Sex Differences in Empathy and Social Behavior in Children

Feshbach, Norma Deitch

doi:10.1016/b978-0-12-234980-5.50017-1

Cited by 111 publications

(136 citation statements)

References 14 publications

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“…Emotion recognition is an important aspect, since discriminating and labeling facial expression of emotions lay the foundation for the ability to respond empathically to others (Feshbach 1982). By the end of the first year, typically developing children respond differently to facial expressions of emotion in others (Baron-Cohen 1994).…”

Section: Different Componentsmentioning

confidence: 99%

Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

Blijd-Hoogewys

Geert

Serra

et al. 2008

J Autism Dev Disord

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Although research on Theory-of-Mind (ToM) is often based on single task measurements, more comprehensive instruments result in a better understanding of ToM development. The ToM Storybooks is a new instrument measuring basic ToM-functioning and associated aspects. There are 34 tasks, tapping various emotions, beliefs, desires and mental-physical distinctions. Four studies on the validity and reliability of the test are presented, in typically developing children (n = 324, 3-12 years) and children with PDD-NOS (n = 30). The ToM Storybooks have good psychometric qualities. A component analysis reveals five components corresponding with the underlying theoretical constructs. The internal consistency, test-retest reliability, inter-rater reliability, construct validity and convergent validity are good. The ToM Storybooks can be used in research as well as in clinical settings.

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Section: Different Componentsmentioning

confidence: 99%

Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

Blijd-Hoogewys

Geert

Serra

et al. 2008

J Autism Dev Disord

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“…The body of research in this area indicates significant gender differences in attitudes and beliefs about caring and self-sacrifice (e.g., Belle, 1982;Eagly & Steffen, 1984), altruism, and empathy (e.g., Andreoni & Vesterlund, 2001;Feshbach, 1982;Hoffman, 1977;Mills et al, 1989;Wilson & Musick, 1997), social reasoning (e.g., Gilligan, 1982), role-related norms and motives (e.g., Piliavin & Unger, 1985), and care and well-being of others (e.g., Gilligan & Attanucci, 1988;Lyons, 1983).…”

Section: Gender and Giving And Volunteeringmentioning

confidence: 99%

The Effects of Race, Gender, and Marital Status on Giving and Volunteering in Indiana

Mesch

Rooney

Steinberg

et al. 2006

Nonprofit and Voluntary Sector Quarterly

269

185

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“…Empathy has been shown to be positively related to prosocial behavior and reasoning (Bryant, 1982;Buckley, Siegel & Ness, 1979;Eisenberg, Lennon & Roth, 1983;Feshbach, 1982;Zahn-Waxler, Friedman & Cummings, 1983), and/or to be negatively related to aggression and anti-social behavior (Bryant, 1982;Feshbach & Feshbach, 1969;Feshbach, 1982). Empathy is frequently described as a motivator of prosocial behaviors (Aronfreed, 1968;Batson & Coke, 1981;Hoffman, 1982;Shantz, 1983).…”

Section: Two Classrooms Of Fourth Grade Suburban Children (N = 37) Wementioning

confidence: 95%

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

Work¹,

Olsen²

1990

J Primary Prevent

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Two classrooms of fourth grade suburban children (n=37) were trained using a 20-lesson revised Social Problem Solving (SPS) curriculum and compared to two no-training comparison classrooms (n=45). Results indicated a significant increase in the number of alternative solutions to interpersonal difficulties generated by E versus C children on a group social problem solving measure. Adjustive gains for E versus C children were reported by teachers and children on indices of school adjustment. These findings supported the efficacy of the shortened curriculum in increasing problem solving skills and facilitating positive adjustive change.The link between gain in SPS skills and adjustive change was examined in two ways. Delta scores compared changes in SPS skills and changes in teacher/child adjustive ratings yield no significant relationships. Hierarchical regression analyses, incorporating a moderator variable (empathy), indicated a significant relationship among pre level of empathy, gain in SPS skills and teacher rated adjustive change. These findings supported the hypothesis that key moderating variables may play a role in the training and employment of SPS skills and that strategies designed to examine these variables need to be employed.

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Sex Differences in Empathy and Social Behavior in Children

Cited by 111 publications

References 14 publications

Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

Measuring Theory of Mind in Children. Psychometric Properties of the ToM Storybooks

The Effects of Race, Gender, and Marital Status on Giving and Volunteering in Indiana

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

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