Convergence and divergence of empathic concern and empathic happiness in early childhood: Evidence from young infants and children

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Child development Pub Date : 2024-09-29 DOI:10.1111/cdev.14176
Maya Zach, Avigail Palgi-Hacker, Liat Israeli-Ran, Adi Meidan, Michal Seidmann, Ayah Hijleh, Ramon Birnbaum, Noa Gueron-Sela, Florina Uzefovsky
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Abstract

While most research focused on empathic responses to negative emotions, little is known about empathy to positive emotions. We aimed to bridge this gap by examining infants' and children's empathic responses to distress and happiness, while differentiating between cognitive and emotional empathy. We conducted three studies with N = 119 3-month-old infants; N = 169 10-19 months-old infants; and N = 61 24-60 months-old children (all Jewish-Israeli). Empathy was measured using experimenter simulations (studies 1 and 3) or peer-video (study 2). All studies showed that cognitive empathy to positive and negative emotions converged (small-medium effect size), but not so for emotional empathy. This suggests that understanding others' emotions is independent of emotion valence, while the ability to share in another's emotion is valence-specific.
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幼儿期移情关注和移情快乐的趋同与分化:来自婴幼儿的证据
大多数研究都集中在对消极情绪的共情反应上,而对积极情绪的共情反应却知之甚少。我们旨在通过研究婴幼儿对苦恼和快乐的共情反应,同时区分认知共情和情感共情,来弥补这一差距。我们对 119 名 3 个月大的婴儿、169 名 10-19 个月大的婴儿和 61 名 24-60 个月大的儿童(均为以色列犹太人)进行了三项研究。移情采用实验者模拟(研究 1 和 3)或同伴视频(研究 2)的方式进行测量。所有研究都表明,对积极情绪和消极情绪的认知移情具有趋同性(中小型效应大小),但对情感移情的认知移情则没有趋同性。这表明,理解他人情绪与情绪价位无关,而分享他人情绪的能力则与情绪价位有关。
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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