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

Abstract

Most measures of nonverbal receiving ability use posed expressions as stimuli. As empathy measures, such stimuli lack ecological validity, as the participant is not actually experiencing emotion. An alternative approach uses natural and dynamic displays of spontaneous expressions. The Communication of Affect Receiving Ability Test (CARAT) uses as stimuli spontaneous facial expressions and gestures filmed by an unobtrusive camera of solitary participants responding to emotional images. This article reports the development and initial validation of the CARAT-Spontaneous, Posed, Regulated (CARAT-SPR), which measures both abilities to detect emotion from spontaneous displays (emotion communication accuracy) and to differentiate spontaneous, posed, and regulated displays (expression categorization ability). Although spontaneous displays are natural responses to emotional images, posed displays involve asking the sender to display "as if" responding to a particular sort of image when no image is in fact present (simulation), while Regulated displays involve asking the sender to display "as if" responding to a particular sort of image when an image of opposite valence is in fact present (masking). Expression categorization ability involves judging deception-simulation and masking-and conceptually involves a kind of perspective-taking or cognitive empathy. Emotion communication using spontaneous clips achieved a high level of accuracy and was strongly correlated with ratings of sender expressivity. Expression categorization ability was not significantly correlated with expressivity ratings and was modestly negatively correlated with emotion communication accuracy. In a brief version of the CARAT-SPR, women showed evidence of greater emotion signal detection, whereas men reported greater confidence in expression categorization. (PsycINFO Database Record

Psychological Analysis among Goal Orientation, Emotional Intelligence and Academic Burnout in Middle School Students

“…As pointed out by Fernández, Anaya and Suárez [30], motivational systems and emotional intelligence interact and support one another in pursuance of the desired goal, and to the detriment of interdependent positions. Buck, Powers and Hull [31] found positive relationships between task orientations and the three dimensions that constitute emotional intelligence, as well as with greater commitment to the school task and academic enjoyment. Froiland and Worrell [32], in analyzing a sample of primary and secondary school students, found a relationship between these variables and the student's engagement with the school.…”

Development and validation of film stimuli to assess empathy in the work context

“…To complement and extend existing measures of empathy, we developed a set of stimuli that differ from available empathy tasks in three aspects: (1) the stimuli cover autobiographical 1 Buck et al (2017) introduced the Communication of Affect Receiving Ability Test-Spontaneous, Posed, Regulated (CARAT-SPR) to measure empathy. Although the CARAT-SPR contains film stimuli displaying protagonists' spontaneous facial expressions while responding to emotionally loaded images, this test was only used to assess participants' ability to detect emotions and to differentiate spontaneous, posed, and regulated displays.…”

What Is the Relationship Between Empathy and Mental Health in Preschool Teachers: The Role of Teaching Experience

“…Empathy, the capacity to feel and understand the emotion of others, is widely accepted as a multifaceted construct that contains both cognitive and affective components (Preston and de Waal, 2002;Buck et al, 2017). Among a variety of empathy multicomponent assumptions, Davis's (1983) point of view is representative.…”