Cognitive and emotional empathy in typically developing children: The influence of age, gender, and intelligence

Schwenck, Christina; Göhle, Bettina; Hauf, Juliane; Warnke, Andreas; Freitag, Christine M.; Schneider, Wolfgang

doi:10.1080/17405629.2013.808994

Cited by 55 publications

(55 citation statements)

References 43 publications

(56 reference statements)

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“…This in combination with greater skills at suppressing emotions (Bengtsson & Arvidsson, 2011) provides early adolescents with new tools for decreasing compassion when they are motivated to do so (Cameron & Payne, 2011). Noteworthy, however, past research has found no decrease in affective empathy during this period (Schwenck et al, 2014), and theory of mind capacities continue to grow throughout adolescence (Dumontheil et al, 2010;Keulers, Evers, Stiers, & Jolles, 2010;Vetter, Weigelt, Döhnel, Smolka, & Kliegel, 2014). The heterogeneity of these findings probably reflects the fact that other-directed compassion involves several mental processes with different developmental trajectories.…”

Section: Sex and Age Differencesmentioning

confidence: 93%

The Structure and Development of Dispositional Compassion in Early Adolescence

Bengtsson

Söderström²,

Terjestam

2015

The Journal of Early Adolescence

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Compassion may be directed at a broad range of targets. The present study investigated interrelations among other-directed compassion, selfcompassion, and environmental compassion in early adolescence (age = 12-14; n = 256) and examined how the different manifestations of compassion related to age and sex during this age period. Dispositional compassion directed at different targets was assessed through self-reports and peer nominations. Structural equation modeling (SEM) analysis supported a model that portrayed dispositional compassion toward self, others, and the environment as three distinct but interrelated factors. Other-directed compassion and environmental compassion were higher in girls than in boys. There was a decrease in all forms of compassion with age. The drop in selfcompassion was linked to negative self-perceptions in 13-and 14-year-old girls. The roles of experience and cognitive factors in linking different forms of dispositional compassion are discussed.

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Section: Sex and Age Differencesmentioning

confidence: 93%

The Structure and Development of Dispositional Compassion in Early Adolescence

Bengtsson

Söderström²,

Terjestam

2015

The Journal of Early Adolescence

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“…A large literature supports these related but distinct cognitive and affective components of empathy (12–14). From a developmental perspective, behavioral signs of affective empathy emerge earlier in development, with the first signs evident in the neonatal period (15, 16), and cognitive empathy does not begin to emerge until early childhood, when the cognitive capacity for taking another’s perspective begins to develop (17). Behavioral research indicates that a child’s proclivity to understand and take the perspectives of others does not necessarily predict the child’s tendency to share in others’ emotional experiences, and vice versa (9, 18).…”

Section: Defining Empathymentioning

confidence: 99%

Empathic Responses to Mother’s Emotions Predict Internalizing Problems in Children of Depressed Mothers

Tully

Donohue

2016

Child Psychiatry Hum Dev

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Recent theories posit that empathy, typically an adaptive characteristic, may be associated with internalizing problems when children are chronically exposed to mother’s depression. We tested this postulation in a sample of children (N=82, Mage=5 years). Children witnessed their mothers express sadness, anger, and happiness during a simulated phone conversation, and researchers rated children’s negative affective empathy, positive affective empathy, and information-seeking (cognitive empathy) in response to their mother’s emotions. The chronicity of mother's depression during the child’s lifetime moderated associations between children’s empathy and internalizing problems. As predicted, all three empathy measures were related to greater mother-rated internalizing problems in children of chronically (i.e., 2–3 years) depressed mothers. Greater positive empathy was related to lower internalizing problems in children of nondepressed mothers. Positive empathy may contribute to adaptive processes when mothers are not depressed, and positive, negative, and cognitive empathy may contribute to maladaptive processes when mothers are chronically depressed.

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“…La perception de l'animal chez l'enfant change selon l'âge [15] : si les 10-13 ans développent plutôt des capacités cognitives à l'égard de l'animal, les 13-16 ans témoignent d'un intérêt éthique. Il y aurait une maturation de l'empathie cognitive avec l'âge mais pas de l'empathie émotionnelle (Schwenk, Göhle, Hauf, Warnke, Freitag et Schneider, 2014) [16]. Golstein et Winner [17] montrent pour leur part une plasticité de l'empathie chez les adolescents.…”

Section: Question De Rechercheunclassified

L’apprentissage du bien-être animal chez de futures professionnels animaliers : des éthiques animals malmenées

Vidal

Simonneaux²

2015

SHS Web of Conferences

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Résumé. Les débats dont le bien-être animal est l'objet entre chercheurs, professionnels et associations en font une question socialement vive scientifico-éthique. Ils en interrogent l'éducabilité alors que cette notion est prise en compte dans les curricula de l'enseignement agricole. Envisageant son enseignement au travers d'une éducation à l'empathie interspécifique, nous questionnons les facteurs susceptibles de l'influencer. Nous nous fondons sur le discours de sept élèves en baccalauréat professionnel relevant de l'élevage d'animaux de production ou d'animaux de compagnie durant deux années de formation. Six élèves, quelle que soit leur filière de formation, souhaitent créer une relation affective sans nécessairement développer une attitude empathique durant la formation. Parmi les facteurs responsables, nous distinguons (1) un manque de confiance en soi de l'élève, (2) des motivations égocentrées primant sur des motivations zoocentrées, (3) la loyauté et les habitudes acquises à l'égard des pratiques parentales, (4) la conformation aux pratiques et idéologies dominantes du monde professionnel, (5) des facteurs associés aux situations d'enseignement (savoirs et pratiques de référence qui font autorité, valeurs de conformité primant sur des valeurs éthiques, dissociation de la dimension relationnelle et productive de l'élevage, jugements négatifs portés par l'enseignant et les élèves originaires du monde agricole). Ces facteurs généreraient des mécanismes de défense chez l'élève nuisibles au développement d'un raisonnement affectivo-éthique critique. Animal welfare education for future animal professionals : abused animal ethicsAbstract. The debates which animal welfare is the subject among researchers, professionals and associations make it a scientific and ethic socially acute question. They wonder trainability while this notion is integrated in the curricula of agricultural education. Considering its teaching through an education for interspecies empathy, we question the factors that may adversely. We rely on the speech of seven students during two years of training in professional bachelors under the animal production or breeding of pet animals. Six students, regardless of the curriculum, want to create an emotional 1 Auteur de correspondance : michel.vidal99@educagri.fr

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Cognitive and emotional empathy in typically developing children: The influence of age, gender, and intelligence

Cited by 55 publications

References 43 publications

The Structure and Development of Dispositional Compassion in Early Adolescence

The Structure and Development of Dispositional Compassion in Early Adolescence

Empathic Responses to Mother’s Emotions Predict Internalizing Problems in Children of Depressed Mothers

L’apprentissage du bien-être animal chez de futures professionnels animaliers : des éthiques animals malmenées

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