Supplemental Material for Measuring Emotional and Cognitive Empathy Using Dynamic, Naturalistic, and Spontaneous Emotion Displays

Emotion ◽  
2017 ◽  
Keyword(s):  
Cognitive Empathy ◽  
Emotion Displays

Measuring emotional and cognitive empathy using dynamic, naturalistic, and spontaneous emotion displays.

Emotion ◽  
2017 ◽  
Vol 17 (7) ◽  
pp. 1120-1136 ◽  
Author(s):  
Ross Buck ◽  
Stacie R. Powers ◽  
Kyle S. Hull
Keyword(s):  
Cognitive Empathy ◽  
Emotion Displays

Conceptualizing and Measuring Affective and Cognitive Empathy

2020 ◽  
pp. 8-30
Author(s):  
Ross Buck ◽  
Zhan Xu
Keyword(s):  
Mental States ◽  
Cognitive Empathy ◽  
Emotional Empathy ◽  
Symbolic Communication ◽  
Current State ◽  
Communication Processes ◽  
Neuroscience Research ◽  
Emotion Displays ◽  
Central Nervous Systems

Individual differences in the ability to recognize emotion displays relate strongly to emotional intelligence, and emotional and social competence. However, there is a difference between the ability to judge the emotions of another person (i.e., emotional empathy) and the ability to take the perspective of another person, including making accurate appraisals, attributions, and inferences about the mental states of others (i.e., cognitive empathy). In this chapter, we review the concept of emotional empathy and the current state of the field, including emerging and converging evidence from neuroscience research that emotional and cognitive empathy involve doubly dissociable brain systems. We also discuss emerging literature on the physiological mechanisms underlying empathy in the peripheral and central nervous systems. We then distinguish spontaneous and symbolic communication processes to show how cognitive empathy emerges from emotional empathy during development. Development starts with the prelinguistic mutual contingent responsiveness of infant and caregiver yielding “raw” primary intersubjectivity, then secondary and tertiary intersubjectivity advances with increasing social experience, and finally cognitive empathic abilities expand in perspective taking and Theory of Mind (ToM) skills. We then present an Affect-Reason-Involvement (ARI) model to guide the conceptualization and measurement of emotional and cognitive empathy. We consider emotion correlation scores as a flexible and valid approach to empathy measurement, with implications for understanding the role of discrete emotions in decision making. Finally, we apply this reasoning to recent studies of the role of emotion and empathy in bullying.

Inferring personality traits from emotion displays

2006 ◽  
Author(s):  
Timothy Ketelaar ◽  
Jeremy Tost ◽  
Mark Davis ◽  
Deborah Russell
Keyword(s):  
Personality Traits ◽  
Emotion Displays

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

Personality traits are associated with cognitive empathy in medical students but not with its evolution and interventions to improve it

2021 ◽  
pp. 110410
Author(s):  
Guillaume Airagnes ◽  
Céline Buffel du Vaure ◽  
Eric Galam ◽  
Lucie Bunge ◽  
Nicolas Hoertel ◽  
...  
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Cognitive Empathy

scholarly journals Moral Disengagement, Empathy, and Cybervictim’s Representation as Predictive Factors of Cyberbullying among Italian Adolescents

2021 ◽  
Vol 18 (3) ◽  
pp. 1266
Author(s):  
Maria Lidia Mascia ◽  
Mirian Agus ◽  
Maria Assunta Zanetti ◽  
Maria Luisa Pedditzi ◽  
Dolores Rollo ◽  
...  
Keyword(s):  
Personal Experience ◽  
Moral Disengagement ◽  
Multinomial Logistic Regression ◽  
Cognitive Empathy ◽  
Self Report ◽  
Bivariate Correlation ◽  
Victim Group ◽  
Empathy Scale ◽  
Italian Adolescents ◽  
Diffusion Of Responsibility

This study aimed to evaluate which aspects of moral disengagement (MD), empathy, and representations of the victim’s experience (VER) could be predictors of cyberbullying (CB). One hundred and eight-nine students (11–17 years old) completed 3 self-report questionnaires: An MD scale, an empathy scale, and a CB questionnaire. In relation to the personal experience of CB, four groups were identified: Victim, bully, bully/victim, and no experience with CB. The linear bivariate correlation analysis shows correlations between empathy and VER, between empathy and MD, and between MD and VER. A multinomial logistic regression identified which predictors could increase a subject’s probability of belonging to one of the four groups regarding the personal experience of CB (victim, bully, bully/victim, no experience). Findings highlighted that low cognitive empathy might increase the probability for a student to belong to the bullies’ group, rather than the victims’ group. Furthermore, low perception of the consequences of CB on the victim might increase the probability of belonging to the bully, bully/victim, and no experience groups. Then, a high score in the diffusion of responsibility was a significant predictor of belonging to the victim group rather than the no experience group. Results from this study confirm the need for preventive measures against CB, including the empowerment of cognitive empathy, decreasing the diffusion of responsibility, and increasing the awareness of the consequences of CB on the victim.

scholarly journals Differences in empathy toward patients between medical and nonmedical students: an fMRI study

2021 ◽  
Author(s):  
Shin Ah Kim ◽  
Young-Mee Lee ◽  
Stephan Hamann ◽  
Sang Hee Kim
Keyword(s):  
Medical Students ◽  
Patient Perspective ◽  
Medical Curriculum ◽  
Imaging Study ◽  
Cognitive Empathy ◽  
Functional Brain Imaging ◽  
Temporal Region ◽  
Fmri Study ◽  
Imaging Results ◽  
Increased Activity

AbstractThere is growing concern about a potential decline in empathy among medical students over time. Despite the importance of empathy toward patients in medicine, it remains unclear the nature of the changes in empathy among medical students. Thus, we systematically investigated affective and cognitive empathy for patients among medical students using neuroscientific approach. Nineteen medical students who completed their fifth-year medical curriculum and 23 age- and sex-matched nonmedical students participated in a functional magnetic resonance imaging study. Inside a brain scanner, all participants read empathy-eliciting scenarios while adopting either the patient or doctor perspective. Brain activation and self-reported ratings during the experience of empathy were obtained. Behavioral results indicated that all participants reported greater emotional negativity and empathic concern in association with the patient perspective condition than with the doctor perspective condition. Functional brain imaging results indicated that neural activity in the posterior superior temporal region implicated in goal-relevant attention reorienting was overall increased under the patient perspective than the doctor perspective condition. Relative to nonmedical students, medical students showed decreased activity in the temporoparietal region implicated in mentalizing under the patient perspective versus doctor perspective condition. Notably, this same region showed increased activity under the doctor versus patient condition in medical students relative to nonmedical students. This study is among the first to investigate the neural mechanisms of empathy among medical students and the current findings point to the cognitive empathy system as the locus of the primary brain differences associated with empathy toward patients.

An Autonomous Cognitive Empathy Model Responsive to Users’ Facial Emotion Expressions

2020 ◽  
Vol 10 (3) ◽  
pp. 1-23
Author(s):  
Elahe Bagheri ◽  
Pablo G. Esteban ◽  
Hoang-Long Cao ◽  
Albert De Beir ◽  
Dirk Lefeber ◽  
...  
Keyword(s):  
Cognitive Empathy ◽  
Facial Emotion
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