvard, Vancouver, ISO, and other styles

5

Robinson, Emily V. "Ability of Offenders with Psychopathic Traits to Simulate Cognitive and Affective Empathy." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283859/.

Full text

Abstract:

The accurate assessment of psychopathy constitutes a critical component of forensic assessments addressing offender populations. Among the core characteristics of psychopathy, the interpersonal component of deception and empathic deficits are prominently observed in offenders with psychopathic traits. Given the negative consequences of being classified as a psychopath, offenders may be likely to minimize their psychopathic traits. In particular, no research has investigated whether offenders with psychopathic traits are able to simulate empathy in an effort to mask their cognitive or affective empathy deficits (e.g., lack of remorse about offenses). The present study aims to contribute to the literature with regard to the simulation of empathy. Using a mixed between- and within-subjects design, 81 male detainees were placed into (a) a low psychopathy group, (b) a moderate psychopathy group, or (c) a high psychopathy group based on the Psychopathy Checklist – Revised. For the within-subjects component, all offenders answered empathy questionnaires under genuine and simulation conditions. Results indicate the sample possessed cognitive empathy, but did not display affective empathy under genuine instructions. Under simulation instructions, participants significantly increased their scores on several empathy measures. The implications of simulated empathy and comparisons between groups regarding simulation abilities are discussed.

APA, Harvard, Vancouver, ISO, and other styles

6

Meeken, Luke. "Art Education and the Encouragement of Affective and Cognitive Empathy in Early Childhood." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3194.

Full text

Abstract:

This study constructs a theoretical framework for exploring the relationship between art education practice and the development of empathy in early childhood. In this study, I construct a schema for the experience of empathy in kindergarten-aged students, derived from the work of Martin Hoffman, Maurice Merleau-Ponty, and Vittorio Gallese, which acknowledges both the affective and cognitive dimensions of the experience of empathy. This schema is examined within the context of aesthetic and artistic experience, as distinguished from each other by John Dewey. I articulate several ways that art education’s cultivation of subtle aesthetic perception may encourage affective empathy, and its cultivation of imaginative cognition may encourage cognitive empathy. Suggestions are made for projects and practice in the early childhood classroom.

APA, Harvard, Vancouver, ISO, and other styles

7

Francis, Kathryn B., M. Gummerum, G. Ganis, I. S. Howard, and S. Terbeck. "Alcohol, empathy, and morality: acute effects of alcohol consumption on affective empathy and moral decision-making." Springer, 2019. http://hdl.handle.net/10454/17169.

Full text

Abstract:

Yes
Rationale: Hypothetical moral dilemmas, pitting characteristically utilitarian and non-utilitarian outcomes against each other, have played a central role in investigations of moral decision-making. Preferences for utilitarian over non-utilitarian responses have been explained by two contrasting hypotheses; one implicating increased deliberative reasoning, and the other implicating diminished harm aversion. In recent field experiments, these hypotheses have been investigated using alcohol intoxication to impair both social and cognitive functioning. These studies have found increased utilitarian responding, arguably as a result of alcohol impairing affective empathy. Objectives: The present research expands existing investigations by examining the acute effects of alcohol on affective empathy and subsequent moral judgments in traditional vignettes and moral actions in virtual reality, as well as physiological responses in moral dilemmas. Methods: Participants (N = 48) were administered either a placebo or alcohol in one of two dosages; low or moderate. Both pre- and post intervention, participants completed a moral action and moral judgment task alongside behavioural measures of affective empathy. Results: Higher dosages of alcohol consumption resulted in inappropriate empathic responses to facial displays of emotion, mirroring responses of individuals high in trait psychopathy, but empathy for pain was unaffected. Whilst affective empathy was influenced by alcohol consumption in a facial responding task, both moral judgments and moral actions were unaffected. Conclusions: These results suggest that facets, beyond or in addition to deficits in affective empathy, might influence the relationship between alcohol consumption and utilitarian endorsements.

APA, Harvard, Vancouver, ISO, and other styles

8

Portela, Manuel. "Geographies of Empathy: Affective reconfigurations of Cities, Objects & Places." Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/664137.

Full text

Abstract:

A thesis submitted in partial fulfillment of the requirements for the degree of Doctor in Information Management, specialization in Geographic Information Systems
This work addresses the development of digital technologies from the perspective of corporeal and embodied encounters. It offers a critical view of the openness and smartness of cities, at the same time that propose a novel approach to create cities of attentiveness, delight, intensity and meaning. It consists of a study of what becomes called Geographies of Empathy, as means of affective translations (Pedwell, 2014). Empathy is addressed as a conjugation of multiple ontologies that can be defined as a ’becoming together’. Empathy that takes place as forms of aesthetic experiences, collective conditions and structures of feelings (B. Anderson, 2014). By presenting three interactive experiments and three explorations, it addresses the empathic relations that reify everyday practices. A focus on how mundane objects and urban places are experienced in encounters, provide an analysis of the mediation of affects, feelings and emotions. The multidisciplinary approach in the process of research is performed by the application of concepts from Science and Technology Studies, Cultural Geography, Media Studies, Urban Studies and Human-Computer Interaction. This work takes the form of a dialectical inquiry between the empirical/propositional and the theoretical/critique. By one side, it discusses the role of interaction design and the ethics and aesthetics of socio-technical assemblages in cities. By the other, it addresses the political effects and consequences of empathic relations in the advent of urban development and the practices of designing urban interactions. Este trabajo aborda el desarrollo de las tecnologías digitales desde la perspectiva de los encuentros entre cuerpos. Asimismo, ofrece una visión crítica sobre las ciudades abiertas e inteligentes, al mismo tiempo que propone un enfoque novedoso para crear ciudades bajo los principios de atención, intensidad, deleite y sentido. Consiste en un estudio de lo que llamamos Geografías de la Empatía, como forma de versiones afectivas (Pedwell, 2014). La noción de empatía es abordada como una unión de múltiples ontologías que pueden ser definidas como una ‘existencia conjunta’. Empatía, tiene lugar en diversas formas formas de experiencia, estéticas, condiciones colectivas y estructuras de sentimientos (B. Anderson, 2014). Con la presentación de tres experimentos interactivos y tres exploraciones, se aborda las relaciones empáticas que reifican las prácticas cotidianas. El foco sobre cómo los objetos mundanos y los lugares urbanos se experimentan en los encuentros, proporciona un análisis sobre la mediación de los affects, los sentimientos y las emociones. El enfoque multidisciplinario en el proceso de investigación se realiza mediante la aplicación de conceptos de los campos como los Estudios de la Ciencia y Tecnología, Geografía Cultural, el Estudios Culturales, Estudios Urbanos e Interacción Humano-Computadora (HCI). Este trabajo toma la forma de una indagación dialéctica entre lo empírico/proposicional y lo teórico/crítico. Por un lado, se analiza el papel del diseño de interacción, junto con la ética y la estética de los ensamblajes socio-técnicos en las ciudades. Por el otro, aborda los efectos y las consecuencias políticas de las relaciones empáticas en el advenimiento del desarrollo urbano y las prácticas de diseño de interacciones urbanas.

APA, Harvard, Vancouver, ISO, and other styles

9

Newman, Jane Ann. "Affective empathy training with senior citizens using Zazen (Zen) meditation." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186497.

Full text

Abstract:

As an individual moves into the later years of life, he or she is prone to loss of interpersonal skills and support from others. Affective empathy is considered to be a skill which assists individuals in building interpersonal relationships and thereby increasing support from others. Zazen (Zen) meditation is proposed to increase affective empathic responses. The current study involved 19 senior citizens, ages 60-77 (six males and 13 females) randomly assigned to either a control group or an experimental group. The experimental group received zazen (Zen) meditation training and the control group received an irrelevant activity (mathematical exercises). Each group received the activity for five days, three hours per day. Affective empathy was measured pretest and posttest. The pretest was the Emotional Empathic Tendency Scale (Mehrabian & Epstein, 1972) and posttest was the Empathic Concern subscale of the Interpersonal Reactivity Index (Davis, 1980, 1983c). Analysis of the data produced statistically nonsignificant findings. Larger numbers and/or longer training times may provide significant findings in future studies. The levels of affective empathy (i.e. low, intermediate, high scorers) were not considered in the current study but attention to these variables in future research and in training for affective empathy using zazen (Zen) meditation is recommended.

APA, Harvard, Vancouver, ISO, and other styles

10

Olsson, Sandra. "En jämförelse mellan rollspelare och icke-rollspelare med avseende på empati : En kvantitativ studie om bordsrollspel, kön och empati." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71302.

Full text

Abstract:

Syftet med föreliggande studie var att undersöka hur kön och rollspelande relaterar till affektiv och kognitiv empati. 204 personer deltog i föreliggande studie genom att besvara en elektronisk enkät och 192 ifyllda enkäter analyserades. Mätinstrumenten som användes för att undersöka empati och sensorisk föreställningsförmåga var IRI och PSI-Q. Två 2x2 ANOVA utfördes för att undersöka hur kön (man och kvinna) och rollspelande (rollspelande och icke-rollspelande) relaterar till upplevd grad av affektiv och kognitiv empati. Det fanns en signifikant interaktionseffekt mellan kön och rollspelande avseende affektiv empati. Manliga deltagare uppvisade ungefär lika hög affektiv empati oavsett om de spelade rollspel eller inte. Kvinnliga icke-rollspelare uppvisade högre affektiv empati än kvinnliga rollspelare. Det fanns en signifikant huvudeffekt av kön avseende kognitiv empati. Kvinnorna uppvisade högre kognitiv empati än männen. Det fanns även en signifikant huvudeffekt av rollspelande avseende kognitiv empati som erhöll att rollspelare uppvisade högre kognitiv empati än icke-rollspelare. Den aktuella studien kan medföra nytta för framtida forskning och bidra till idéer om tillvägagångssätt för att lära ut kognitiv empatisk förmåga.
The purpose of the present study was to investigate how gender and role play relate to affective and cognitive empathy. 204 people participated in the present study by answering an online survey and 192 completed questionnaires were analyzed. The instruments that were used to measure empathy and sensory imagery were IRI and PSI-Q. Two 2x2 ANOVA were performed to investigate how gender (male and female) and role playing (role playing and non-role playing) relate to perceived degree of affective and cognitive empathy. There was a significant interaction between gender and role playing regarding affective empathy. Male participants showed equal degree of affective empathy regardless of whether they role played or not. Female non-role players showed higher affective empathy than female role players. There was a significant main effect of gender on cognitive empathy. The women showed higher cognitive empathy than men. There was also a significant main effect of role playing with regard to cognitive empathy, role players showed higher cognitive empathy than non-role players. The current study can bring benefits to future research and contribute to ideas of approaches to teach cognitive empathy.

APA, Harvard, Vancouver, ISO, and other styles

11

Nilsson, Johanna. "Individualism och kollektivism som prediktion av empati : En enkätstudie om kulturell inriktning och empatisk förmåga." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48012.

Full text

Abstract:

En kvantitativ undersökning har genomförts med syftet att undersöka om kulturell inriktning har betydelse för affektiv och kognitiv empati. Studien genomfördes genom en elektronisk enkät via läroplattformen It’s Learning, där urvalet bestod av 250 studenter vid Karlstad Universitet. För att mäta kulturell inriktning användes mätinstrumentet Culture Orientation Scale som mäter vertikal samt horisontell individualism och kollektivism. För att mäta affektiv och kognitiv empati användes The Basic Empathy Scale in Adults (BES-A). Datamaterialet analyserades genom SPSS och två multipla regressionsanalyser utfördes. Resultatet visade att horisontell individualism och horisontell kollektivism var signifikanta prediktorer av affektiv empati där 11,6 % av variansen förklarades. Vidare visade resultatet att vertikal individualism och horisontell kollektivism var signifikanta prediktorer av kognitiv empati där 14,8 % av variansen förklarades. Sambandet mellan variablerna diskuteras utifrån tidigare studier och definitioner. Studiens resultat indikerar på att det är specifika karaktäristiska drag inom de kulturella inriktningarna som har ett samband till den empatiska förmågan. Slutsatsen utifrån studiens resultat samt tidigare studier var att kulturell inriktning har betydelse för empatin, om än dock en liten betydelse.
A quantitative study has been carried out with the aim to examine if cultural orientation has significance for affective and cognitive empathy. The study was conducted through an electronic survey via the learning platform It’s Learning, where the sample consisted of 250 students at Karlstad University. To measure the cultural orientation the Culture Orientation Scale was used, which measure degree of vertical and horizontal individualism and collectivism. To measure cognitive and affective empathy the Basic Empathy Scale in Adults (BES-A) was used. The data were analyzed by SPSS and two multiple regression analyzes were. The result showed that the horizontal individualism and horizontal collectivism were significant predictors of affective empathy where 11.6% of the variance was explained. Furthermore, the results showed that vertical individualism and horizontal collectivism were significant predictors of cognitive empathy where 14.8% of the variance was explained. The relationship between the variables is discussed based on previous studies and definitions. The study's results indicate that it is particular characteristic within the cultural orientations that are related to the empathic ability. The conclusion of the study and previous studies was that cultural orientation is important for empathy, however in a small extent.

APA, Harvard, Vancouver, ISO, and other styles

12

Gretak, Alyssa P. "The Relationship of Primary and Secondary Psychopathy to Different Types of Empathetic Deficits." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446738444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Waldron, Jonathan Cook. "Psychopathy and Lack of Affective Empathy: Cardiac Correlates in College Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79771.

Full text

Abstract:

Empathy deficiency is considered a cardinal trait associated with psychopathy. This study examined empathy as cognitive and affective constructs during a mood task meant to evoke happiness and sadness. Fifty-two undergraduate students organized in same-gender pairs (17 female pairs and 9 male pairs) completed measures of empathy, psychopathy, social desirability, social anxiety, demographics and health. Participants engaged in a social mood task where one individual spoke about happy or sad events in the past year while the other individual listened. The procedure incorporated a within-subjects design, so that the participant order switched so each participant would listen and speak about both happy and sad events. Throughout the procedure, cardiac measures were collected through an electrode strap. Psychopathic traits was related to reductions in heart rate variability when listening to other participants discuss sad events, and this was most pronounced in those who also had low empathy scores. Trait cognitive empathy was unrelated to cardiac changes or to state cognitive empathy. Participants' own heart rate and heart rate variability were the only predictors of heart rate and heart rate variability during the mood induction procedures, while the other participant's heart rate and heart rate variability were not. Additionally, psychopathic traits did not moderate this relationship. Results are discussed in terms of how vagal withdrawal may be related to psychopathy and low empathy, especially when listening to sad events.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

14

Öhberg, Anders, and Karin Paul. "The How or the What : The Impact of Narrative Style on Empathy." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135629.

Full text

Abstract:

Narratives in the forms of music or literature have traditionally been highlightedfor their ability to evoke empathy; however, the specific features of the narrativethat serve as the underlying mechanisms responsible for this effect remain unclear.The aim of the present study was to examine the impact of a narrative’s style onempathy. An experimental repeated measures research design was used with 41participants (31 female, 10 male; age range 20-63 yrs, M=30.2 yrs) that underwentthree conditions each comprised of a different stimulus (i.e., a song, a piece ofprose and a poem), with the same narrative content but differing in style. The orderof the stimuli was randomized across participants. After each stimulus, empatheticresponses were captured via self reports, measuring valence and arousal of theparticipant, as well as their perceived valence and arousal of the main character ofthe narrative. The song had a strong correlation between participant-rating andcharacter-rating on valence and arousal, thus evoking a stronger (affective)empathetic response than the other two styles of stimuli, having moderatecorrelations. The character-rating barely differed between the style of stimuli, andthe narrative first presented lowered the participants’ valence regardless of style.These findings could possibly be explained by cognitive empathy responding to thenarrative, evoking the same understanding of another person, whereas affectiveempathy seem more prone to respond to stylistic features. Future research andpossible therapeutic implications are discussed.
Narrativ i form av musik och litteratur är kända för att kunna framkalla empati hos mottagaren; däremot är det fortfarande oklart vilka specifika aspekter av ett narrativ som ligger bakom denna effekt. Syftet med föreliggande studie var att undersöka effekten av narrativ stil på empati. En experimentell studie med inomgruppsdesign användes med 41 deltagare (31 kvinnor, 10 män, åldersintervall 20-63 år, M = 30.2 år) vilka exponerades för tre olika stimuli; en sång, en prosatext och en dikt. Varje stimuli hade samma narrativa innehåll men skilde sig åt beträffande narrativ stil. Presentationsordningen för stimulina randomiserades för deltagarna. Efter varje stimuli mättes empatisk reaktion via självskattningar av valens och arousal hos deltagarna, liksom hur de skattade valens och arousal för berättelsens huvudkaraktär. Sången visade en stark korrelation mellan deltagarnas självskattningar och skattningar av huvudkaraktären på både valens och arousal, vilket innebär att sången skapade ett starkare (affektivt) empatiskt gensvar än övriga två stimuli, vilka hade måttliga korrelationer. Skattningar av huvudkaraktärens valens och arousal påverkades ytterst lite av narrativ stil. Presentationsordningen påverkade deltagarnas skattningar då första stimulit sänkte deltagarnas valens oavsett narrativ stil. Dessa resultat kan eventuellt förklaras genom att kognitiv empati svarar på narrativets innehåll, att oavsett narrativ stil framkallas samma förståelse för en annan person, medan affektiv empati verkar påverkas utav den narrativa stilen. Framtida forskning och terapeutiska implikationer diskuteras.

APA, Harvard, Vancouver, ISO, and other styles

15

Anastassiou-Hadjicharalambous, Xenia. "Affective and cognitive empathy in conduct-disordered children : psychophysiological and cognitive underpinnings." Thesis, University of Strathclyde, 2003. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24281.

Full text

Abstract:

Deficits in affective and cognitive empathy have been implicated in Conduct Disorder (CD), but empirical investigations are surrounded by inconsistencies. Three possible factors, and their interaction, may be implicated: i) distinct causal mechanisms underlying behaviour of CD subgroups (Cichetti & Moffitt, 1993); ii) distinct operation of affective and cognitive empathy; iii) overreliance on verbal measures of affective empathy whose validity has been questioned. To assess the validity of verbal measures of affective empathy, study 1 compared verbal measures with a direct index of arousal (Heart Rate-HR), in children (N=29, aged 8-10). It was hypothesised that verbal measures would not give analogous information to the direct index, and this hypothesis was supported. Therefore, the direct index of HR was employed in study 2 to compare affective empathy across three groups: i) CD elevated on Callous-Unemotional traits (CD/CU, n=31) ii) CD low on CU traits (CD/cu, n=29, aged 7.6-10. 8) iii) 'typically-developing' controls (n=33, aged 8-10). It was predicted that deficits in affective empathy would characterise only CD/CU children based on data showing emotional deficits and physiological hypoarousal in this group (Frick, et al., 1994b, Raine, et al., J990a). Results showed deficit in affective empathy to characterise only CD/CU children. CD/cu children did not show deficits in affective empathy, but they may show deficits in cognitive aspects of empathy. Study 3 compared affective and cognitive perspectivetaking across i) CD/CU (n=30, aged 7.6-10.8), ii) CD/cu (n=29, aged 7.6-10.8) and iii) 'typically-developing' controls (n=52, aged 8-10). It was predicted that CD/CU children would present deficits in affective but not cognitive perspective-taking. In contrast, CD/cu children did not show deficits in affective empathy in study 2, and other studies have shown cognitive deficits to be more specific to CD/cu children (Loney, et al. 1998). It was predicted that CD/cu children would show cognitive- but no affective perspective-taking deficits. Results showed cognitive perspective-taking deficits to be specific to CD/cu children. In contrast affective perspective-taking deficits characterised both CD groups. These preliminary findings provide evidence of a dissociation between affective and cognitive empathy in CD/CU children. These findings further indicate that neither cognitive nor affective empathy are sufficient for the inhibition of antisocial conduct.

APA, Harvard, Vancouver, ISO, and other styles

16

Marshall, Shedden Anna. "Impact Bias och Empathy Gaps : - en studie om skillnader mellan känslor och preferenser." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24827.

Full text

Abstract:

Syftet med föreliggande studie var att försöka reda i litteraturen kring två välkända begrepp inom Affective Forecasting nämligen Impact Bias, som innebär att människor har en tendens att överskatta i vilken utsträckning de kommer att uppleva en viss känsla i en framtida situation än vad som senare visar sig vara fallet, och Empathy Gaps, som innebär att människor har en tendens att underskatta i vilken grad känslotillstånd kommer att påverka deras preferenser i en framtida situation samt pröva dessa begrepp i en och samma enkätundersökning. Etthundra sextiotvå studenter, slumpvist uppdelade i två grupper, Känslogrupp och Preferensgrupp, deltog frivilligt i undersökningen. Enkätundersökningen var en mixad design med grupp (känsla kontra preferens) som mellangruppsfaktor och förtest kontra eftertest som inomgruppsfaktor. I studien visade samtliga gruppers resultat i linje med Impact Bias teorin, dvs. att deltagarna i både Känslogrupp och Preferensgrupp skattade lägre i eftertest (actual) än pretest (forecasting). Resultatet diskuteras bla. utifrån Construal Level Theory, CLT. Förslag på vidare forskning ges.

APA, Harvard, Vancouver, ISO, and other styles

17

Gungordu, Nahide, and Maria Hernandez-Reif. "The Association between Sibling Relationship Dynamics and Empathic Abilities in Young Adulthood." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/48.

Full text

Abstract:

Existing research concerning the effects of empathy development has primarily focused on the role of parents, culture, and education but has overlooked the role of siblings. This current retrospective study investigates sibling relationship quality and cognitive and affective empathy in young adults to address the question of whether siblings influence young adults’ empathy processes. A total of 205 young adults participated in the study and completed questionnaires examining their sibling relationship quality and empathy. Strong positive relationships were observed between affective empathy and sibling relationship quality, which suggests that siblings may play a unique role in shaping each other’s affective empathy development. Young adults with a sibling who made a positive impact on them had higher sibling relationship quality and affective empathy scores. Additionally, female participants showed higher affective empathy and quality relationship with their siblings than male participants.

APA, Harvard, Vancouver, ISO, and other styles

18

Atkins, David. "The role of culture in empathy : the consequences and explanations of cultural differences in empathy at the affective and cognitive levels." Thesis, University of Kent, 2014. https://kar.kent.ac.uk/47970/.

Full text

Abstract:

Our empathic abilities are central in social interaction and accordingly, our ability to feel and infer others’ emotions is considered crucial for healthy functioning in interpersonal relationships (Blair, 2005; Eisenberg & Miller, 1987). One possible moderator of empathy is cultural background and although there is a wealth of theoretical knowledge to link culture and empathy, there is however, very limited empirical research directly examining the association between the two constructs. In five studies using culture as the principle unit of analysis, the research contained within this thesis has investigated the extent to which culture influences empathy using a variety of methods. Chapter Two reports results from an experimental study which show cultural differences in negative affect in response to physical pain; British reported greater negative affect compared to East Asians. Chapter Three reports results from an experimental study that replicate findings in the preceding chapter to a different type of situation, one that depicts social pain. In addition, results demonstrate greater empathic concern but lower empathic accuracy in British compared to East Asians. Chapter Four reports results from an experimental study that follow a similar pattern to preceding chapters; British report greater empathic concern, but lower empathic accuracy compared to Chinese individuals. In addition, the analyses demonstrate that neither an in-group advantage nor comprehension of video targets can explain cultural differences in affective and cognitive empathy. Emotional expressivity predicts British but not Chinese empathic concern. Chapter Five reports a study that demonstrates that empathic concern explains cultural differences in donating, a measure of prosocial behaviour. Chapter Six reports a study that demonstrates that Americans would side and feel more affective empathy for one friend over the other when the two friends are engaged in an intense disagreement compared to Japanese. These findings are interpreted from a dialectical thinking and interpersonal harmony theoretical framework. The association between dispositional empathy and affective and cognitive empathic outcomes was assessed in all studies to understand the utility of dispositional empathy cross-culturally. Findings regarding dispositional empathy’s utility are mixed but suggest that dispositional empathy is more useful to predict empathy in a Western cultural context, but not as useful in an Eastern cultural context. Chapter Seven considers the implications of the findings reported in the set of studies and explores future directions.

APA, Harvard, Vancouver, ISO, and other styles

19

Kahn, Rachel E. "Affective and Cognitive Empathy Deficits Distinguish Primary and Secondary Variants of Callous-Unemotional Youth." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1878.

Full text

Abstract:

The current study examined whether a sample of detained male adolescents (n = 107; Mean age = 15.50; SD = 1.30) could be disaggregated into two distinct groups, consistent with past research on primary and secondary variants of callous-unemotional (CU) traits in adolescents. This study also sought to determine a possible explanation for the CU traits among youth in the secondary variant by examining whether they differ from primary variants on measures of cognitive and affective empathy. Using Latent Profile Analyses, two groups of adolescents high on CU traits were identified, a large group (n = 30) high on CU traits but low on anxiety (primary) and a smaller group high on both CU traits and anxiety (n = 10; secondary). Using self-report and computerized measures of affective (e.g., emotional reactivity) and cognitive empathy (e.g., affective facial recognition and theory of mind (ToM)), results revealed that the secondary variant demonstrated the lowest levels of cognitive empathy. In contrast, the primary variant demonstrated the lowest levels of self-report affective empathy, but these levels were not significantly different from the secondary variant. Multiple regression analyses testing the association among measures of empathy, CU traits, and anxiety produced a mostly consistent pattern of results. One exception was the finding of an interaction between CU traits and anxiety in the prediction of fear recognition accuracy that indicated that CU traits were positively associated with accuracy in recognizing fearful facial expressions when anxiety was low. The current study builds upon previous work examining primary and secondary variants of CU traits by suggesting that both primary and secondary variants may exhibit similar deficits in affective empathy, but that secondary variants may also exhibit deficits in cognitive empathy and perspective-taking that are not present in primary variants.

APA, Harvard, Vancouver, ISO, and other styles

20

Andersson, Per, and Mikael Färlin. "Historisk Empati : En översikt av begreppets tolkning och inkorporering i skolverksamhet." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39296.

Full text

Abstract:

I denna kunskapsöversikt har vi kartlagt och exemplifierat olika pedagogiska tillvägagångssätt, eller “verktyg”, som används för att uppnå historisk empati hos elever. Vi har huvudsakligen använt forskning som fokuserar på observationer av pedagogiska moment. Underlaget är hämtat från flera geografiska områden, samt de svenska förutsättningarna, dvs, skrivelser som utgör lärarprofessionens uppdrag under LGR11. I resultatdelen har vi sammanställt centrala punkter som identifierats för utvecklandet av historisk empati hos elever. Vi har även kort beaktat hur historisk empati har överförts från ett teoretiskt begrepp, till klassrumspraktiken. Detta då begreppet har flera olika etablerade tolkningar inom det akademiska fältet. Vårt material har vi funnit genom databaserna SwePub och ERC, samt relevanta ämnesdidaktiska verk och dokumentation från skolverket.

APA, Harvard, Vancouver, ISO, and other styles

21

Mintzer, Maureen Ryan. "An Exploration of the Cognitive and Affective Components of an Empathy Assessment to Inform Intervention." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/322011.

Full text

Abstract:

School Psychology
Ph.D.
While empathy is widely understood as a multifaceted construct and an important component of prosocial behavior, its role is less certain with regard to aggressive and bullying behavior in schools. In an effort to further the bully-prevention-and-intervention initiative, the validity of the Interpersonal Reactivity Index (IRI)--a self-report assessment that aims to evaluate both cognitive and affective components of empathy--was examined to determine its potential effectiveness as a screener to inform intervention for school-age youth. It is hypothesized that the IRI may insufficiently assess students' true empathic capacity due to the social desirability bias inherent in self-report scales, particularly with a youth population. The present study uses a correlational design to separately examine the strengths of the relationships between individuals' self-reports of cognitive and affective empathy on the IRI and respective criterion measures, social cognitive processing tasks and physiological responses to emotion-eliciting stimuli. Reliability analyses were also conducted to determine whether the IRI measures cognitive and affective empathy as separate constructs with a school-age population. It was hypothesized that individuals' self-reports of cognitive empathy would be strongly, positively related to performance on social cognitive processing tasks, and that students' self-report of affective empathy would yield weaker correlations with physiological responses to emotion-eliciting stimuli due to the social desirability bias inherent to the scale. Children in grades three though eight (n= 37) participated in the current study. Youth were recruited from an afterschool program and a summer camp from a parochial elementary school in a city in Pennsylvania. Students were asked to complete the IRI self-report scale. Two social cognitive processing tasks from the NEPSY-II were administered as a criterion measure for self-report of cognitive empathy. Change in fingertip temperature was measured during the viewing of two video vignettes to observe physiological response to emotion-eliciting stimuli as a criterion measure for affective empathy. While some strong, positive correlations were observed between male students' responses within the cognitive and affective empathy subscales of the IRI and performance on criterion measures, no positive correlations were observed between female students' self-reports of empathy and performance on criterion measures. Reliability analyses yielded no sufficient distinction between self-reports of affective and cognitive empathy.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

22

Watson, Jennifer R. "Affective affinities : memory, empathy and the weight of history in the work of Herta Müller." Thesis, Swansea University, 2016. https://cronfa.swan.ac.uk/Record/cronfa40654.

Full text

Abstract:

Herta Müller’s writing forms a densely interwoven body of work that merges fiction, autobiography and political commentary. Previous analyses have failed to develop a critical framework that encompasses her self-consciously difficult texts’ forms, contents, intents and impacts. This project was designed to test the potential of recent theories of memory (notably the work of Alison Landsberg, Michael Rothberg and Griselda Pollock and Max Silverman) as a critical framework for interpreting Müller’s work. The imageworlds and affective resonances of texts such as Niederungen (1982), Herztier (1994) and Atemschaukel (2009) allow specific histories of National Socialism, Romanian Communism and Stalin-era forced labour to stand for something larger: all the suffering of history’s unknown Others, all the mental and physical violence human beings perpetrate on one another. Müller’s approach to memory is orientated around the possibility that attention to the past and to our shared vulnerability can mobilise ethical engagement. Her texts rework memory as a route towards imagination and empathetic engagement, not a mere imitation of history, bound to facts. She prioritises “authenticity” – meaning larger structures of experience – over reality or specificity. Pushing her reader to attend to memories which are not their own, and engage with patterns of perception that uncover a common humanity, her work represents specific experiences but presents them as iterations. Thus memory alludes to the present and demands action. Empathy is Müller’s ultimate concern: memory serves to foster ethical engagement. My critical framework captures the way her writing exploits universal experiences of memory and historically located subjectivity, encompassing core elements of her themes and aesthetics and offering a new perspective on her work. Affective Affinities represents a first step in holistic readings of Müller and reframes memory as the engine rather than the fuel of her ethical and literary projects.

APA, Harvard, Vancouver, ISO, and other styles

23

Broom, Ellen Wildemann. "An Examination of Factors Related to the Cognitive and Affective Empathy Levels of Adjudicated Youth." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2656/.

Full text

Abstract:

With the advent of increased juvenile delinquency in our nation, the need for prevention and rehabilitation is paramount. Juvenile delinquent acts are becoming more serious and violent with offenders perpetrating at younger ages. Analysis suggests an increase in juvenile crime in the near future (Stone, 2000). Pinpointing the cause of delinquency is an arduous task because of the many contributing factors (e.g., impulsivity, aggression, low intellect, poor family attachment, drug, and alcohol abuse). By changing the emotional deficits found in beginning delinquency, the likelihood of developing delinquent behavior may be impeded. Research indicates that adolescents who commit crimes are lacking in empathy (e.g., Aleksic, 1975; Cohen & Strayer, 1996; Ellis, 1982; Gibbs, 1987; Marcus & Gray, 1998), thus, promoting empathy may be an avenue for prevention and rehabilitation. This study examined the levels of empathy of adjudicated youth in four juvenile correctional facilities in Texas. Using the Interpersonal Reactivity Index (IRI), empathy levels of 170 youth were examined. Youth in the study demonstrated low levels of empathy. The study found that empathy levels of adjudicated youth were differentiated by incarcerating facility, IQ, type of offense, disability status, and phase level of a re-socialization training program. Age was not found to be a significant factor for differentiating empathy levels. Youth demonstrated similiar empathy levels at three of the four incarcerating facilities. However, empathy scores were still below average. IQ ranges were differentiated by the IRI, and found to be lower than normed scores. Type of committing offense was discriminated and found to indicate low empathy levels. Youth without an identified disability scored lower than subjects with emotional/behavioral disorders (E/BD) and youth with learning disabilities (LD). This may reflect the pattern of underidentification of juveniles in correctional facilities (Nelson, Rutherford, & Wolford, 1987). Phases of Re-socialization is an instructional therapuetic program with an empathy component used at the Texas Youth Commission correctional facilities. Data from the study indicated that youth at higher phase levels demonstrated increased empathy. Much of the data are inconsistent, thus establishing the need for further research. A deeper understanding of the impact of each factor (e.g., incarcerating facility, age, IQ, type of offense, disability status, phase) may be accomplished by further research. However, data from this study is consistent with previous research (e.g., Daberman, 1999; Ellis, 1982; Gibbs, 1987; Lee & Prentice, 1988), indicating a link between juvenile delinquents and empathic deficits.

APA, Harvard, Vancouver, ISO, and other styles

24

Topcu, Cigdem. "The Relationship Of Cyber Bullying To Empathy, Gender, Traditional Bullying, Internet Use And Adult Monitoring." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610134/index.pdf.

Full text

Abstract:

The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &
KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &
Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo
scores were higher than females&rsquo
for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.

APA, Harvard, Vancouver, ISO, and other styles

25

Holub, Peter. "The Influence of Narrative in Fostering Affective Development of Medical Professionalism in an Online Class." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/179.

Full text

Abstract:

Medical educators, clinical trainers, and professional organizations that have responded to the need to humanize medicine have not explored prospects for affective development in distance education. In this dissertation, the author explored narrative as an affective learning technique. Medical fiction, lay exposition, autobiography and other written forms of patient narratives, as well as multimedia presentations, movies, music, song, and visual arts were explored and analyzed for use in teaching medical professionalism to online health science students. A collection of narratives and learning activities for teaching medical professionalism in an online class were presented. Finally, a comparison study evaluated the use of narrative medicine to foster professional development in an online class. The use of narrative to introduce professionalism and help online students internalize the humanistic values of empathy and compassion was grounded in affective theories of moral development. Quantitative evaluation of medical professionalism was performed using the Jefferson Scale of Physician Empathy (JSPE), a psychometrically sound instrument designed to measure empathy in the context of patient care. Comparisons of mean changes in empathy suggest that the treatment group experienced significant changes in total empathy, reflected by increased scores in all elements of the JSPE. These results were validated by a qualitative review of student discussion posts, course evaluations, and instructor feedback. The goal was to explore affective development and the educational value that narrative brings to teaching medical professionalism in the online class. The study helped to clarify the role of narrative in transformative learning. The implication is that online students can benefit from exposure to narrative. The relationship between narrative and medical professionalism may have applications for educational theory, medical and allied health practice, public policy, and future research.

APA, Harvard, Vancouver, ISO, and other styles

26

Mayosvi, Panashe Agatha. "Exploring the relationships between gender, affective and cognitive empathy, and aggressive behaviour in young Western Cape children." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30522.

Full text

Abstract:

Aggression among children and adolescents has been a major area of focus for many researchers across the world. In South Africa, specifically, aggressive behaviour has increasingly become problematic. Aggression can be regarded as antisocial or offending behaviour. Aggressive behaviour usually results in unfavorable consequences for both the victim and the assaulter. Although aggression usually manifests itself physically, it also has underpinning psychological factors. One of the factors that most research has looked at in relation to aggressive behaviour is empathy. Most studies have, however not looked at how the different components of empathy separately affect or predict aggressive behaviour. Females have generally been found to be more empathic and less aggressive; however the relationships between the variables have not been adequately simultaneously investigated. This project therefore assessed the effect of both affective empathy and cognitive empathy on the manifestation of aggressive behaviour in young Western Cape children. The study focused specifically on externalized aggressive behaviour. The study further aimed to investigate if the association between these two components of empathy and externalized aggressive behaviour differed across gender. The study made use of quantitative measures to examine the relationships between the above-mentioned variables. The study recruited a total of 249 Colored, English speaking learners aged 3 to 12 and their parent or caregiver. The sample had approximately equivalent numbers of boys and girls and an approximately equal number of children from low, middle and high SES to ensure that each demographic stratum was represented sufficiently. Statistical analyses of the data indicated that in general the children in the sample had low levels of aggressive behaviour. No statistically significant gender difference in aggression was found. A non-significant relationship was found between affective empathy and aggressive behaviour. A significant negative relationship was however found between cognitive empathy and aggressive behaviour. The correlation between cognitive empathy and aggressive behaviour was significantly evident only among boys; boys who scored low in cognitive empathy scored high on the externalized subscale of CBCL. The study also investigated the effect of potential covariates, Age, SES and IQ on aggressive behaviour; none of these covariates seemed to influence aggressive behaviour. The results of this study provide vital inferences regarding prevention of aggressive behaviour in children. There were however some disparities from what literature reports and that require further exploration. Keywords: affective empathy, cognitive empathy, externalized aggressive behaviour, gender

APA, Harvard, Vancouver, ISO, and other styles

27

Almström, Jenny. "Polisstudenters grad av empati och kulturell orientering." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-93488.

Full text

Abstract:

Empati samt hur man förhåller sig till andra och sig själv är en viktig faktor för gott polisarbete och kommunikation med medborgare. Den här studien har genom en webbenkät baserad på Basic Empathy Scale-Adults (BES-A) och Culture Orientation Scale (COS) tillfrågat 141 polisstudenter från samtliga svenska lärosäten som bedriver polisutbildning om deras självuppskattade empati (affektiv/kognitiv) och kulturella orientering (individualism/kollektivism). Resultatet visade att majoriteten hade medelhög empati och högre kognitiv empati än affektiv empati enligt BES-A. Generellt hade polisstudenterna medelpoäng på COS. Även individualism gav medelpoäng, medan kollektivism gav höga poäng. Tvåvägs-ANOVA visade att kvinnor hade signifikant högre empati än män.
Empathy as well as how to relate to others and oneself is an important factor for good police work and communication with citizens. Through a web survey, based on the Basic Empathy Scale-Adults (BES-A) and the Culture Orientation Scale (COS), this study asked 141 police students from all Swedish universities who conduct police education about their self-perceived empathy (affective/cognitive) and cultural orientation (individualism/collectivism). The result showed that the majority had moderate empathy and higher cognitive empathy than affective empathy according to BES-A. In general, the police students had average points at COS. Individualism also gave average points, while collectivism gave high points. Two-way ANOVA showed that women had significant higher empathy than men.

APA, Harvard, Vancouver, ISO, and other styles

28

Brink, Martina, and Michaela Bolins. "Säljarens förmåga att visa förståelse och empati i interaktionen med kund : En kvalitativ studie om den affektiva och kognitiva empatin." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19650.

Full text

Abstract:

Syfte: Syftet med vår undersökning är att skapa bättre förståelse för hur en säljare förmedlar empati för kunden i en säljrelation. Tidigare forsknings uppmärksamhet för förståelsen och empatins påverkan utgör grunden till att vi mer specifikt vill undersöka; hur kunden uppfattar att fastighetsmäklaren förmedlar affektiv respektive kognitiv empati i en säljrelation. Metod: En studie av kvalitativ art valdes med bakgrund till studiens syfte. För insamling av kvalitativ data använde vi oss av tidigare forskning samt semistrukturerade intervjuer, vilka utfördes med respondenter som anlitat en fastighetsmäklare inom de närmaste tre föregående åren. Well-grounded theory användes sedan som analysmetod av det empiriska materialet. Slutsats: Studien indikerar att kunden uppfattar både affektiv och kognitiv empati i mötet med fastighetsmäklaren. Vi har genom analysen uppmärksammat skillnader och likheter i respondenternas svar, mer specifikt har vi funnit att kundernas uppfattning av empati upplevs olika av olika personlighetstyper och situationer. Förslag till vidare forskning: Vi anser att vidare forskning bör ta hänsyn till fler variabler, exempelvis ålder, kön, personlighetstyp eller situation. Detta är en brist i vår studie och vi menar att det vore intressant att undersöka hur empati uppfattas beroende på olika individers personlighetstyp, ålder och situation. Uppsatsen bidrag: Vi har i vår studie funnit större förståelse för förmågan att förmedla empati för kunden. Vi har genom vårt arbete kommit fram till kategorier vilka kunder värdesätter i kommunikationen med säljaren, vilket bidrar till att kunden uppfattar empati.
Aim: The aim of this study is to better understand how a seller indicate empathy in the relationship with a customer. Previous research regarding empathy effects is the main focus in our interest for this study and more specifically; how a customer experience that the real estate agent indicating affective and cognitive empathy in a sales relationship. Method: With regards to the aim of the study, a study of qualitative nature was chosen. For qualitative data, we used previous research materials and semi-structured interviews. The interview have been conducted with respondents who have hired a real estate agent in the past three years. Well-grounded theory was used as analytical method of the empirical material. Conclusions: The study indicates that the customer experience both affective and cognitive empathy in the encounter with the real estate agent. Through the analysis we noticed the differences and similarities of the answares from the interview. More specifically, we believe that customer perception of empathy is experienced differently by different individuals. Suggestions for future research: In our opinion further research should include more variables, such as age, sex, personality or situation. This is a deficiency in our study and we believe that it would be interesting to examine how empathy is perceived depending on individual factors susch as personality, age and background. Contribution of the thesis: We believe that trough this study we have gained a better understanding of the ability to indicate empathy for the customer and through our work we have detected different categories from which customers experience empathy.

APA, Harvard, Vancouver, ISO, and other styles

29

Shirley, James Michael. "Storyteller, Story-Teacher: A Portrait of Three Teachers’ Use of Story in Elementary Classes." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/3.

Full text

Abstract:

The purpose of this qualitative study was to investigate the use of storytelling as a teaching strategy in the classrooms of three experienced elementary school teachers. Storytelling is defined in this study as the use of a narrative, spoken or written, in prose or in verse, true or fictitious, related so as to inform, entertain, or instruct the listener or reader. This research answers questions concerning; (a) what constitutes storytelling in these teachers’ classrooms, (b) teachers’ purposes for using storytelling, and (c) factors that have encouraged these teachers to employ storytelling in their teaching practices. Framed within constructivist theory, the study provides insight into how these three respondents teach content through storytelling and bridge information from teller to listener. Data collection included classroom observations, interviews of teacher-participants, and the collection of teacher-generated artifacts such as lesson plans and teacher notes. Portraiture is used as a method for writing up the data in order to record the perspectives and experiences of the participants in this study by documenting their voices, visions, and wisdom in a detailed exploration into the feelings about and use of storytelling in their teaching practices. The instructional strategies reported through this qualitative inquiry support a socio-cognitive interactive model of literacy and demonstrate its importance in learning content in an elementary school environment. The data were analyzed continually through a search for emerging patterns and through constant comparison analysis. The researcher found that the teachers used stories and illustrations in an impromptu manner and that storytelling served both cognitive and affective purposes. Cognitively, storytelling was employed to form connections to students’ prior knowledge and new knowledge being introduced. Storytelling was used as a mnemonic device to help students transfer storied information to new situations. Affectively, storytelling served to engage students in an enlightening and entertaining manner. Students responded to the use of stories through actively participating in classroom discussions and sharing stories of their own. Storytelling assists these teachers in their critical roles as negotiators and facilitators of meaning construction in the text and social context of the classroom.

APA, Harvard, Vancouver, ISO, and other styles

30

Carpenter, Rachel. "Pokémon Go as a Positive Virtual Reality Game: Promoting Cognitive, Affective, and Empathic Benefits." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/794.

Full text

Abstract:

Video game popularity and time playing in children, adolescents, and adults is steadily increasing due to heightened accessibility, advanced technological game design, and a rising sedentary lifestyle among Americans. The advent of exergames and virtual reality paradigms has led to a new wave of mobile video games that can be played anywhere, involve the combination of mobility and gaming, and may be used to improve cognition, affect, and perhaps empathy. The aim of the present study was to examine if the exergame Pokémon Go would improve visual and verbal working memory, attention, positive and negative affect, and empathy. Additionally, the current study is an extension of seminal research that discovered being in nature alone has positive effects on working memory and affect. Participants (N = 62) from a Florida University were assessed on the Alloway Working Memory Assessment (AWMA), the Positive and Negative Affect Schedule (PANAS), and the Interpersonal Reactivity Index (IRI) before and after playing Pokémon Go outdoors around the most natural parts of the campus (e.g., ponds, dense foliage). The participants then returned several days later, completed the assessments, and spent time outdoors not playing. The study was counterbalanced over the course of a year to control for seasonal differences. Main findings included increased verbal working memory scores and decreased negative affect after playing Pokémon Go with no changes in empathy. The results have important implications for those interested in using Pokémon Go to improve working memory and decrease stress and negative affect in adult populations.

APA, Harvard, Vancouver, ISO, and other styles

31

Koziatek, Zuzanna Ewelina. " Formal Affective Strategies in Contemporary African Diasporic Feminist Texts ." Cleveland State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1621007445234777.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Gonçalves, Amélia Santana Barbosa. "Alterações no contato social induzidas pela dor reduzem respostas nociceptivas sem modificar comportamento tipo-ansioso." Universidade Federal de Sergipe, 2016. http://ri.ufs.br:8080/xmlui/handle/123456789/3995.

Full text

Abstract:

The pain affective- motivational component refers to the effects of the pain experience on emotions and behavior. Studies shown that social contact induces changes in nociceptive responses, as well as in emotional responses including anxiety in individuals with pain. Our objective was to evaluate how pain affects the social contact and how this contact interferes in nociception and behaviour anxious-like of rats with inflammatory pain and its contactantes. Wistar rats were used (n=75), with 2 to 3 months old. For that they were conducted three experiments. The first experiment evaluated the resident rats behavior during contact with control (CTRL) or rats with inflammatory pain (FORM), n =8 animals for group. Therefore, we measured the latency for the first contact and the contact during 20 min. Residents had a lower latency of the first contact (p=0,013) and longer duration of contact (p=0,0004) with animals FORM group. These responses were higher in the intervals of 0 -5 (p< 0,01) and 15 - 20 min (p< 0,001). Experiment II evaluated the effect of social contact in painful behavior of rats in formalin test. The animals were divided into 02 groups (n= 8/group): Formalin isolated (FI) receiving formalin and were isolated and Formalin contact (FC) receiving formalin and had contact with cohabitants animals. After 20 min of contact or isolation, the animals were placed in the observation box and nociceptive responses were evaluated by 40 min. Animals FC group showed lower number of shaken paw in the first 5 min test (p=0,0019). In Experiment III were evaluated the anxiety- like responses with help of perforated plate using as parameter the total distance traveled, duration and number of dives on the board; and open field, the parameters time spent in the central area of the field and total distance traveled as locomotor response. Thus, the rats were divided into 5 groups (n= 8/group): Formalin-isolated (FORM-ISO) animals were injected with formalin and were isolated by 20 min; Formalin-contact (FORM-CON): animals were injected with formalin and returned to the social contact for 20 minutes; Control-isolated (ISOL): the animals were isolated and after 20 minutes; Resident (RESID): the animals which had contact with the FORM-CON group were tested and; Control (CTRL): the animals were submitted directly to the test. Residents animals had higher total distance (p = 0,036) in the test of perforated plate. The number of dives (p = 0,158) and dive time (p = 0,056) were not changed. In the open field was no significant difference in the total distance (p = 0,043), but no difference in time spent in the central zone (p = 0,253) between the groups. The results suggest that rats identify inflammatory pain conditions in other rats and adopt active behavior directed to the animal in pain. Moreover, the social contact between animals of the same colony reduces inflammatory pain, but did not change the behavior anxious-like of rats with inflammatory pain and cohabitants.
O componente afetivo-motivacional da dor refere-se aos efeitos da vivência da dor sobre emoções e comportamento. Estudos sugerem que o contato social induz alterações nas respostas nociceptivas e afetivas, incluindo ansiedade, em indivíduos com dor. O nosso objetivo foi avaliar como a dor afeta o contato social e como este contato interfere na nocicepção e comportamento tipo-ansioso de ratos com dor inflamatória e em seus contactantes. Foram utilizados 75 ratos Wistar, com 2 a 3 meses de idade. Para isso foram realizados três experimentos. No experimento I foi avaliado o comportamento do rato residente durante o contato com animais controle (CTRL) ou dor inflamatória (FORM), n= 8 animais por grupo. Para tanto, foram medidos o tempo de latência para o primeiro contato e a duração do contato ao longo de 20 min. Os residentes apresentaram uma menor latência do primeiro contato (p=0,013) e maior duração do contato (p=0,0004) com animais do grupo FORM. Essas respostas foram maiores, nos intervalos de 0-5 (p< 0,01) e 15-20 min (p< 0,001). No experimento II foi avaliado o efeito do contato social na resposta nociceptiva de ratos no teste de formalina. Os animais foram divididos em dois grupos (n= 8/grupo): Formalina Isolado (FI) que recebeu formalina e em seguida foi isolado e Formalina Contato (FC) que recebeu formalina e teve contato com o animal da caixa onde residia. Após 20 min de contato ou isolamento, os animais foram colocados na caixa de observação e as respostas nociceptivas foram avaliadas por 40 min. Os animais do grupo FC apresentaram menor número de sacudidas nos 5 min iniciais de experimento (p=0,0019). No experimento III foram avaliadas as respostas tipo-ansiedade com auxílio da placa perfurada, utilizando como parâmetro a distância total percorrida, duração e número de mergulhos na placa; e do campo aberto, os parâmetros tempo de permanência na zona central do campo e a distância total percorrida (como resposta locomotora). Assim, os ratos foram divididos em cinco grupos (n=7/grupo): Formalina-Isolado: animais receberam injeções de formalina e foram isolados por 20 min; Formalina-contato: animais receberam injeções de formalina retornaram ao contato por 20 min; Controle-isolado: os animais foram isolados por 20 min; Residente: os animais que tiveram contato com o animal do grupo Formalina-contato, foram submetidos aos testes e; Controle: os animais foram submetidos diretamente aos testes. Os animais Residentes apresentaram maior distância total percorrida (p= 0,036) no teste da placa perfurada. O número de mergulhos (p= 0,158) e tempo de mergulho (p= 0,056) não foram alterados. No campo aberto houve diferença significativa na distância total percorrida (p= 0,043), mas não houve diferença no tempo de permanência na zona central (p= 0,253) entre os grupos. Os resultados sugerem que ratos são capazes de identificar condições de dor inflamatória em outros ratos e adotar comportamentos ativos direcionados ao animal com dor. Além disso, o contato social entre animais da mesma colônia foi capaz de reduzir a dor inflamatória, mas não alterou o comportamento tipo-ansioso de ratos com dor inflamatória e coabitantes.

APA, Harvard, Vancouver, ISO, and other styles

33

Turečková, Šárka. "Using player's facial emotional expressions as a game input : Effects on narrative engagement." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12883.

Full text

Abstract:

Even self generated facial expression could hypothetically affect emotional engagement in narrative and with it possibly even other aspects of narrative engagement. This thesis evaluates effects of using player's facial emotional expressions as a game decision input in a social situation on narrative engagement and its dimensions. To evaluate this, players' experiences from each of the versions of for this purpose developed game are collected, compared and analysed. The data collection is conducted through Busselle's and Bilandzic's (2009) narrative engagement scale, additional questions, observations and short interview with focus on characters and goals. Effects on narrative engagement couldn't be statistically proven. However, from the analysis was shown, that using player's facial emotional expressions as a game decision input in a social situation could possibly positively affect empathic engagement with characters and enjoyment.

APA, Harvard, Vancouver, ISO, and other styles

34

Mistreanu, Diana. "Andreï Makine et la cognition humaine. Pour une transbiographie." Electronic Thesis or Diss., Paris Est, 2019. http://www.theses.fr/2019PESC0085.

Full text

Abstract:

Cette thèse consiste en une analyse systématique de la représentation de la cognition humaine dans l’œuvre romanesque d’Andreï Makine. Nous interprétons sa prose à travers le prisme des études littéraires cognitives, un champ théorique et méthodologique qui se trouve à l’interface de l’interprétation littéraire et des sciences cognitives, explorant le rapport entre la fiction d’une part, et l’esprit et le cerveau humains d’autre part. Nous nous penchons sur l’illustration de l’affect, de l’imagination et des limites de la cognition, sans ignorer les techniques narratives et les figures stylistiques qui convergent pour créer une œuvre qui ne se contente pas de représenter le réel, mais se donne comme objectif de le transfigurer. Ainsi, nous envisageons notre corpus dans une perspective dynamique selon laquelle il sert de trait d’union entre l’auteur et le lecteur. De ce fait, nous nous demandons quel peut être son impact sur la cognition du lecteur, en proposant en même temps une hypothèse innovante concernant le rapport entre l’œuvre et l’auteur. N’étant ni autobiographique (dans l’acception de Philippe Lejeune), ni autofictionnelle (Vincent Colonna), la création romanesque de Makine exige du critique de théoriser un nouveau concept qui lui permette de la définir. Nous appelons ce concept, qui désigne la recréation consciente et récurrente, par le biais de la fiction, d’un événement biographique fondamental, une « transbiographie »
This dissertation proposes a systematic analysis of Andreï Makine’s oeuvre. We read his prose through the prism of cognitive literary studies, a recent theoretical and methodological field which explores the interaction between literary interpretation on the one hand, and the human brain and mind on the other. We focus on the depiction of the affect, the imagination and the limits of cognition, while pinpointing, at the same time, the narrative techniques and the stylistic devices that contribute to create a work whose goal is not only to illustrate reality, but also to transfigure it. Thus, we analyse Makine’s novels from a dynamic perspective, asking what impact they could have on the reader, and proposing an innovative hypothesis concerning the relation between the author and his literary output. According to this hypothesis, the writer’s work is not autobiographical (according to Philippe Lejeune’s definition of the concept of autobiography) nor autofictional (Vincent Colonna), and it requires the coining of a new concept able to define it. We call this concept – which consists of the conscious and recurrent recreation of a meaningful autobiographical event through the means of literary fiction – a “transbiography”

APA, Harvard, Vancouver, ISO, and other styles

35

González, Díaz Carlos. "ATTITUDE GAME : A study in the increase of bullying awareness in 9-12 years old children." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11532.

Full text

Abstract:

This thesis analyses how an increase in bullying awareness can be produced in children aged 9-12 years old playing an iPad serious game called Attitude Game. The project is conducted in collaboration with the company IUS Innovation, where two prototypes were developed by the author of the study, one with mechanics empowering not to bully and the other with mirror mechanics empowering to bully other children. The experiment was conducted with 29 children from a sports club in Göteborg. A pre-measurement of empathy and a pre-test-post-test measurement of attitude towards bullied children were used to gather data, together with a post-interview during the experiment. Students were assigned to 3 groups, based on a random selection and previous knowledge about the game. The result of the experiment displayed that there was no statistical difference between the change in attitude towards bullied children regarding the empathy level and the prototype tested. The post-interviews displayed that all the participants understood the serious purpose of the game

In case of further contact, you can also write to the private email of the author: carlosglesdiaz@gmail.com

APA, Harvard, Vancouver, ISO, and other styles

36

Howard, Sharon. "The development of the Cognitive and Affective Empathy Scale for younger Children CAES-C, and its adapted version for Adolescents (CAES-C/A), and an evaluation of the Support Group Method and Circle Time." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/23401/.

Full text

Abstract:

This thesis argued that empathy is a two-dimensional dispositional trait, dependent upon aspects of an individual’s socialisation and dispositional temperament; and as a pro-social emotion influenced by the nature and closeness of an individual’s relationship towards a specific peer. It focussed upon peer relationships across everyday interactions and bullying behaviours were assessed by the Participant Role Scale. Five studies were conducted. Study 1 investigated the development and the reliability of the Cognitive and Affective Empathy Scale for Younger Children (CAES-C) using test-retest methodology. There were two main factor loadings of empathy; one (affective) and two (cognitive). Girls scored higher levels of empathy than boys and were more cognitively empathetic to same gender peers. Study 2 measured bullies, bully-victims and non-bullying roles (victims, outsiders and defenders) empathy levels. It found that defenders had higher cognitive empathy levels than victim-bullies and combined bullying roles. Study 3 used an adaptation of the CAES-C with adolescents (CAES-C/A). Findings corresponded to Study One, with two main factors of affective and cognitive empathy. Studies 4 and 5 investigated the effectiveness of two anti-bullying interventions, an adaptation of the Support Group Method, and Circle Time, using the CAES-C/A as an outcome measure. It found girls had higher cognitive empathy towards same gender peers, as in Study 1 and more likely to have a greater understanding of another girls social and situational perceptions. Both interventions were effective in enhancing cognitive and developing affective empathy. However, results indicated especially in younger ages and for opposite gender peers that affective empathy was predominately a dispositional trait, dependent upon the emotionality and temperament of a specific individual; and cognitive empathy was a more fluid construct which had a greater chance of being heightened. In conclusion the CAES-C and CAES-C/A allowed a useful baseline measure of empathy.

APA, Harvard, Vancouver, ISO, and other styles

37

Chatel-Goldman, Jonas. "Electroencéphalographie synchrone de deux individus : peut-on appliquer la neuroimagerie à l'étude de l'interaction humaine ?" Phd thesis, Université de Grenoble, 2014. http://tel.archives-ouvertes.fr/tel-01072978.

Full text

Abstract:

Notre recherche vise à explorer les bases cérébrales de l'interaction sociale, par le biais notamment de l'électro-encéphalographie synchrone de plusieurs individus (hyperscanning-EEG). Cette thèse s'articule autour de trois volets théoriques, méthodologiques et expérimentaux complémentaires dans leur fonction. En premier lieu, nous proposons deux cadres conceptuels éclairant l'analyse des synchronies interindividuelles (couplage) chez l'humain. Le premier cadre s'intéresse aux conditions d'apparition du couplage, que l'on présente en considérant les principes fondamentaux qui semblent prédisposer à son émergence. Le second cadre théorique a pour but d'appréhender les rôles fonctionnels possibles du couplage. On y propose une taxonomie des processus de cognition sociale explorés au cours d'expériences sur le couplage entre sujets en interaction. En second lieu, des travaux en traitement du signal visent à développer des méthodes d'analyse adéquates pour les données produites au cours d'expérimentations en hyperscanning. On s'intéresse en particulier aux approches de séparation de source conjointe (JBSS) permettant de prendre en compte l'information inter-sujet dans la séparation. L'avantage de ces développements récents sur les méthodes classiques est démontré par une étude comparative de leurs performances sur données réelles acquises en hyperscanning-EEG. En dernier lieu, on contribue au champ des neurosciences sociales à travers une étude hyperscanning-EEG qui porte sur les effets du toucher affectif sur le couplage des activités cérébrales et physiologiques entre individus en interaction. Nous montrons que, chez des partenaires en couple, le toucher peut accroitre la dépendance des activités physiologiques, un résultat qui appuie son rôle particulier pour la communication et le support affectif au sein des relations intimes.

APA, Harvard, Vancouver, ISO, and other styles

38

Chuang, Hsin-i. "La matérialité du souvenir : l’expérience esthétique comme expérience mnésique dans l'art contemporain." Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080025.

Full text

Abstract:

Le souvenir relève d'une prédisposition à prendre en considération la présence évanescente d’une intensité mnésique, car il se présente comme un certain écart à l'égard du niveau d'espace, de temps et de signification où nous sommes établis. Après avoir analysé les pouvoirs plastiques du souvenir en nous penchant sur les pratiques artistiques, nous nous sommes proposés de montrer que l’œuvre d’art apprend à connaître, au contact de la perception, une matérialité potentielle qui rend possible une nouvelle analyse de la sensibilité. Du fait qu’elle est réglée sur une réalité tangible, l’œuvre d’art se confond souvent avec le procédé formel des matériaux qui la supportent. Et penser concrètement la matérialité, c'est-à-dire la penser non pas par la seule réflexion, mais par le sentiment également, change radicalement notre appréhension de l’œuvre.En guise d’indice discret, la sensation intensive du corps nous mène à reconnaître tous ceux qui ont contribué à transmettre l’émotion ressentie et à enrichir notre mémoire. À chaque instant, elle ne se raconte pas, mais cristallise en bloc dans le présent. L’artiste opère une présentification de son état émotionnel et explore les correspondances ou les disjonctions entre les sens, afin de se trouver dans un « rythme de la durée » qui n'existe que s'il y participe. Grâce à cette perpétuelle présentification de l'épaisseur temporelle, l’œuvre devient le véhicule du fonctionnement mnésique.Dans cette recherche, nous avons tenté d’élucider le profil de l’intégralité d’une matérialité du souvenir, en vue d’entrevoir la possibilité palpable d’un état affectif dans le cadre de différentes expériences, comme un vecteur de la réalisation artistique. Nous avons cherché à reconnaître la spécificité de cet objet d'étude et attaché une attention particulière aux « processus de création », car notre thèse a pour objet de s'interroger sur les conditions théoriques et pratiques qui rendent possible l’élaboration des problématiques du souvenir dans le domaine de l'art
The memory creates a predisposition to move towards the evanescent moments of an intense memory because it declares itself as a certain deviation related to time and space, referring to where we're located. After analyzing the powers of remembrance in terms of dealing with artistic practices, we proposed to demonstrate that the work of art correlated with perception teaches us to fully grasp a potential materiality that makes possible a new analysis of our sensitivities. Due to works of art being based on a tangible reality, it is often confused with the formal process of materials that can support them . In particular, thinking about the materiality, not by the reflection of the artist's work, but by our feeling, changes completely our apprehensions. By way of an unobtrusive indication, the intensive sensation of the body leads us to recognise all those things which have contributed to transmitting the emotions felt and to enriching our memory. The artist operates a presentification of his/her emotional state and explores the connections and the disjunctions between the senses, in order to find herself/himself in a rhythm of the duration, which only exists if she/he participates at the same time. we have probed into a profile of the materiality of memory, with a view considering the tangible possibility of an emotional state within the framework of our different experiences, as a force for artistic creation. We attempted to recognise the specificity of this study and paid particular attention to the « process of creation », because our approach starts with practical and theoretical conditions, which may be combined with issues of the memory in the field of art

APA, Harvard, Vancouver, ISO, and other styles

39

Taylor, Nadine. "The creation of literary character in the fiction of Theodor Fontane." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:22d5d619-74e4-47d3-91c5-8f7236d1f25d.

Full text

Abstract:

This thesis examines the creation of character in the work of Theodor Fontane. Although he is repeatedly praised as a great writer of human character, there is no comprehensive analysis of how Fontane's characters work. This thesis is intended to fill this surprising gap in Fontane research. Its analyses do not focus on the author-text interaction as many traditional critical approaches do, but instead look at what takes place between the text and the reader. The first section, entitled 'Character in Theory', has two chapters presenting my concept of literary character. It draws on the findings of cognitive studies, including formerly neglected aspects such as affective reading and empathy. The second section, 'Character in Practice', contains four chapters. Chapter three demonstrates how our emotions can contribute to our understanding and what role is played by empathy. Chapter four shows the active role readers are required to play when putting together information about characters in Fontane's polyphonous novels. Chapter five focuses on character speech, and chapter six asks to what extent Fontane's characters can be seen to develop. The third section, 'Character in Context', takes a less hermeneutic approach. Chapter seven asks what our expectations of Realist characters are and how these influence our reading of Fontane. Chapter eight examines how our access to these characters has changed compared to the author's contemporary readership. Chapter nine presents an excursus, looking at the author's development from renditions of 'real' people to fictional characters. The last section compares this author's creations to the tentatively Modernist characters of Thomas Mann's Buddenbrooks. My findings show that Fontane's characters demand and support a more active reading than Realism is usually given credit for. They suggest that the concept of Realist characters as largely descriptive creations needs to be examined critically.

APA, Harvard, Vancouver, ISO, and other styles

40

Gougeon, Véronique. "Manipulation de la composante affective perçue de la douleur." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6309.

Full text

Abstract:

Il a été démontré que les aires corticales responsables de la douleur étaient activées lors de l'observation d'autrui en douleur. Ces régions sont notamment celles responsables de la composante affective de la douleur. De plus, de nombreuses études en imagerie supportent le fait que les contrôles inhibiteurs diffus nociceptifs (CIDN) pourraient être modulés par certaines régions du système limbique, notamment le cortex cingulé antérieur (CCA). Néanmoins, aucune étude n'a à ce jour investigué le lien entre l'empathie et les CIDN. L'objectif de notre étude est donc de déterminer si la manipulation de la composante affective de la douleur, par le biais de l'observation de soi et de son(sa) conjoint(e) en douleur, est en mesure d'activer les CIDN. L'efficacité des CIDN a été évaluée lors d'une condition basale (condition A), une condition douloureuse (condition B), une condition d'observation de soi en douleur (condition C) et une condition d'observation du(de la) conjoint(e) en douleur (condition D). La réponse analgésique des CIDN a été déterminée par un test de douleur thermique fait à deux reprises, soit avant et après un test d'immersion. Deux températures ont été utilisées pour le bain soit une non douloureuse de 20°C (condition A, C et D) et une douloureuse de 7°C (condition B). Les résultats démontrent que les CIDN ont été activés dans les deux conditions de visionnement, même si l'immersion était faite dans une condition d'immersion non douloureuse. Les résultats démontrent également un lien entre les facteurs psychosociaux et les scores de douleur. Il semble que l'empathie joue un rôle important chez la femme alors que les réponses des hommes semblent être reliées à la dramatisation. Nos résultats apportent des preuves additionnelles sur le rôle de la composante affective dans les réponses douloureuses, illustrant ainsi son importance.

APA, Harvard, Vancouver, ISO, and other styles

41

Lhommet, Margaux. "Replicants : humains virtuels cognitifs, émotionnels et sociaux : de l'empathie cognitive à l'empathie affective." Compiègne, 2012. http://www.theses.fr/2012COMP2031.

Full text

Abstract:

Les humains virtuels sont de plus en plus présents dans les environnements virtuels. Les travaux en informatique affective visent à doter ces personnages autonomes de capacités émotionnelles. Nous souhaitons modéliser des humains virtuels dont le comportement est cohérent, adaptable et explicable. Nous définissons la cohérence d’un humain virtuel comme l’adéquation entre sa situation, son état mental et son comportement. L’humain virtuel doit pouvoir s’adapter à de nouvelles connaissances et les intégrer dans son raisonnement. Enfin, pour que l’apprenant comprenne l’impact de ses actions, le comportement de l’humain virtuel doit être explicable. Nous utilisons des modèles issus de la psychologie qui explicitent les dimensions humaines et leur dynamique. Notre humain virtuel dispose ainsi d’une personnalité, d’émotions et sont liés par des relations sociales. Afin de garantir l’adaptabilité de l’humain virtuel, nous définissons un ensemble de processus indépendants du domaine permettant de gérer la dynamique de ces dimensions humaines et leur impact sur le comportement au sein d’une architecture cognitive. Un langage de description des entités, des actions et des activités permet de représenter les connaissances spécifiques du domaine d’application. Ce formalisme est suffisamment simple pour être renseigné par des individus sans connaissances en programmation et suffisamment expressif et robuste pour être interprété directement par les humains virtuels. La prise en compte des interactions affectives entre les humains virtuels pose un problème de passage à l’échelle. Nous proposons un modèle d’empathie affective qui prend en compte les dimensions humaines et permet de résoudre ce problème. Pour produire de tels humains virtuels, nous proposons REPLICANTS, un moteur d’intelligence artificielle décisionnelle basé sur des modèles de connaissances. Des cas d’usage montrent comment l’humain virtuel combine ses processus cognitifs de haut niveau à des connaissances du domaine afin de se comporter de manière cohérente et explicable
Virtual humans are more and more common in virtual environments such as simulations, training softwares, serious-games or video games. Affective computing aims at giving those artificial characters emotional capabilities. We aim at generating virtual humans whose behavior is coherent, adaptative and explainable. We define coherence as the adequacy between the situation, the virtual human’s mental state and her behavior. Adaptability is the capacity to adapt to new knowledge an reason about it. This knowledge may be specified by people without computer programming skills and therefore be incomplete. Finally, the virtual human’s behavior must be explainable in order for the learner to understand the impact of her actions. Using models from psychology that explicitly address the components and their dynamics, our virtual human model is given a personality, an emotional state and is linked to others via social relationships. In order to ensure the adaptability of our virtual human, she is given a set of domain-independent processes to take care of the dynamics of those human components and their impact on behavior. Those processes are integrated on a cognitive architecture. Domain-dependent knowledge such as entities, actions and activities are designed using a description language inspired by ergonomy methodology. This formalism is simple enough to be used without any computer programming skill, and expressive enough to be directly used by the high-level processes of our virtual human. An affective empathy model based on individual characteristics is proposed to model affective relations between virtual humans. To generate such virtual humans, we propose REPLICANTS, a decisional artificial intelligence engine. Some examples are presented and show how the virtual human can combine her generic set of cognitive rules with domain specific knowledge in order to adapt to her environment as well as behaving rationally in pursuing goals

APA, Harvard, Vancouver, ISO, and other styles

42

Jauniaux, Josiane. "L'interrelation entre l'empathie et la régulation émotionnelle : corrélats neuronaux et autonomiques." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66984.

Full text

Abstract:

L’empathie et la régulation émotionnelle sont des processus vitaux au fonctionnement socioémotionnel sain. Le terme « empathie » réfère à la capacité de partager et comprendre les émotions d’autrui. La régulation émotionnelle se définit quant à elle par la capacité de moduler ses propres états émotionnels. En neurosciences, bien qu’il ait été proposé d’un point de vue théorique que l’empathie et la régulation émotionnelle soient intimement liées, ces deux entités sont actuellement étudiés en vase clos. Par ailleurs, la littérature scientifique regorge d’études en neuro-imagerie fonctionnelle examinant les corrélats cérébraux de l’empathie pour la douleur. Or, l’empathie est une fonction sociale polyvalente se déployant dans une vaste étendue d’interactions socioémotionnelles. Tout comme la régulation émotionnelle, la valence émotionnelle demeure rarement examinée dans le contexte de l’empathie et l’interrelation entre la régulation et la valence émotionnelle est inexplorée. La thèse a pour objectif d’examiner la relation entre l’empathie, la régulation émotionnelle et la valence émotionnelle, de même que les corrélats neurophysiologiques sous-jacents. Un premier article de revue narrative décrit les régions cérébrales clés impliquées dans l’empathie pour la douleur, qui incluent notamment le cortex cingulaire antérieur médian et l’insula antérieure. Cet article a aussi permis de dégager de la littérature des facteurs régulant la réponse cérébrale associés à l’empathie pour la douleur. Ceux-ci incluent différents stimuli visuels, dont des membres du corps en douleur ou des expressions faciales de douleur. Ces derniers influencent les processus perceptuels de régulation. Les instructions offertes aux participants constituent un autre facteur pouvant influencer la réponse cérébrale, notamment leur orientation (vers soi ou vers autrui). Celles-ci influencent les processus cognitifs de régulation. Dans le deuxième article, une méta-analyse quantitative des études en neuroimagerie fonctionnelle sur l’observation de la douleur est présentée. Celle-ci révèle un réseau central d’activation associé à l’empathie pour la douleur (cortex cingulaire antérieur médian, insula antérieure). Ce réseau s’activerait indépendamment des processus perceptuels et cognitifs de régulation. On démontre également que différents processus perceptuels sont associés spécifiquement à des activations dans les régions sensorimotrices (observation de membres du corps en douleur) et à des activations dans une région impliquée dans l’imitation d’action et la communication non-verbale (observation d’expressions faciales de douleur). Différents processus cognitifs de régulation sont associés spécifiquement à l’activation d’une région impliquée dans l’intéroception et la conscience de soi (perspective orientée vers soi) ou à l’activation de régions impliquées dans le réseau attentionnel (perspective orientée vers le stimulus). Dans le but d’examiner expérimentalement l’effet de la régulation émotionnelle sur l’empathie, une étude psychophysiologique a été ensuite menée. Un nouveau paradigme expérimental a été développé. Lors du visionnement de vidéos illustrant des scènes d’interactions socioémotionnelles, des participants étaient invités à réguler leurs émotions par la réévaluation cognitive. L’empathie situationnelle, l’activité électrodermale et cardiaque ont été mesurées. Les résultats démontrent que la régulation émotionnelle module l’empathie situationnelle et qu’elle est associée à une augmentation de la variabilité du rythme cardiaque. Ces résultats suggèrent que la régulation émotionnelle est sous-tendue par l’implication du système parasympathique dans l’empathie. Aussi, l’observation d’émotions positives en comparaison à des émotions négatives est associée à moins d’empathie situationnelle en parallèle à une légère augmentation de la variabilité du rythme cardiaque. Ces résultats suggèrent une plus grande implication des processus de régulation lors de iii l’empathie pour les émotions positives. En somme, cette étude démontre que les processus de régulation dans l’empathie seraient sous-tendus préférentiellement par le système parasympathique. Elle soulève par ailleurs que la valence émotionnelle est un paramètre important à considérer dans l’étude de l’empathie, puisqu’elle influence différemment les réponses subjectives et autonomiques associées. En plus d’offrir une vision plus intégrative de la relation entre l’empathie et la régulation émotionnelle elle soutient empiriquement leur lien. Les données de celle-ci démontrent que l’empathie est un phénomène dynamique pouvant être influencé par les processus perceptuels et cognitifs de régulation, lesquels influenceront différemment la réponse cérébrale et autonomique. En définitive, cette thèse contribuera à développer des modèles plus nuancés reliant l’empathie et la régulation émotionnelle ainsi que les bases neurophysiologiques qui y sont associées.
Empathy and emotion regulation are vital processes for healthy socioemotional functioning. Empathy refers to the ability to share and understand others’ emotions while emotion regulation is defined as by the ability to modulate one owns’ emotional state. It is commonly described, from a theoretical perspective, that empathy and emotion regulation are intimately related. However, empathy and emotion regulation have been largely studied separately. In addition, the vast majority of the neuroscience literature on empathy is based on functional neuroimaging studies of vicarious pain. Empathy is although a versatile social function deployed in a large range of socio-emotional interactions. Like emotion regulation, emotional valence is rarely examined in the context of empathy and the relation between emotion regulation and emotional valence during empathy is currently unexplored. The objective of this thesis was to examine the relation between empathy, emotion regulation, and emotional valence, as well as their underlying neurophysiological correlates. In a narrative review article, the key brain regions involved in pain empathy are described, which includes the median anterior cingulate cortex and the anterior insula. In addition, factors that regulate the brain response during pain empathy were pointed out. These included different visual stimuli that regulate differently perceptual processes, such as body parts being submitted to noxious pain or facial expressions of pain. Instructions offered to the participants is also a factor that cognitively regulate the brain response during pain empathy, such as instructions oriented towards oneself or the other. In a second article, a quantitative meta-analysis on functional neuroimaging studies of pain empathy is presented. This study revealed a core network of activation related to pain empathy (median anterior cingulate cortex, anterior insula), which activates independently from perceptual and cognitive processes of regulation. This study also demonstrated that different perceptual processes distinctively activate sensorimotor regions (observation of limbs in painful situations) and a region involved in action imitation and non-verbal communication (facial expressions of pain). Furthermore, different cognitive regulatory processes distinctively activate a region involved in interoception and selfawareness (self-oriented perspective) and regions involved in the attentional network (perspective oriented towards the stimulus). In order to examine experimentally the effect of emotion regulation on empathy, a psycho-physiological study was then conducted. A new paradigm was developed. During the viewing of short videos depicting socioemotional interactions, participants were invited to regulate their emotions using cognitive reappraisal. Situational empathy was measured. Electrodermal and cardiac activity was gathered. Results showed that emotion regulation can increase or decrease situational empathy and is associated to an increase of the heart rate variability. These results suggest that emotion regulation is underpinned by the parasympathetic system during empathy. Moreover, viewing positive emotions, compared to negative emotions, was associated with less situational empathy and a slight increase of the heart rate variability. These results suggest a greater need in emotion regulation processes during empathy for positive emotions. In sum, this study demonstrates that emotion regulation process during empathy is preferentially underlied by the parasympathetic system. This work also highlights that emotional valence is an important parameter to consider when studying empathy, as it influences the underying subjective and autonomic responses. In addition to offer a more integrative vision of the relation between empathy and emotion regulation and supports their link empirically. The findings demonstrate that empathy is a dynamic phenomenon that can be regulated by v perceptual and cognitive processes. Ultimately, this thesis will contribute more nuanced models of empathy that will consider emotion regulation processes and the underlying neurophysiological basis.

APA, Harvard, Vancouver, ISO, and other styles

43

Carre, Arnaud. "Anxiété-trait, anxiété-état et alexithymie : éléments affectifs, cognitifs et cérébraux impliqués dans la régulation émotionnelle." Thesis, Reims, 2013. http://www.theses.fr/2013REIML001.

Full text

Abstract:

Ce travail étudie les différents mécanismes cognitifs, affectifs et cérébraux de l'anxiété, en distinguant les effets de l'anxiété-trait, l'anxiété-état et les effets de l'alexithymie. L'objectif était notamment de définir les dissociations entre les dimensions trait et état et l'influence de l'alexithymie comme marqueur de difficultés de régulation émotionnelle. Dans cette perspective, nous avons conduit plusieurs travaux dans une approche dimensionnelle (en continuum). Dans les premières études testant les capacités attentionnelles et de contrôle inhibiteur, les résultats ont objectivé différents patterns de distinction entre l'anxiété-trait et état (d'altération ou d'amélioration de la performance) et des effets améliorateurs ou perturbateurs de l'alexithymie sur les performances. En outre, une distinction entre les paradigmes d'émotions dimensionnelles (tâche de Stroop) versus catégorielles (tâche de Simon) sont apparus. La troisième étude en IRMf est venue appuyer les similitudes et distinctions entre d'une part l'anxiété dans ses dimensions trait, état et sociale, et d'autre part l'alexithymie. Enfin la quatrième étude a permis de situer l'anxiété dans un spectre d'affectivité négative (peur et tristesse) distinguée mais en lien avec les affects de colère. Ces deux profils émotionnels ont entretenu des relations opposées avec les facteurs cognitifs de la régulation émotionnelle (basés sur l'alexithymie et l'empathie). L'ensemble des résultats a conduit à une conceptualisation de l'anxiété et de l'alexithymie basée sur les processus de sur-activation et d'inhibition émotionnelle
This study examines the cognitive, affective and neutral components of anxiety, distinguishing the effects of trait-anxiety, state-anxiety, and the impact of alexithymia. The objective was to define the particular dissociation between trait and state anxiety and the influence of alexithymia as a marker of emotion dysregulation. In this way, we conducted several studies in a dimensional approach (continuum). In the first and second studies testing the attentional abilities and inhibitory control, the results revealed different patterns that supported the distinction between state and trait anxiety (alteration or improvement of the performance) and enhancers or disruptive effects of alexithymia on the cognitive performance. In addition, a distinction between the paradigms constituted by a dimensional approach of emotions (positive versus negative words, Stroop task) versus categorical approach (with facial expressions, Simon task) appeared. The third study using fMRI highlighted the similarities and differences between on the one hand the dimension anxiety (trait, state and social anxiety), and on the other hand alexithymia. Finally, the fourth study permitted to define anxiety in a spectrum of negative affects (profile of fear and sadness). It also permitted to distinguish it from the affects of anger, but underlined a relation between them. These two profiles (negative affects and affects of anger) were differentially related to cognitive factors of emotion regulation (based on alexithymia and empathy). These overall results led to a conceptualization of anxiety and alexithymia based on over-activation and emotional inhibition

APA, Harvard, Vancouver, ISO, and other styles

44

Zhang, Yu. "Affective-discursive practices in online medical consultations in China :emotional and empathic acts, identity positions, and power relations." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/800.

Full text

Abstract:

It is widely acknowledged that patients' emotional expressions and doctors' empathic responses play a key role in providing satisfactory healthcare services and improving doctor-patient relationships. While such affective aspect of medical consultation discourse has been studied in different fields of research with the focus of examining medical consultations that occur in face-to-face settings, this area is extremely under-researched in the field of linguistics, particularly in the non-western context and the online space. While online medical consultation (OMC) has ushered in the new era of e-communication around the beginning of this century, discourse-related research on OMC is still in its infancy and studies on the affective dimension of the OMC discourse in non-western sites are, to my best knowledge, apparently absent in the literature. As China has seen a significant increase in the use of OMC platforms, studying OMC discourse in the China context is not only important but vital. With the support of the Chinese government's "Internet Plus Healthcare" policy issued in 2018, the reliance on the online mode of medical consultation will be further strengthened and the future of OMC service in China will remain promising. In order to have a better understanding of the affective aspect of OMC discourse, this thesis explores the online interaction between doctors and e-patients (including patients' caregivers) from a poststructuralist discourse analysis perspective. The data for this study consists of 300 text-based one-to-one instant messaging OMC cases collected from three popular OMC websites used in China. Each OMC case contains e-patients' emotional expression and doctors' empathic response. The data are analysed by the approach of computer-mediated discourse analysis in terms of two dimensions: the textual dimension and the social practice dimension. At the textual level, the study identifies indirect negative emotional acts by e-patients and empathic acts by doctors (which constitute the affective practice); it also examines the interactional discursive features involved in the affective practice. At the social practice level, it explores the discursive positions of e-patients and doctors within the affective practice context and the power relations that are reflected in the identity positionings. This study finds that the text-based OMC affective practice is rich in various types of emotional expressions and different ways of manifesting empathy, some of which are not mentioned in studies on medial consultation discourse. The study also identifies positions that disrupt the traditional or stereotypical roles of doctor and patient. Besides, it presents dynamic power relations, which problematizes the idea that doctors are always the more powerful party and patients are always powerless in medical encounters. This study sheds light on the importance of examining the affective facet of medical consultation from a discourse analytic perspective, when it comes to identifying non-traditional positions and power relations in clinical communication. The study also provides the implication that e-healthcare platforms, especially those with an e-commercialised model for healthcare services, have potential to produce a type of neo-liberal discourse - the e-commercialised medical consultation discourse - in which patients and caregivers, who are acknowledged as the less powerful group in the traditional healthcare activities, are empowered and privileged

APA, Harvard, Vancouver, ISO, and other styles

45

Albouy, Jeanne. "Efficacité des campagnes humanitaires choc : contribution des réactions affectives au processus de persuasion publicitaire." Thesis, Toulouse 1, 2011. http://www.theses.fr/2011TOU10055.

Full text

Abstract:

Cette recherche s’intéresse au mode d’action des campagnes humanitaires « choc », qui sollicitent le registre émotionnel en mettant en exergue la souffrance engendrée par un fléau humanitaire. L’intérêt de faire appel aux émotions négatives en communication sociale a été vivement débattu sans que n’émergent de résultats consensuels. De plus, le clivage traditionnel entre les approches cognitives et affectives, ainsi que les spécificités du secteur humanitaire, soulignent la nécessité de mieux comprendre l’effet de telles campagnes. Un modèle théorique du processus de persuasion est proposé et mis à l’épreuve. Les résultats d’une étude quantitative - conduite auprès de 1200 sujets - prônent un renouvellement paradigmatique en communication sociale, où les approches cognitives de la persuasion dominent. Les réponses affectives générées par une campagne humanitaire contribuent davantage à son efficacité persuasive que les antécédents cognitifs de la décision d’aider autrui. Par ailleurs, un cheminement persuasif affectif indépendant du traitement cognitif et actif du message est identifié. Le rôle adaptatif des émotions négatives est également mis en lumière dans le cadre des problématiques prosociales
This research focuses on efficiency of shocking charities’ campaigns, which appeal to emotions by deliberately emphasizing the suffering generated from a humanitarian plague. The interest of highly emotional appeals in social communication was hardly debated. However, studies didn’t provide coherent results. Moreover, the cognitive-affective approaches divide and the specificities of charitable context highlight the need to understand responsiveness to such campaigns. A theoretical framework of persuasion process is suggested and tested. An experimentation carried out on 1200 participants finally advocates a paradigmatic revitalization of social persuasion process, since it has been dominated by cognitive considerations. Results show that affective responses elicited by charity’s campaign dominate cognitive antecedents of the decision to help in explaining message’s efficiency. Furthermore, an affect-based route of persuasion, unmediated by deliberate thoughts and message processing, is identified. Our results underline the adaptive role of negative emotions with regard to prosocial issues

APA, Harvard, Vancouver, ISO, and other styles

46

Virat, Mael. "Dimension affective de la relation enseignant-élève : effet sur l’adaptation psychosociale des adolescents (motivations, empathie, adaptation scolaire et violence) et rôle déterminant de l’amour compassionnel des enseignants." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30048/document.

Full text

Abstract:

A l'étranger, nombre de travaux longitudinaux en psychologie de l'éducation montrent que la relation affective enseignant-élève (RAEE) est bénéfique tant à l'école (réussite, persévérance, comportement, etc.) qu'en dehors (baisse de dépression, anxiété, délinquance, etc.) (Fortin, Plante & Bradley, 2011). En revanche, ses déterminants ont été peu étudiés et le rôle de l'engagement affectif des enseignants sur la RAEE n'a pas été évalué. Le présent travail, inspiré de la théorie de l'attachement (Bowlby, 1969), vise à combler cette lacune en mobilisant le concept d'amour compassionnel (Underwood, 2008).En France, où aucune étude quantitative sur le sujet n'a été réalisée jusque là, la RAEE est polémique, voire tabou. Ses effets ne pourraient-ils pas être testés empiriquement ? La théorie des trois systèmes de motivation (Favre & Favre, 1993) permet ici de comprendre et de mesurer l'effet de la RAEE sur les adolescents.Après validation auprès d'enseignants (N = 275) d'une version française de l'échelle d'amour compassionnel (Sprecher & Fehr, 2005) envers les élèves, il apparaît que celle-ci est prédictive de la RAEE (STRS, Pianta, 2001). Cette thèse valide aussi auprès de collégiens (N = 145) un outil psychométrique visant à évaluer trois systèmes de motivation. Complété par d'autres instruments évaluant l'adaptation psychosociale (empathie, variables scolaires et violence), il est soumis à deux échantillons (113 collégiens et 104 collégiens de SEGPA) : la RAEE favorise la motivation d'innovation, l'empathie et l'adaptation scolaire tout en protégeant contre la motivation de sécurisation parasitée (ou d'addiction), l'indiscipline scolaire et la violence. Cela plaide pour une approche relationnelle, telle que promue par les théoriciens du care en éducation, et, au-delà, pour une psychologie positive de l'éducation
Number of longitudinal studies in educational psychology have shown that affective teacher-student relationships (RAEE) is beneficial both at school (success, perseverance, behaviour, etc.) and outside (decrease in depression, anxiety, delinquency, etc.) (Fortin, Plante & Bradley, 2011). However, its determinants have been little studied and the role of teachers' affective commitment on RAEE has not been estimated. This thesis grounded on attachment theory (Bowlby, 1969) aims at filling this gap with the concept of compassionate love (Underwood, 2008).In France, where the subject has not been quantitatively studied yet, the RAEE is greatly controversial, even taboo. Could its effects be tested empirically? The three motivational systems theory (Favre & Favre, 1993) enables us to understand and measure the effect of RAEE on adolescents.After validating a French version of the compassionate love scale for students (Sprecher & Fehr, 2005) in a sample of teachers (N = 275), it appears to be predictive of the RAEE (STRS, Pianta, 2001). This thesis also validates a psychometric tool to assess the three motivational systems in a sample of middle school students (N = 145). Then, this tool has been completed by other instruments assessing psychological adjustment (empathy, school variables and violence) and completed by two samples (N = 113 middle school students and N = 104 students from special education units called SEGPA): RAEE promotes innovation motivation, empathy and school adjustment while protecting against addiction motivation, school indiscipline and violence. This argues for a relational approach in education, as promoted by care theorists, and for a positive educational psychology

APA, Harvard, Vancouver, ISO, and other styles

47

Betella, Alberto. "From affective computing to empathic adaptive systems: inference and induction of emotion in ecologically-valid contexts to foster novel paradigms of human-computer interaction." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/328435.

Full text

Abstract:

Due to the complexity of the natural world, scientific studies on cognitive, behavioral and physiological phenomena are typically conducted under strict laboratory conditions. Nonetheless, recent technological improvements in virtual reality systems and wearable devices are leading to a gradual shift in research towards life-like experimental settings. We present a number of studies focused on the expression and induction of affect in humans that combine quantitative and qualitative data collected through self-reported, behavioral and psychophysiological measures in the eXperience Induction Machine, an immersive space specifically designed to conduct ecologically-valid experiments using virtual and mixed reality. We show that it is possible to empirically investigate emotion in life-like contexts that go beyond standard laboratory setups, while, at the same time, maintaining a high degree of control over the variables measured. Grounded in our results, we introduce BrainX3, an immersive empathic adaptive system for the exploration of complex data from neuroscience. The novelty of our application consists in the coupling of human implicit states with the computational power of machines to explore large datasets and boost the discovery process. Using BrainX3, we demonstrate that human conscious and unconscious intrinsic abilities play a key role in the architectural design of new generation interfaces to tackle scientific challenges such as the “data deluge".
Degut a la complexitat del món natural, els estudis científics en fenòmens cognitius, fisiològics i de comportament se solen conduir sota estrictes condicions de laboratori. No obstant això, recents millores tecnològiques en sistemes de realitat virtual i dispositius portables condueixen a un canvi gradual en la recerca cap a escenaris d'experimentació més realistes. Presentem varis estudis enfocats en l'expressió i la inducció d'afecte en humans que combinen dades quantitatives i qualitatives extretes a través de mesures fisiològiques, d'autoavaluació i de comportament en l'eXperience Induction Machine (Màquina d'Inducció d'Experiència), un espai immersiu dissenyat específicament per a conduir experiments validats ecològicament fent servir realitat virtual i mixta. Mostrem que és possible investigar emocions empíricament en contextos realistes que van més enllà de les disposicions estàndard de laboratori, mentre, a la vegada, mantenen un alt grau de control sobre les variables mesurades. Basat en els nostres resultats, introduïm el BrainX3, un sistema adaptatiu, empàtic i immersiu per a l'exploració de dades neurocientífiques complexes. La novetat de la nostra aplicació consisteix en la connexió entre estats implícits de l'ésser humà i el poder computacional de les màquines per a explorar grans bases de dades i potenciar el procés de descobriment. Fent servir BrainX3, demostrem que les habilitats intrínseques conscients i inconscients de l'humà juguen un paper primordial en el disseny de l'arquitectura d'interfícies de nova generació per a abordar reptes científics com el devessall de dades.

APA, Harvard, Vancouver, ISO, and other styles

48

Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

Full text

Abstract:

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

APA, Harvard, Vancouver, ISO, and other styles

49

Hennion, Sophie. "Neuropsychologie et neuroimagerie des troubles de cognition sociale dans l’épilepsie du lobe temporal." Thesis, Lille 2, 2015. http://www.theses.fr/2015LIL2S048/document.

Full text

Abstract:

Chez les patients souffrants d’épilepsie du lobe temporal (ELT), des troubles cognitifs sont fréquemment décrits. Toutefois, certaines capacités cognitives restent à ce jour peu explorées dans le domaine de la recherche en épileptologie et non évaluées en pratique clinique, telles que les capacités de cognition sociale. Pourtant, des difficultés psychosociales et psychocomportementales ainsi qu’une altération de la qualité de vie (notamment dans sa dimension sociale) sont relevées chez les patients ELT et elles pourraient être en relation avec des perturbations de la cognition sociale. Par ailleurs, les anomalies cérébrales retrouvées chez ces patients, situées à proximité mais également plus à distance du foyer épileptique, comprenent des structures sous-tendant les capacités de cognition sociale. Dans ce contexte, l’objectif général de cette thèse était la caractérisation des capacités de cognition sociale des patients ELT d’un point de vue comportemental et en neuroimagerie. Les études comportementales menées ont permis de préciser l’impact d’une ELT unilatérale sur les capacités de cognition sociale. Il est notamment mis en évidence chez les patients ELT : (i) des troubles de reconnaissance émotionnelle en modalité visuelle et auditive associés à la présence de biais émotionnels, (ii) une modification de l’expérience émotionnelle, et (iii) des déficits de théorie de l’esprit (TdE) plus particulièrement prononcés sur le versant affectif de cette capacité. Certaines caractéristiques cliniques (âge de début, durée, latéralité de l’épilepsie, présence d’une sclérose hippocampique) peuvent moduler la sévérité de ces troubles. Par ailleurs, ces troubles sont associés à certaines perturbations psychocomportementales (anhédonie, apathie, modifications de l’affectivité et de l’empathie) et à une altération de la qualité de vie des patients. Sur base de ces études comportementales, nous avons identifié que les troubles de TdE apparaissent fréquents, affectant plus de 80% des patients ELT. Une étude en neuroimagerie fonctionnelle et l’analyse de données d’imagerie structurelle préliminaires ont permis de préciser l’impact d’une ELT sur le réseau cérébral sous-tendant les capacités de TdE. Nous relevons notamment que chez les patients ELT mésial avec sclérose hippocampique, les troubles de TdE semblent liées à des anomalies cérébrales situées principalement à distance du foyer épileptique, dépendantes de la latéralité de l’ELT et modulées par l’âge de début et la durée de l’épilepsie. En conclusion, dans une perspective de compréhension et de prise en charge globale des patients ELT, il convient de ne pas négliger l’étude des troubles de cognition sociale chez ces patients, et leur évaluation en pratique clinique devrait être plus systématique
In patients suffering from temporal lobe epilepsy (TLE), cognitive disorders are frequently described. However, until now some cognitive capacities remain poorly explored in the field of epileptology research and not evaluated in clinical practice, such as social cognition capacities. However, psychosocial and psychobehavioral difficulties and an impaired quality of life (particularly in its social dimension) are raised in TLE patients and could be related to social cognition disorders. Furthermore, the cerebral abnormalities found in TLE patients, located close to the epileptic focus and also in more distant regions, include structures that support social cognition capacities. In this context, the general objective of this thesis was the characterization of social cognition capacities in TLE patients from a behavioral and neuroimaging point of view. Behavioral studies have allowed to specify the impact of unilateral TLE on social cognition capacities. It is notably identified in TLE patients: (i) emotion recognition disorders in both visual and auditory modality associated with emotional biases, (ii) changes in emotional experience, and (iii) theory of mind (ToM) disorders especially affecting the affective dimension of this capacity. Some clinical characteristics (age at onset, duration, laterality of epilepsy and presence of hippocampal sclerosis) can modulate the severity of these disorders. Furthermore, these disorders are associated with several psychobehavioral disorders (anhedonia, apathy, modified affectivity and empathy) and a worse quality of life for patients. On the basis of behavioral studies, it is identified that ToM impairments appear common, affecting more than 80% of TLE patients. A functional neuroimaging study and preliminary structural imaging data analysis have allowed to specify the TLE impact on the cerebral network underlying the ToM capacities. It is notably identified that in mesial TLE patients with hippocampal sclerosis, ToM disorders mainly reflect cerebral abnormalities located in distant cerebral regions from the epileptic focus, dependent of the laterality of epilepsy and modulated by the age at onset and the duration of epilepsy. In conclusion, in order to improve the understanding and the overall care of TLE patients, the investigation of social cognition disorders in these patients should not be neglected, and their assessment in clinical practice should be more regular

APA, Harvard, Vancouver, ISO, and other styles

50

Portela, Manuel. "Geographies of empathy : affective reconfigurations of cities, objects & places." Doctoral thesis, 2018. http://hdl.handle.net/10362/56713.

Full text

Abstract:

A thesis submitted in partial fulfillment of the requirements for the degree of Doctor in Information Management, specialization in Geographic Information Systems
This work addresses the development of digital technologies from the perspective of corporeal and embodied encounters. It offers a critical view of the openness and smartness of cities, at the same time that propose a novel approach to create cities of attentiveness, delight, intensity and meaning. It consists of a study of what becomes called Geographies of Empathy, as means of affective translations (Pedwell, 2014). Empathy is addressed as a conjugation of multiple ontologies that can be defined as a ’becoming together’. Empathy that takes place as forms of aesthetic experiences, collective conditions and structures of feelings (B. Anderson, 2014). By presenting three interactive experiments and three explorations, it addresses the empathic relations that reify everyday practices. A focus on how mundane objects and urban places are experienced in encounters, provide an analysis of the mediation of affects, feelings and emotions. The multidisciplinary approach in the process of research is performed by the application of concepts from Science and Technology Studies, Cultural Geography, Media Studies, Urban Studies and Human-Computer Interaction. This work takes the form of a dialectical inquiry between the empirical/propositional and the theoretical/critique. By one side, it discusses the role of interaction design and the ethics and aesthetics of socio-technical assemblages in cities. By the other, it addresses the political effects and consequences of empathic relations in the advent of urban development and the practices of designing urban interactions. Este trabajo aborda el desarrollo de las tecnologías digitales desde la perspectiva de los encuentros entre cuerpos. Asimismo, ofrece una visión crítica sobre las ciudades abiertas e inteligentes, al mismo tiempo que propone un enfoque novedoso para crear ciudades bajo los principios de atención, intensidad, deleite y sentido. Consiste en un estudio de lo que llamamos Geografías de la Empatía, como forma de versiones afectivas (Pedwell, 2014). La noción de empatía es abordada como una unión de múltiples ontologías que pueden ser definidas como una ‘existencia conjunta’. Empatía, tiene lugar en diversas formas formas de experiencia, estéticas, condiciones colectivas y estructuras de sentimientos (B. Anderson, 2014). Con la presentación de tres experimentos interactivos y tres exploraciones, se aborda las relaciones empáticas que reifican las prácticas cotidianas. El foco sobre cómo los objetos mundanos y los lugares urbanos se experimentan en los encuentros, proporciona un análisis sobre la mediación de los affects, los sentimientos y las emociones. El enfoque multidisciplinario en el proceso de investigación se realiza mediante la aplicación de conceptos de los campos como los Estudios de la Ciencia y Tecnología, Geografía Cultural, el Estudios Culturales, Estudios Urbanos e Interacción Humano-Computadora (HCI). Este trabajo toma la forma de una indagación dialéctica entre lo empírico/proposicional y lo teórico/crítico. Por un lado, se analiza el papel del diseño de interacción, junto con la ética y la estética de los ensamblajes socio-técnicos en las ciudades. Por el otro, aborda los efectos y las consecuencias políticas de las relaciones empáticas en el advenimiento del desarrollo urbano y las prácticas de diseño de interacciones urbanas.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Affective empathy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles