Journal articles on the topic 'Affective empathy'
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Ziaei, Maryam, Lena Oestreich, David C. Reutens, and Natalie C. Ebner. "Age-related differences in negative cognitive empathy but similarities in positive affective empathy." Brain Structure and Function 226, no. 6 (May 26, 2021): 1823–40. http://dx.doi.org/10.1007/s00429-021-02291-y.
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AbstractEmpathy, among other social-cognitive processes, changes across adulthood. More specifically, cognitive components of empathy (understanding another’s perspective) appear to decline with age, while findings for affective empathy (sharing another’s emotional state) are rather mixed. Structural and functional correlates underlying cognitive and affective empathy in aging and the extent to which valence affects empathic response in brain and behavior are not well understood yet. To fill these research gaps, younger and older adults completed a modified version of the Multifaceted Empathy Test, which measures both cognitive and affective empathy as well as empathic responding to both positive and negative stimuli (i.e., positive vs. negative empathy). Adopting a multimodal imaging approach and applying multivariate analysis, the study found that for cognitive empathy to negative emotions, regions of the salience network including the anterior insula and anterior cingulate were more involved in older than younger adults. For affective empathy to positive emotions, in contrast, younger and older adults recruited a similar brain network including main nodes of the default mode network. Additionally, increased structural microstructure (fractional anisotropy values) of the posterior cingulum bundle (right henisphere) was related to activation of default mode regions during affective empathy for positive emotions in both age groups. These findings provide novel insights into the functional networks subserving cognitive and affective empathy in younger and older adults and highlight the importance of considering valence in empathic response in aging research. Further this study, for the first time, underscores the role of the posterior cingulum bundle in higher-order social-cognitive processes such as empathy, specifically for positive emotions, in aging.
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Schwan, David. "DOES AFFECTIVE EMPATHY REQUIRE PERSPECTIVE-TAKING OR AFFECTIVE MATCHING?" American Philosophical Quarterly 56, no. 3 (July 1, 2019): 277–88. http://dx.doi.org/10.2307/48570636.
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Abstract Affective empathy has been variously characterized. First, I argue that we have reasons to prefer a narrower account of affective empathy, which requires the cognitive mechanisms of perspective-taking. Second, I mount a challenge to the standard account of affective matching thought to be required for affective empathy. On one widely held view, affective empathy requires an actual affective match between the subject and the target of empathy. I reject this view. While empathy often involves an actual match, we also count as empathizing with the target if we share the fitting state in their situation. This wider account better captures a number of plausible cases of empathy, and it also better explains why we care about affective empathy.
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Reniers, R., R. Corcoran, R. Drake, N. Shryane, and B. Völlm. "The QCAE: A Questionnaire of Cognitive and Affective Empathy." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71073-9.
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Aims/objectives:A lack of empathy is associated with callous-unemotional behaviour, violence, aggression, criminality, and problems in social interaction. Empathy is, though, inconsistently defined and inadequately measured. We therefore set out to produce a new and rigorously developed empathy questionnaire that would have clinical and public-health relevance.Methods:Sixty-five questions, themed around cognitive empathy (the ability to construct a working model of the emotional states of others) and affective empathy (the ability to be sensitive to and vicariously experience the feelings of others), were administered to two independent samples of healthy volunteers (N1=640, N2=383), which were used to explore and validate the factor structure.Results:Principal components analysis revealed five factors from thirty-seven items. Confirmatory factor analysis confirmed this structure. The hypothesised two-factor structure (cognitive and affective empathy) was tested by adding two second order factors, indicated by the five first-order factors, and provided the best and most parsimonious fit to the data (CFI=0.961, RMSEA=0.048). Cognitive Empathy encompassed Perspective Taking and Online Simulation; Affective Empathy encompassed Emotional Responsivity, Peripheral Responsivity and Emotional Contagion. Females scored significantly higher than males on Affective Empathy but not on Cognitive Empathy. The factors correlated significantly with measures of empathic anger, impulsivity, aggression, psychopathy, Machiavellianism and empathy as measured by the Basic Empathy Scale.Conclusions:The QCAE measures the distinct and specific components that make up cognitive and affective empathy. The factor structure was confirmed in independent samples and represents a valid tool for assessing cognitive and affective empathy and its subcomponents.
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Gerdes, Karen E., and Elizabeth A. Segal. "A Social Work Model of Empathy." Advances in Social Work 10, no. 2 (December 15, 2009): 114–27. http://dx.doi.org/10.18060/235.
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This article presents a social work model of empathy that reflects the latest interdisciplinary research findings on empathy. The model reflects the social work commitment to social justice. The three model components are: 1) the affective response to another’s emotions and actions; 2) the cognitive processing of one’s affective response and the other person’s perspective; and 3) the conscious decision-making to take empathic action. Mirrored affective responses are involuntary, while cognitive processing and conscious decision-making are voluntary. The affective component requires healthy, neural pathways to function appropriately and accurately. The cognitive aspects of perspective-taking, self-awareness, and emotion regulation can be practiced and cultivated, particularly through the use of mindfulness techniques. Empathic action requires that we move beyond affective responses and cognitive processing toward utilizing social work values and knowledge to inform our actions. By introducing the proposed model of empathy, we hope it will serve as a catalyst for discussion and future research and development of the model. Key Words: Empathy, Social Empathy, Social Cognitive Neuroscience
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Voodla, Alan, Elen Lotman, Martin Kolnes, Richard Naar, and Andero Uusberg. "Cinematographic High-Contrast Lighting Can Facilitate Empathetic Affective Mimicry." Projections 14, no. 1 (March 1, 2020): 1–17. http://dx.doi.org/10.3167/proj.2020.140102.
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AbstractDo cinematographic lighting techniques affect film viewers’ empathic reactions? We investigated the effect of high- and low-contrast lighting on affective empathy toward depicted actors. Forty one participants watched short clips of professional actors expressing happiness, anger, and disgust, and rated the valence and intensity of their own and actors’ emotional states. Affective empathy was assessed through the extent of the facial mimicry of actors’ emotional expressions and quantified through electromyographic activation of expression-specific facial muscles. We managed to elicit facial mimicry for happiness and anger, but not for disgust. High-contrast lighting further amplified empathic mimicry for happy but not for angry expressions. High-contrast lighting also amplified subjective feelings elicited by angry and disgusted but not happy expressions. We conclude that high-contrast lighting can be an effective means for influencing film viewers’ empathic reactions through the low road to empathy, even as the overall impact of lighting also relies on the high road to empathy.
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Decety, Jean, Kimberly L. Lewis, and Jason M. Cowell. "Specific electrophysiological components disentangle affective sharing and empathic concern in psychopathy." Journal of Neurophysiology 114, no. 1 (July 2015): 493–504. http://dx.doi.org/10.1152/jn.00253.2015.
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Empathic impairment is one of the hallmarks of psychopathy, a personality dimension associated with poverty in affective reactions, lack of attachment to others, and a callous disregard for the feelings, rights, and welfare of others. Neuroscience research on the relation between empathy and psychopathy has predominately focused on the affective sharing and cognitive components of empathy in forensic populations, and much less on empathic concern. The current study used high-density electroencephalography in a community sample to examine the spatiotemporal neurodynamic responses when viewing people in physical distress under two subjective contexts: one evoking affective sharing, the other, empathic concern. Results indicate that early automatic (175–275 ms) and later controlled responses (LPP 400–1,000 ms) were differentially modulated by engagement in affective sharing or empathic concern. Importantly, the late event-related potentials (ERP) component was significantly impacted by dispositional empathy and psychopathy, but the early component was not. Individual differences in dispositional empathic concern directly predicted gamma coherence (25–40 Hz), whereas psychopathy was inversely modulatory. Interestingly, significant suppression in the mu/alpha band (8–13 Hz) when perceiving others in distress was positively associated with higher trait psychopathy, which argues against the assumption that sensorimotor resonance underpins empathy. Greater scores on trait psychopathy were inversely related to subjective ratings of both empathic concern and affective sharing. Overall, the study demonstrates that neural markers of affective sharing and empathic concern to the same cues of another's distress can be distinguished at an electrophysiological level, and that psychopathy alters later time-locked differentiations and spectral coherence associated with empathic concern.
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Demichelis, Olivia P., Sarah P. Coundouris, Sarah A. Grainger, and Julie D. Henry. "Empathy and Theory of Mind in Alzheimer’s Disease: A Meta-analysis." Journal of the International Neuropsychological Society 26, no. 10 (May 20, 2020): 963–77. http://dx.doi.org/10.1017/s1355617720000478.
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AbstractObjective:A large literature now shows that Alzheimer’s disease (AD) disrupts a number of social cognitive abilities, including social perceptual function and theory of mind (ToM). However, less well understood is how the specific subcomponents of ToM as well as both the broader and specific subcomponents of empathic processing are affected.Method:The current study provides the first meta-analytic review of AD that focuses on both empathy and ToM as broad constructs, as well as their overlapping (cognitive empathy and affective ToM) and distinct (affective empathy and cognitive ToM) subcomponents.Results:Aggregated across 31 studies, the results revealed that, relative to controls, AD is associated with large-sized deficits in both cognitive ToM (g = 1.09) and affective ToM/cognitive empathy (g = 0.76). However, no statistical differences were found between the AD participants and controls on affective empathic abilities (g = 0.36).Conclusions:These data point to a potentially important disconnect between core aspects of social cognitive processing in people with AD. The practical and theoretical implications of these findings are discussed.
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de Wied, Minet, Cora Maas, Stephanie van Goozen, Marjolijn Vermande, Rutger Engels, Wim Meeus, Walter Matthys, and Paul Goudena. "Bryant's Empathy Index." European Journal of Psychological Assessment 23, no. 2 (January 2007): 99–104. http://dx.doi.org/10.1027/1015-5759.23.2.99.
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Abstract. The present study examined the internal structure of Bryant's (1982) Index of Empathy for Children and Adolescents, a 22-item questionnaire measure of dispositional affective empathy. Third graders (n = 817), fourth to sixth graders (n = 82), and eighth graders (n = 1,079) were studied. Factor analyses revealed that the empathy index is multidimensional, encompassing two subscales. The same two-factor solution emerged in all samples. The first factor, labeled empathic sadness, showed good reliability in the two larger samples. Sex differences were established in each sample, with girls reporting more empathic sadness than boys. The second factor, reflecting attitudes rather than feelings, showed weak reliability in all samples, and poor differentiation between the sexes in the two younger age samples. The findings seriously challenge the validity of the 22-item empathy index. Improvement of the scale as a measure of affective empathy is indicated.
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Chung, Winnie, Sherilynn Chan, and Tracy G. Cassels. "The Role of Culture in Affective Empathy: Cultural and Bicultural Differences." Journal of Cognition and Culture 10, no. 3-4 (2010): 309–26. http://dx.doi.org/10.1163/156853710x531203.
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AbstractEmpathy is essential for healthy relationships and overall well-being. Affective empathy is the emotional response to others’ distress and can take two forms: personal distress or empathic concern. In Western cultures, high empathic concern and low personal distress have been implicated in increased prosocial behaviour (e.g., Eisenberg et al., 1989) and better emotion management and peer relations (e.g., Eisenberg and Fabes, 1998). Various factors have been examined with respect to affective empathy, but the role of culture has received little attention. Previous work suggests that children from East Asian cultures compared to those from Western cultures experience greater personal distress and less empathic concern (e.g., Trommsdorff, 1995), but no work has specifically examined these differences in adolescents or individuals who identify as ‘bicultural’. The current research examines cultural differences in affective empathy using the Interpersonal Reactivity Index (Davis, 1980) in an adolescent and young adult sample (n=190) and examines how empathy relates to social-emotional health in bicultural individuals. Consistent with research on children, East Asian adolescents reported greater personal distress and less empathic concern than their Western counterparts. The bicultural individuals’ scores fell in between the East Asian and Western groups, but revealed significant differences from their ‘uni-cultural’ peers, demonstrating shared influences of community and family. Importantly, however, the relationship between affective empathy and social-emotional health in bicultural individuals was the same as for Western individuals. The current results provide an important first step in understanding the different cultural influences on empathic responding in a previously understudied population ‐ bicultural individuals.
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van der Mijl, Ruben C. W., and Ad J. J. M. Vingerhoets. "The Positive Effects of Parentification." Psihologijske teme 26, no. 2 (2017): 417–30. http://dx.doi.org/10.31820/pt.26.2.8.
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The present study was designed to examine the relationship between parentification and choice of education: Psychology versus humanities. Additionally, we investigated the association between parentification, on the one hand, and cognitive and affective empathy as well as resilience, on the other. The rational for this study was the increasing evidence that parentification may not only induce several possible adverse effects but that it can also facilitate the development of some specific positive abilities (e.g., higher empathic skills and resilience). We compared 265 psychology students with 51 humanities students on the variables parentification, empathy, and resilience. Within the group of psychology students, we conducted hierarchical regression analyses on cognitive empathy, affective empathy, and resilience with parentification and possible confounders as predictors. Psychology students reported more parentification experiences in their families than the humanities students, but they did not score higher on empathy and resilience. Among psychology students, parentification was associated with higher resilience and higher cognitive empathy, while there was no connection with affective empathy. These findings partially support the hypothesis of specific mental growth in parentified children.
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Mhiri, E., J. Ben Thabet, N. Smaoui, I. Gassara, R. Feki, L. Zouari, S. Omri, N. Charfi, M. Maalej, and M. Maalej. "Evaluation of empathy among euthymic bipolar patients." European Psychiatry 65, S1 (June 2022): S416. http://dx.doi.org/10.1192/j.eurpsy.2022.1056.
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Introduction Bipolar disorder (BD) is a mental illness marked by extreme swings in the mood, energy, and thinking. Although it’s not an official symptom of the disease, some research suggests that it also may affect the empathy. Objectives To investigate empathic responding in patients with BD in euthymic state of illness and to determine associated factors. Methods A cross-sectional and descriptive study of 78 patients followed for bipolar disorder, during euthymia, at the psychiatric outpatient clinic at CHU Hédi Chaker in Sfax. We used a socio-demographic and clinical data sheet and the Questionnaire of Cognitive And Affective Empathy (QCAE) to assess empathy with its two dimensions : “Affective empathy” and “Cognitive empathy”. Results The average age was 36.27 years, the sex ratio was 5.5. Bipolar I disorder was diagnosed in 88.5% of patients. The mean age of onset was 27.73 years, and the mean duration of illness was 8.4 years. 78.2% of patients had a good adherence to treatment. 60.3% of them had residual depressive symptoms during eutymia. QCAE total score was 72.49. (Maximum possible score 124) Cognitive empathy score was 43.21. (Maximum possible score 76) Affective empathy score was 29.36. (Maximum possible score 48) Affective empathy was associated with female gender (p=0), good adherence to treatment (p=0.01) and residual depressive symptoms (p=0.001). Conclusions Our study shows that bipolar patients have fairly good levels of empathy. However, in order to better substantiate empathy in BD, comparative studies seem necessary. Disclosure No significant relationships.
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Endacott, Jason, and Sarah Brooks. "An Updated Theoretical and Practical Model for Promoting Historical Empathy." Social Studies Research and Practice 8, no. 1 (March 1, 2013): 41–58. http://dx.doi.org/10.1108/ssrp-01-2013-b0003.
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Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.
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Pareit, Timothy. "Een schroothoop als gezamenlijk project : Interculturele empathie in Tom Lanoye’s Het derde huwelijk1." Nederlandse Letterkunde 24, no. 3 (November 1, 2019): 379–405. http://dx.doi.org/10.5117/nedlet2019.3.004.pare.
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Abstract A Scrapheap as Joint Enterprise: Intercultural Empathy in Tom Lanoye’s Het derde huwelijkSo far, within the field of Dutch studies few have employed empathy to study texts on contemporary multiculturalism. Studying empathy as a cognitive and an affective phenomenon, this article combines insights from cognitive, affective and postcolonial research to establish several guidelines on how empathy functions between novel characters in an intercultural context. Rather than focussing on the empathic relations between reader and text, the article investigates empathy between fictional characters. As an example, an analysis of Tom Lanoye’s novel Het derde huwelijk [The Third Marriage] is offered. The analysis concentrates on the way in which the narrative uses a highly prejudiced author as an indictment against the West’s emotional inability with regard to migrants.
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Gojković, Vesna, Jelena S. Dostanić, and Veljko Đurić. "Structure of darkness: The Dark Triad, the ‘Dark’ Empathy and the ‘Dark’ Narcissism." Primenjena psihologija 15, no. 2 (May 25, 2022): 237–68. http://dx.doi.org/10.19090/pp.v15i2.2380.
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While it is universally agreed that empathy deficit is a necessary condition for the dark roster membership, the literature provides no consensus regarding differential associations between individual Dark Triad traits with cognitive and affective empathy. With this in mind, we have investigated topology of the network consisting of Affective and Cognitive Measure of Empathy, Narcissistic Admiration and Rivalry Questionnaire, and Short Dark Triad traits (SD3). The network analysis disclosed cohesive configuration of multiply connected study variables, thus confirming their aversive coaction. Two main axes of study variables were identified: the ‘dark’ affective dissonance-rivalry-psychopathy axis, and the ‘brighter’ admiration-SD3 narcissism axis; each characterized by its specific manifestation of empathic deficit. Affective dissonance was the most central while affective resonance was the most redundant node of the network. Rivalry — a node connecting the two axes — had the greatest strength in the network and was closer to affective dissonance than to psychopathy. Involvement of affective dissonance uncovered the dual nature of Machiavellianism by shifting it away from psychopathy and closer to narcissism. Overall, by use of structural information not accessible by other means, this study substantiates the proposition about the essential role of distinct empathic deficits in the constellation of antagonistic traits.
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Gómez Sánchez, Victor, Rosario Padial Ruz, Manuel Gentil Adarve, and Javier Chacón Zagalaz. "Implicaciones del Deporte Federado hacia la Empatía y Actitud a la Educación Física en Adolescentes (Implications of Federated Sports towards Empathy and Attitude to Physical Education in Adolescents)." Retos, no. 36 (May 7, 2019): 412–17. http://dx.doi.org/10.47197/retos.v36i36.71582.
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El estudio evalúa el grado de empatía, tanto a nivel cognitivo como afectivo, y la actitud hacia la educación física, del alumnado de tercer ciclo de Primaria y primer ciclo de Enseñanza Secundaria Obligatoria (ESO) de Andalucía, que participan en deportes federados. Para ello, se realizaron estudios descriptivos y comparativos con las variables empatía cognitiva y afectiva, y actitud hacia la Educación Física, en una muestra de 849 alumnos federados. Los instrumentos utilizados para la obtención de datos fueron el cuestionario de Actitud hacia la Educación Física (CAEF) y Test de Empatía Cognitiva y Afectiva (TECA). Los resultados muestran que los sujetos que tienen una mayor empatía muestran un aumento significativo en la actitud hacia la Educación Física, y más concretamente en la dificultad sobre la misma, la empatía con el profesor y la asignatura, la concordancia con la organización de la asignatura y la preferencia por la Educación Física y el Deporte. Existen diferencias de género en la empatía, tanto a nivel cognitivo como afectivo, siendo éste mayor en las mujeres.Abstract. The study assesses the degree of empathy, both cognitive and affective, and the attitude towards physical education, in students from the third cycle of primary and the first cycle of Secondary Compulsory Education (ESO) in Andalusia who participate in federated sports. Descriptive and comparative analyses were carried out on a sample of 849 federated students, the included variables being cognitive and affective empathy, and attitude towards Physical Education. The instruments used to obtain the data were the Action for Physical Education questionnaire (CAEF), and the Cognitive and Affective Empathy Test (TECA). The findings show that subjects with greater empathy display significantly higher attitude towards Physical Education, more concretely towards its difficulty, empathy with teacher and subject, agreement with subject management, and preference for Physical Education and Sports. Gender differences were found for empathy, both cognitive and affective, this being higher in women.
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Panksepp, Jules B., and Garet P. Lahvis. "Rodent empathy and affective neuroscience." Neuroscience & Biobehavioral Reviews 35, no. 9 (October 2011): 1864–75. http://dx.doi.org/10.1016/j.neubiorev.2011.05.013.
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Dillon-Owens, Cody, Danielle Findley-Van Nostrand, Tiina Ojanen, Christopher Buchholz, and Olivia Valdes. "Early Adolescent Cognitive and Affective Empathy." Social Psychology 53, no. 5 (September 2022): 292–302. http://dx.doi.org/10.1027/1864-9335/a000499.
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Abstract. Cognitive and affective empathy have diverging relations to social–emotional adjustment. However, particularly during adolescence, these associations are not thoroughly understood. Using the Basic Empathy Scale (BES), we examined cognitive and affective empathy (including emotional contagion and emotional disconnection) in association with social–emotional adjustment (negative affect, shyness, social self-efficacy, friendship quality, and peer victimization) in early adolescents ( N = 321). Cognitive empathy and emotional contagion showed divergent links (cognitive empathy was related to positive adjustment, while emotional contagion was related to negative adjustment but also higher friendship quality). Emotional disconnection was negatively associated with social self-efficacy, supporting affective empathy as having multiple factors itself. The findings further validate the BES as a three-factor measure and have implications for understanding social–emotional adjustment in youth.
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Herne, Kaisa, Jari K. Hietanen, Olli Lappalainen, and Esa Palosaari. "The influence of role awareness, empathy induction and trait empathy on dictator game giving." PLOS ONE 17, no. 3 (March 10, 2022): e0262196. http://dx.doi.org/10.1371/journal.pone.0262196.
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We ask how state empathy, trait empathy, and role awareness influence dictator game giving in a monetarily incentivized experiment. We manipulated two factors: role awareness (role certainty vs. role uncertainty) and state empathy induction (no empathy induction vs. empathy induction). Under role uncertainty, participants did not know their role as a dictator or a recipient when making their choices. State empathy was induced by asking the dictators to consider what the recipient would feel when learning about the decision. Each participant was randomly assigned into one of the four conditions, and in each condition, participants were randomly assigned into dictator and receiver roles. The role assignment took place before or after decisions were made, depending on the condition. We also studied the direct influence of trait empathy on dictator game giving as well as its interaction with the experimental manipulations. Trait empathy was measured by the Interpersonal Reactivity Index (IRI) and the Questionnaire of Cognitive and Affective Empathy (QCAE) before the experiment. Of our experimental manipulations, role awareness had an effect on dictator game giving; participants donated more under role uncertainty than under role certainty. Instead, we did not observe an effect of state empathy induction. Of trait empathy subscales, only affective empathy was positively associated with dictator game giving. Finally, role awareness did not influence all participants similarly but had a larger impact on those with low scores on trait empathic concern or trait affective empathy. Our results indicate that specific measures to induce altruistic sharing can be effective but their effect may vary depending on certain personal characteristics.
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Bayram, A. Burcu, and Marcus Holmes. "Feeling their pain: affective empathy and public preferences for foreign development aid." European Journal of International Relations 26, no. 3 (December 30, 2019): 820–50. http://dx.doi.org/10.1177/1354066119890915.
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Bringing together psychological approaches to empathy with research on public preferences for foreign development aid, we shed light on the role empathy plays in global helping behavior. We argue individuals combine their affective empathic responses with situational factors when forming foreign aid preferences. Testing our theory with two novel experiments embedded in a national survey of US citizens, we find that affective empathy not only predicts the individual variation in foreign aid preferences but also explains why Americans weigh aid effectiveness and recipient deservingness—the two important situational aspects of foreign aid—differently. We show that the ability to feel others’ pain is what facilitates global helping behavior, not simply knowing their pain. However, even though this affective ability moderates the impact of aid effectiveness, it amplifies that of recipient merit. Our results contribute to a richer understanding of when empathy facilitates public support for foreign development aid and add to the burgeoning research program on behavioral international politics.
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Ang, Rebecca P., Xiang Li, and Suzanne L. Seah. "The Role of Normative Beliefs About Aggression in the Relationship Between Empathy and Cyberbullying." Journal of Cross-Cultural Psychology 48, no. 8 (August 18, 2017): 1138–52. http://dx.doi.org/10.1177/0022022116678928.
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The present study examined the relationship between empathy (affective and cognitive) and cyberbullying in a sample of 396 (male = 173, female = 219, and four did not report information on gender) school-going adolescents from Singapore (age ranging from 12 to 18 years). Both types of empathy were negatively associated with cyberbullying as expected, with affective empathy having a stronger association with cyberbullying. We also investigated the mediating and moderating role of normative beliefs about aggression in two pathways—the relationship between affective empathy and cyberbullying and the relationship between cognitive empathy and cyberbullying. Findings suggested that normative beliefs about aggression was a partial mediator and moderator in the affective empathy-beliefs-cyberbullying pathway but normative beliefs about aggression was neither a mediator nor moderator in the cognitive empathy-beliefs-cyberbullying pathway. Normative beliefs about aggression served as the mechanism partially accounting for the relationship between affective empathy and cyberbullying. Furthermore, the relation between affective empathy and cyberbullying was found to be stronger for those with higher levels of normative beliefs of aggression. Collectively, together with other studies, this research contributes to an increasing number of studies demonstrating a stronger association between low empathy (in particular, low affective empathy) and bullying, whether traditional bullying or cyberbullying in adolescents.
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Ernst, Julie, Claire Curran, and Leah Budnik. "Investigating the Impact of Preschool Type on Young Children’s Empathy." Sustainability 14, no. 15 (July 29, 2022): 9320. http://dx.doi.org/10.3390/su14159320.
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Empathy can be a powerful driver for positive social change and is relevant to the Sustainable Development Goals that serve as a global blueprint for peace and prosperity. Empathy has also gained popularity within zoos, aquariums, and other wildlife conservation organizations as a motivator for caring action toward wildlife and nature. As such, there is a need to understand and develop interventions that further people’s empathy, particularly in the context of young children, given the critical developmental period of early childhood. A quantitative study was conducted with 124 children from eight preschools in Minnesota (USA). A modified version of the “Young Children’s Empathy Measure with Humans and Animals” was administered at the beginning and end of a preschool year to measure the impact of preschool type (nature preschool, animal-focused nature preschool, and non-nature preschool) on empathy (cognitive, affective, and empathic behavioral intentions). Results suggest that animal-focused nature preschools and nature preschools were more effective than non-nature preschools for empathic behavioral intentions in the context of humans, as well as for cognitive and affective empathy with wildlife. Further, the animal-focused nature preschools were more effective than nature and non-nature preschools in terms of empathic behavioral intentions in the context of animals. Implications are discussed in light of the study’s limitations.
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Peveretou, Foteini, Sina Radke, Birgit Derntl, and Ute Habel. "A Short Empathy Paradigm to Assess Empathic Deficits in Schizophrenia." Behavioral Sciences 10, no. 2 (January 24, 2020): 41. http://dx.doi.org/10.3390/bs10020041.
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Empathy is important for successful social interaction and maintaining relationships. Several studies detected impairments in empathic abilities in schizophrenia, with some even indicating a broader deficit in several components, including emotion recognition, perspective taking, and affective responsiveness. The aim of our study was to validate a short version of the previous empathy paradigm as a reliable and easily applicable method to assess empathic deficits in patients with schizophrenia potentially within clinical routine. To do so, we applied the short version to 30 patients (14 females) diagnosed with schizophrenia meeting the DSM-5 criteria and 30 well-matched healthy controls (14 females). The data analysis indicates a significant empathic deficit in patients due to worse performance in all three domains. We managed to replicate most of the findings of our previous study. In contrary to the previous study, significant correlations between performance in the empathy tasks and psychopathology occurred: the severity of negative symptoms was negatively associated with performance in the emotion recognition task and the affective responsiveness task. Gender did not significantly affect performance in the empathy tasks. Regarding the results, our short empathy paradigm appears to be a valid method in assessing empathic impairments in schizophrenia that may be useful in clinical routine.
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Tan, Laurence, Mai Khanh Le, Chou Chuen Yu, Sok Ying Liaw, Tanya Tierney, Yun Ying Ho, Evelyn Lim, et al. "Defining clinical empathy: a grounded theory approach from the perspective of healthcare workers and patients in a multicultural setting." BMJ Open 11, no. 9 (September 2021): e045224. http://dx.doi.org/10.1136/bmjopen-2020-045224.
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ObjectiveTo define clinical empathy from the perspective of healthcare workers and patients from a multicultural setting.DesignGrounded theory approach using focus group discussions.SettingA health cluster in Singapore consisting of an acute hospital, a community hospital, ambulatory care teams, a medical school and a nursing school.Participants69 participants including doctors, nurses, medical students, nursing students, patients and allied health workers.Main outcome measuresA robust definition of clinical empathy.ResultsThe construct of clinical empathy is consistent across doctors, nurses, students, allied health and students. Medical empathy consists of an inner sense of empathy (imaginative, affective and cognitive), empathy behaviour (genuine concern and empathic communication) and a sense of connection (trust and rapport). This construct of clinical empathy is similar to definitions by neuroscientists but challenges a common definition of clinical empathy as a cognitive process with emotional detachment.ConclusionsThis paper has defined clinical empathy as ‘a sense of connection between the healthcare worker and the patient as a result of perspective taking arising from imaginative, affective and cognitive processes, which are expressed through behaviours and good communication skills that convey genuine concern’. A clear and multidimensional definition of clinical empathy will improve future education and research efforts in the application and impact of clinical empathy.
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Thompson, Nicholas M., Carien M. van Reekum, and Bhismadev Chakrabarti. "Cognitive and Affective Empathy Relate Differentially to Emotion Regulation." Affective Science 3, no. 1 (November 15, 2021): 118–34. http://dx.doi.org/10.1007/s42761-021-00062-w.
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AbstractThe constructs of empathy (i.e., understanding and/or sharing another’s emotion) and emotion regulation (i.e., the processes by which one manages emotions) have largely been studied in relative isolation of one another. To better understand the interrelationships between their various component processes, this manuscript reports two studies that examined the relationship between empathy and emotion regulation using a combination of self-report and task measures. In study 1 (N = 137), trait cognitive empathy and affective empathy were found to share divergent relationships with self-reported emotion dysregulation. Trait emotion dysregulation was negatively related to cognitive empathy but did not show a significant relationship with affective empathy. In the second study (N = 92), the magnitude of emotion interference effects (i.e., the extent to which inhibitory control was impacted by emotional relative to neutral stimuli) in variants of a Go/NoGo and Stroop task were used as proxy measures of implicit emotion regulation abilities. Trait cognitive and affective empathy were differentially related to both task metrics. Higher affective empathy was associated with increased emotional interference in the Emotional Go/NoGo task; no such relationship was observed for trait cognitive empathy. In the Emotional Stroop task, higher cognitive empathy was associated with reduced emotional interference; no such relationship was observed for affective empathy. Together, these studies demonstrate that greater cognitive empathy was broadly associated with improved emotion regulation abilities, while greater affective empathy was typically associated with increased difficulties with emotion regulation. These findings point to the need for assessing the different components of empathy in psychopathological conditions marked by difficulties in emotion regulation.
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Serbic, Danijela, Lucy Ferguson, Georgina Nichols, Michaela Smith, Georgina Thomas, and Tamar Pincus. "The role of observer’s fear of pain and health anxiety in empathy for pain: an experimental study." British Journal of Pain 14, no. 2 (April 8, 2019): 74–81. http://dx.doi.org/10.1177/2049463719842595.
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Introduction: Empathy for pain is influenced by several factors, including observer beliefs. This study aimed to test the associations between empathy for pain, fear of pain and health anxiety. Methods: A total of 182 participants rated their levels of empathy towards 16 images (8 female and 8 male) of individuals in pain and provided measures of fear of pain, health anxiety as well as age, sex and the presence of current pain. Findings: Both fear of pain and health anxiety were positively associated with empathy for pain, but in the regression model, only fear of pain was a significant positive predictor of overall empathy for pain and its three subscales: affective distress, vicarious pain and empathic concern. The presence of pain also predicted overall empathy for pain, affective distress and vicarious pain. Observer’s sex and age were not significant. The pattern of results remained the same when we repeated the analysis separately for images with males and females. Conclusion: The results suggest that more fearful observers, and those in current pain themselves, have higher levels of empathy for pain. Future research should examine the mechanisms underlying this relationship and how fear of pain may influence empathic behaviours towards people in pain.
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Antinienė, Dalia, and Rosita Lekavičienė. "EMPATHY AND ITS FACTORS: EMPIRICAL STUDY." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 8–15. http://dx.doi.org/10.33607/bjshs.v4i99.97.
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Background. The level of personality’s empathy largely determines altruistic behaviour and the quality of interpersonal relationships rendering the relevance of research indubitable. In psychology, empathy is classified into emotional/affective, cognitive and predictive. This study analyses affective empathy and aims to find out which personality traits related to self-perception, effectiveness in interpersonal relationships and sociodemographics are linked to empathy. Methods. Research participants were schoolchildren, students, unemployed and employed individuals, inmates of imprisonment institutions and other young people. The target group was youth from 17 to 27 years of age, M =19.7, N =1400. An original measurement technique the psychometric quality indicators of which were sufficient (Cronbach’s alpha reached .81) was used to research empathy. Results. The means of Spearman’s correlation coefficients revealed that empathy was related to self-irony (r = .19, p ≤ .001), externality (r = .14; p ≤ .05), positive self-evaluation (r = .47; p ≤ .001), leadership disposition (r = .17; p ≤ .05), etc. Mann-Whitney and Kruskal-Wallis tests revealed that women (Mean Rank = 274.88) were more empathic than men (Mean rank = 139.78; p ≤ .001), young people with higher education (Mean Rank = 234.62) were more empathic than those with no or some education (Mean Rank = 161.06; p ≤ .001), etc. Conclusion. Research revealed that empathy was related to personal-psychological traits: self-irony, externality, positive self-evaluation, leadership disposition, general state of health, etc. The research highlighted the differences of empathy in different genders and revealed that women were more empathic than men. The research participants with high educational achievements exhibited the highest level of empathy.
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Lindeman, Marjaana, Iivo Koirikivi, and Jari Lipsanen. "Pictorial Empathy Test (PET)." European Journal of Psychological Assessment 34, no. 6 (November 2018): 421–31. http://dx.doi.org/10.1027/1015-5759/a000353.
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Abstract. Research on empathy has increased rapidly during the last decades but brief assessment methods are not easily available. The aim was to develop a test for affective empathic reactions which would be simple to translate into different languages, easy to use in a variety of research settings, and which would catch the empathic reactions at the moment they arise. We describe the development and validation of the Pictorial Empathy Test (PET) in three studies (Study 1, N = 91; Study 2, N = 2,789; and Study 3, N = 114). The PET includes seven photographs about distressed individuals and the participants are asked to rate on a 5-point scale how emotionally moving they find the photograph. The results indicated that the PET displayed a unitary factor structure and it had high internal consistency and good seven-month test-retest reliability. In addition, the results supported convergent and discriminant validity of the test. The results suggest that the PET is a useful addition to the prevailing methods for assessing affective empathy.
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VanCleave, Diane S. "Contributions of Neuroscience to a New Empathy Epistemology: Implications for Developmental Training." Advances in Social Work 17, no. 2 (January 30, 2017): 369–89. http://dx.doi.org/10.18060/21087.
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The difficulty in comprehending the epistemology of empathy lies in shifting paradigms which have resulted in empathy being viewed as vague and elusive. Such elusive understanding of empathy has confused research, practice, and advancement of therapeutic principles. Empathy is the core of all social and intellectual transformation. Humankind is biologically programmed to use empathy for survival, health, and well-being. Pursuing and understanding empathy frees human capacity for wisdom. Studying the epistemology of empathy is operationally and scientifically relevant in the synthesis of an empathic practice theory. Clear epistemic definition and neuroscience provide the foundation for an expanding discovery of rational frameworks for a clinician’s empathic training and teaching. A clinician’s empathic ability requires competency in reflective, global, affective, cognitive, and interpersonal perspective-taking. Once understood, renewed curriculum for teaching and training are recommended that would produce more finite outcomes. Epistemic review culminates in empathy skills training over the course of curricula at the undergraduate (BSW) and graduate (MSW) levels.
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Trabelsi, R., J. Mrizak, A. Arous, H. Ben Ammar, A. Khalifa, and Z. El Hechmi. "Clinical symptomatology and empathy in schizophrenia: Which relationship?" European Psychiatry 33, S1 (March 2016): S141. http://dx.doi.org/10.1016/j.eurpsy.2016.01.237.
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IntroductionThe impairment of cognitive and affective empathy among patients with schizophrenia (SCZ) may represent a significant feature of the illness. However, the relationship between those impairment and dimensions of psychosis remains unclear.ObjectivesTo explore whether cognitive and affective empathy are associated with severety of different psychotic symptoms.MethodsCognitive and affective empathy were evaluated in 58 patients with stable schizophrenia with the Questionnaire of Cognitive and Affective Empathy (QCAE) comprising five subscales intended to assess cognitive and affective components of empathy. Symptomatology evaluation comprised the Positive and Negative Syndrome Scale (PANSS), the Calgary Depression Scale for Schizophrenia (CDSS) and the Clinical Global Impressions Scale Improvement and severity (CGI).ResultsPatients with better cognitive empathy had less total CDSS scores (P = 0.036, r = −0.449) and lower CGI-severity scale scores (P = 0.01, r = −0.536). Patients with better affective empathy had lower scores (which means a better improvement) at the CGI-improvement scale (P = 0.03, r = −0.461).ConclusionsOur results suggest that empathy with its different component is not totally independent of the clinical state of the patient. Further studies are required to confirm whether empathy deficits are state or trait aspects of SCZ.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Holik, Dubravka, Ljiljana Majnarić-Trtica, Helena Javorček, Antun Bajun, Stjepan Rudan, Bruno Popić, and Andrea Milostić-Srb. "The Level of Empathy and Psychological Distress in Nurses and Health Technicians." Collegium antropologicum 46, no. 1 (2022): 29–35. http://dx.doi.org/10.5671/ca.46.1.5.
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The aim of the study was to examine the overall level of empathy, its affective and cognitive aspects, the level of psychological stress, and to determine the relationship between empathy, emotions and psychological stress in nurses and health technicians employed at the Clinical Hospital Center Osijek. A cross-sectional study was conducted from March to June 2019 among 152 nurses and health technicians using the authors personally prepared questionnaire, and standard questionnaires BES, PANAS and K10 to evaluate empathy, positive and negative emotions and psychological distress of respondents. Respondents exhibited a middle – a higher degree of total empathy (median 50 and interquartile range of 43–56), with more emphasized affective than cognitive component. Psychological distress was confirmed in 65% of respondents. There was a correlation between affective and cognitive empathy (p<0.001, r = 0.355). People with a higher degree of distress also had more negative emotions that tended to increase with increasing distress (p <0.001, r = 0.426). Healthcare workers are mostly empathic and in a great deal exhibit psychological distress. It is necessary to carry out systematic surveys among health personnel to determine the empathy and distress levels to detect the risk groups who need help with stress prevention.
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Georgi, Erik, Franz Petermann, and Marc Schipper. "Do Empathic Abilities Change throughout the Course of Becoming a Psychotherapist?" Zeitschrift für Neuropsychologie 26, no. 3 (September 2015): 151–59. http://dx.doi.org/10.1024/1016-264x/a000157.
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Abstract. Empathy is defined as an individually varying but stable personality trait. Contrary to this statement we proposed a model ( Georgi, Petermann & Schipper, 2014 ) in which individual empathic abilities are continuously modulated throughout life, resulting in modifications of neural processes and their underlying neural structures. To further investigate and validate the model’s assumptions we conducted a cross-sectional study using the Questionnaire of Cognitive and Affective Empathy, assessing empathic abilities of three groups of psychologists at different stages of their careers. Results showed higher cognitive and lower affective empathic measures for psychological psychotherapists compared to first-year-bachelor as well as master students. Regarding to our model these findings demonstrate possible effects of psychological education and professional experience on empathic perception.
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Nishimura, Shogo, Takuya Nakamura, Wataru Sato, Masayuki Kanbara, Yuichiro Fujimoto, Hirokazu Kato, and Norihiro Hagita. "Vocal Synchrony of Robots Boosts Positive Affective Empathy." Applied Sciences 11, no. 6 (March 11, 2021): 2502. http://dx.doi.org/10.3390/app11062502.
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Robots that can talk with humans play increasingly important roles in society. However, current conversation robots remain unskilled at eliciting empathic feelings in humans. To address this problem, we used a robot that speaks in a voice synchronized with human vocal prosody. We conducted an experiment in which human participants held positive conversations with the robot by reading scenarios under conditions with and without vocal synchronization. We assessed seven subjective responses related to affective empathy (e.g., emotional connection) and measured the physiological emotional responses using facial electromyography from the corrugator supercilii and zygomatic major muscles as well as the skin conductance level. The subjective ratings consistently revealed heightened empathic responses to the robot in the synchronization condition compared with that under the de-synchronizing condition. The physiological signals showed that more positive and stronger emotional arousal responses to the robot with synchronization. These findings suggest that robots that are able to vocally synchronize with humans can elicit empathic emotional responses.
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Martínez, Juan P., Inmaculada Méndez, and Julia García-Sevilla. "Burnout and empathy among professional caregivers of elderly." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 15, 2015): 325–33. http://dx.doi.org/10.1989/ejihpe.v5i3.135.
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The aim of this research has been to analyze cognitive and affective empathy among professional workers in an institutionalized center. Empathy is the capacity of taking into account others points of with feelings and emotions as Theory of Mind claims. Depersonalization emerges in caregivers in certain circumstances. This acts as a mechanism of defense and is typical in the professional with high levels of burnout. For this reason, it proceeded to examine this syndrome and its relationship with empathy among 20 professional caregivers. The instruments used were the Cognitive and Affective Empathy Scale (consisted of scales understanding of perspectives, emotional understanding, empathic stress and sympathetic joy), Maslach Burnout Inventory (emotional exhaustion, depersonalization and professional accomplishment) and an ad hoc survey for the workforce for the collection of sociodemographic and workplace information. The results show a significant positive correlation, with high effect size, between age and empathic stress and between this one and emotional exhaustion. Positive significance between depersonalization and sympathetic joy has also been found. The conclusions of this research lead a reflection on the configuration and structure of this defense mechanism and its relationship with empathy in the workplace.
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Martínez, Juan P., Inmaculada Méndez, and Julia García-Sevilla. "Burnout and empathy among professional caregivers of elderly." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 15, 2015): 325–33. http://dx.doi.org/10.3390/ejihpe5030029.
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The aim of this research has been to analyze cognitive and affective empathy among professional workers in an institutionalized center. Empathy is the capacity of taking into account others points of with feelings and emotions as Theory of Mind claims. Depersonalization emerges in caregivers in certain circumstances. This acts as a mechanism of defense and is typical in the professional with high levels of burnout. For this reason, it proceeded to examine this syndrome and its relationship with empathy among 20 professional caregivers. The instruments used were the Cognitive and Affective Empathy Scale (consisted of scales understanding of perspectives, emotional understanding, empathic stress and sympathetic joy), Maslach Burnout Inventory (emotional exhaustion, depersonalization and professional accomplishment) and an ad hoc survey for the workforce for the collection of sociodemographic and workplace information. The results show a significant positive correlation, with high effect size, between age and empathic stress and between this one and emotional exhaustion. Positive significance between depersonalization and sympathetic joy has also been found. The conclusions of this research lead a reflection on the configuration and structure of this defense mechanism and its relationship with empathy in the workplace.
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Yoo, Suhhee, and Mincheol Whang. "Vagal Tone Differences in Empathy Level Elicited by Different Emotions and a Co-Viewer." Sensors 20, no. 11 (June 1, 2020): 3136. http://dx.doi.org/10.3390/s20113136.
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Empathy can bring different benefits depending on what kind of emotions people empathize with. For example, empathy with negative emotions can raise donations to charity while empathy with positive emotions can increase participation during remote education. However, few studies have focused on the physiological differences depending on what kind of emotions people empathize with. Furthermore, co-viewer can influence the elicitation of different levels of empathy, but this has been less discussed. Therefore, this study investigated vagal response differences according to each empathy factor level elicited by different emotions and co-viewer. Fifty-nine participants were asked to watch 4 videos and to evaluate subjective valence, arousal scores, and undertake an empathy questionnaire, which included cognitive, affective and identification empathy. Half of the participants watched the videos alone and the other half watched the videos with a co-viewer. Valence and arousal scores were categorized into three levels to figure out what kind of emotions they empathized with. Empathy level (high vs. low) was determined based on the self-report scores. Two-way MANOVA revealed an interaction effect of empathy level and emotions. High affective empathy level is associated with higher vagal response regardless of what kind of emotions they empathized with. However, vagal response differences in other empathy factor level showed a different pattern depending on what kind of emotions that participant empathized with. A high cognitive empathy level showed lower vagal responses when participants felt negative or positive valence. High identification level also showed increased cognitive burden when participants empathized with negative and neutral valence. The results implied that emotions and types of empathy should be considered when measuring empathic responses using vagal tone. Two-way MANOVA revealed empathic response differences between co-viewer condition and emotion. Participants with a co-viewer felt higher vagal responses and self-reporting empathy scores only when participants empathized with arousal. This implied that the effect of a co-viewer may impact on empathic responses only when participants felt higher emotional intensity.
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Rizkyanti, Charyna Ayu, Citra Wahyuni, and Shofia Alatas. "Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator." Electronic Journal of Research in Education Psychology 19, no. 54 (September 1, 2021): 227–46. http://dx.doi.org/10.25115/ejrep.v19i54.3564.
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Introduction. Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school. Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale. Results. The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role. Discussion and Conclusion. These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools.
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Leigh, Richard, Kenichi Oishi, John Hsu, Martin Lindquist, Rebecca F. Gottesman, Samson Jarso, Ciprian Crainiceanu, Susumu Mori, and Argye E. Hillis. "Acute lesions that impair affective empathy." Brain 136, no. 8 (July 3, 2013): 2539–49. http://dx.doi.org/10.1093/brain/awt177.
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Kozubal, Magdalena, Anna Szuster, and Julia Barlińska. "Cyberbystanders, Affective Empathy and Social Norms." Studia Psychologica 61, no. 2 (2019): 120–31. http://dx.doi.org/10.21909/sp.2019.02.777.
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Endacott, Jason L. "Reconsidering Affective Engagement in Historical Empathy." Theory & Research in Social Education 38, no. 1 (January 2010): 6–47. http://dx.doi.org/10.1080/00933104.2010.10473415.
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Vásquez, Jorge, and Marek Weretka. "Affective empathy in non-cooperative games." Games and Economic Behavior 121 (May 2020): 548–64. http://dx.doi.org/10.1016/j.geb.2019.10.005.
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Vollberg, Marius C., Brendan Gaesser, and Mina Cikara. "Activating episodic simulation increases affective empathy." Cognition 209 (April 2021): 104558. http://dx.doi.org/10.1016/j.cognition.2020.104558.
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Tsou, Yung-Ting, Boya Li, Carin H. Wiefferink, Johan H. M. Frijns, and Carolien Rieffe. "The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss." Research on Child and Adolescent Psychopathology 49, no. 9 (April 7, 2021): 1151–64. http://dx.doi.org/10.1007/s10802-021-00816-x.
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AbstractEmpathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.
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Fantozzi, Pamela, Pietro Muratori, Maria Celeste Caponi, Valentina Levantini, Cristina Nardoni, Chiara Pfanner, Federica Ricci, et al. "Treatment with Methylphenidate Improves Affective but Not Cognitive Empathy in Youths with Attention-Deficit/Hyperactivity Disorder." Children 8, no. 7 (July 14, 2021): 596. http://dx.doi.org/10.3390/children8070596.
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Background: Beside the core symptoms, patients with attention-deficit/hyperactivity disorder (ADHD) frequently show relevant difficulty in developing relationships with peers. Although ADHD symptoms may account for social impairment, deficits in cognitive and/or affective empathy have also been involved. Our aim was to investigate the effect of methylphenidate (MPH) treatment on affective and cognitive empathy. Methods: Sixty-one drug-naïve youths with ADHD (age range 6 to 17 years, mean 10.3 ± 2.8 years, 51 males) naturalistically treated with MPH monotherapy were followed up for 6 months for ADHD symptoms and empathy, measured with the Basic Empathy Scale. Results: After being treated with MPH, the patients showed a significant improvement in affective and cognitive empathy scores. Linear regression models showed that changes in inattention symptoms predicted changes in affective but not in cognitive empathy, while changes in the hyperactivity/impulsivity symptoms did not predict changes in affective or cognitive empathy. Conclusions: Our study provides a further contribution for a better understanding of the possible effects of the MPH on youth’s characteristics.
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Walter, Henrik. "Social Cognitive Neuroscience of Empathy: Concepts, Circuits, and Genes." Emotion Review 4, no. 1 (January 2012): 9–17. http://dx.doi.org/10.1177/1754073911421379.
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This article reviews concepts of, as well as neurocognitive and genetic studies on, empathy. Whereas cognitive empathy can be equated with affective theory of mind, that is, with mentalizing the emotions of others, affective empathy is about sharing emotions with others. The neural circuits underlying different forms of empathy do overlap but also involve rather specific brain areas for cognitive (ventromedial prefrontal cortex) and affective (anterior insula, midcingulate cortex, and possibly inferior frontal gyrus) empathy. Furthermore, behavioral and imaging genetic studies provide evidence for a genetic basis for empathy, indicating a possible role for oxytocin and dopamine as well as for a genetic risk variant for schizophrenia near the gene ZNF804A.
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Lupu, Valentin. "A Preliminary Study of Empathy in Romanian College Students." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 2 (June 25, 2017): 312–17. http://dx.doi.org/10.1515/kbo-2017-0134.
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KeywordsThe Interpersonal Reactivity Index is a self-report instrument used for assessing empathy. The theoretical model of empathy for IRI assumes that empathy is multidimensional in nature containing affective aspects (Empathic Concern and Personal Distress) and cognitive aspects (Perspective Taking and Fantasy). The objective of this study was to compare the level of empathy in Romanian college students to the level of empathy in American college students and to compare empathy in college students based on gender and field of study. The IRI was administered to a sample of 216 Romanian college students. We were interested only on Empathic Concern and Perspective Taking scales. The results revealed that Empathic Concern in Romanian college students is lower than in American college students, women score higher than men on the two scales used and students studying at humanities colleges have a higher Perspective Taking than students studying at science colleges. Our suggestion as a result of this study is to introduce more classes in the curriculum at the elementary school level to teach children empathy using diverse methods.
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Lee, J., J. Zaki, P. O. Harvey, K. Ochsner, and M. F. Green. "Schizophrenia patients are impaired in empathic accuracy." Psychological Medicine 41, no. 11 (April 28, 2011): 2297–304. http://dx.doi.org/10.1017/s0033291711000614.
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BackgroundEmpathy is crucial for successful social relationships. Despite its importance for social interactions, little is known about empathy in schizophrenia. This study investigated the degree to which schizophrenia patients can accurately infer the affective state of another person (i.e. empathic accuracy).MethodA group of 30 schizophrenia patients and 22 healthy controls performed an empathic accuracy task on which they continuously rated the affective state of another person shown in a video (referred to as the ‘target’). These ratings were compared with the target's own continuous self-rating of affective state; empathic accuracy was defined as the correlation between participants' ratings and the targets' self-ratings. A separate line-tracking task was administered to measure motoric/attentional factors that could account for group differences in performance. Participants' self-rated empathy was measured using the Interpersonal Reactivity Index, and targets' self-rated emotional expressivity was measured using the Berkeley Expressivity Questionnaire.ResultsCompared with controls, schizophrenia patients showed lower empathic accuracy although they performed the motoric tracking task at high accuracy. There was a significant group×target expressivity interaction such that patients showed a smaller increase in empathic accuracy with higher levels of emotional expressivity by the target, compared with controls. Patients' empathic accuracy was uncorrelated with self-reported empathy or clinical symptoms.ConclusionsSchizophrenia patients showed lower empathic accuracy than controls, and their empathic accuracy was less influenced by the emotional expressivity of the target. These findings suggest that schizophrenia patients benefit less from social cues of another person when making an empathic judgement.
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Djikic, Maja, Keith Oatley, and Mihnea C. Moldoveanu. "Reading other minds." Scientific Study of Literature 3, no. 1 (May 31, 2013): 28–47. http://dx.doi.org/10.1075/ssol.3.1.06dji.
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The potential of literature to increase empathy was investigated in an experiment. Participants (N = 100, 69 women) completed a package of questionnaires that measured lifelong exposure to fiction and nonfiction, personality traits, and affective and cognitive empathy. They read either an essay or a short story that were equivalent in length and complexity, were tested again for cognitive and affective empathy, and were finally given a non-self-report measure of empathy. Participants who read a short story who were also low in Openness experienced significant increases in self-reported cognitive empathy (p .05). No increases in affective empathy were found. Participants who were frequent fiction-readers had higher scores on the non-self-report measure of empathy. Our results suggest a role for fictional literature in facilitating development of empathy.
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Salavera, Carlos, Pablo Usán, Pilar Teruel, Eva Urbón, and Victor Murillo. "School Bullying: Empathy among Perpetrators and Victims." Sustainability 13, no. 3 (February 2, 2021): 1548. http://dx.doi.org/10.3390/su13031548.
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This study analyses the relationship between empathy and school bullying, taking both perpetrators and victims into consideration. The study sample comprised 840 students, 423 of which were female (50.36%), aged an average of 14.28 years. The instruments used were an ad hoc questionnaire for socioeconomic variables and bullying behaviour, an empathy questionnaire, and a personality questionnaire. Victims yielded higher scores in terms of empathic concern, while both groups, aggressors and victims, yielded similar results in terms of cognitive and affective empathy. Concerning the correlation between these variables and personality, anxiety was found to be correlated with affective empathy and empathetic concern in both groups. A correlation between cognitive empathy and impulsiveness and activity was also found in both groups. Remarkably, aggression and cognitive empathy were found to be correlated, but only among victims. Finally, experiences with classmates, anxiety, sincerity, and aggression were found to act as predictors of school bullying, while gender and aggression factors were found to act as predictors among perpetrators, but to a lesser extent, which suggests that other factors must be in place for bullying behaviour to occur. The results suggest that, although empathy levels are different in both groups, they cannot act as a predictor of bullying, especially concerning perpetrators.
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Ríos, Ulises, Marcelo Arancibia, Juan Pablo Jiménez, and Felix Bermpohl. "The forgotten affective route of social cognition in patients with bipolar disorders." Journal of Experimental Psychopathology 13, no. 4 (October 2022): 204380872211354. http://dx.doi.org/10.1177/20438087221135422.
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Social cognition (SC) research in bipolar disorders (BD) has provided evidence about deficits in different phases of the illness. Most of the studies have focused on two aspects of SC: theory of mind and emotion recognition. However, according to influential models of social neuroscience, two aspects of understanding others need to be distinguished: the cognitive (theory of mind and emotion recognition) and the affective route (empathy and compassion) of SC. We aimed to determine whether individuals with BD significantly differ from healthy controls on measures of the affective route of SC according to the available evidence. We conduct a narrative review of original research based on a social neuroscience model of SC. BD is associated with alterations of the affective route of SC during acute episodes and remission. During mania and subthreshold depression, an increase in empathy (“over-empathizing”) and discomfort (empathy) has been reported, respectively. A pattern of high empathic distress and low compassion appears during remission. This article is the first to review the evidence on the affective route of SC in BD, revealing trait and state alterations. We emphasize the need to consider this affective dimension of SC in future research, to design more specific interventions in BD patients.
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Wa, Janet Law Wai. "Will using Facebook affect empathy and replace social support in university students?" Psychology of Education Review 44, no. 2 (2020): 29–35. http://dx.doi.org/10.53841/bpsper.2020.44.2.29.
Full textAbstract:
ObjectivesThe current research has three primary hypotheses: (i) There is a positive relationship between the use of Facebook word messages and cognitive empathy in university students. (ii) There is a positive relationship between participating in the Facebook video and affective empathy in university students. (iii) Virtual affective and cognitive empathy cannot replicate real-world affective and cognitive empathy regarding a feeling of being emotionally supported in university students on Facebook but can replicate the feeling of being informationally supported in university students on Facebook.DesignThree different scales on a questionnaire have been used to investigate the usage of Facebook, empathy level and the degree of social support. A modified version of the Facebook usage scale (14 items) has been used to measure the usage of Facebook word messages and video. The Basic Empathy Scale has been used to measure both the cognitive (9 items) and affective empathy (11 items) levels of the respondents. A modified version of the basic empathy scale has been used to examine virtual empathy. The Medical Outcomes Study (MOS) social support scale has been used to study the degree of social support which is accessible to the participants when they need it. Four emotional and four informational support items (eight items in total) have been selected by the researchers from within the 18 support items.MethodsThe 204 participants are volunteer international and UK university students, randomly recruited from Facebook groups and from among the personal friends of the researcher. The participants were invited to complete questionnaires through a link to a third-part survey website, Qualtrics. A correlation and regression analysis from SPSS has been used to investigate the data.ResultsThere is a weak positive correlation between Facebook word messages and cognitive empathy. The correlation between Facebook word messages and cognitive empathy was significant. There is a weak negative correlation between Facebook video and affective empathy. The correlation between Facebook video and cognitive empathy was not significant. Virtual affective and cognitive empathy on Facebook cannot replicate real world affective and cognitive empathy with regard to the feeling of receiving emotional support and informational support.ConclusionsUniversity students who have a higher frequency of interacting with word messages on Facebook seem to be more skilful in understanding and identifying the emotions of others. Exposure to video on Facebook may not enhance university students’ affective empathy. Moreover, emotional and informational support online may only act as supplements rather than replacements for emotional and informational support in the real-world, although individuals can obtain a large amount of informational social support conveniently just by one click or post on social networking sites nowadays.