Is Empathic Emotion a Source of Altruistic Motivation?
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Empathy, Attitudes, and Action
10.1177/014616702237647 PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN Batson et al. / EMPATHY, ATTITUDES, AND ACTION Empathy, Attitudes, and Action: Can Feeling for a Member of a Stigmatized Group Motivate One to Help the Group? C. Daniel Batson Johee Chang Ryan Orr Jennifer Rowland University of Kansas Research reveals that inducing empathy for a member of a stig- This empathy-attitude effect seems remarkably matized group can improve attitudes toward the group as a robust. Empathy has improved attitudes even when the whole. But do these more positive attitudes translate into action individual for whom empathy was induced was not on behalf of the group? Results of an experiment suggested an prototypical of the group and was not responsible for his affirmative answer to this question. Undergraduates first lis- or her plight (Batson et al., 1997). Extremely negative tened to an interview with a convicted heroin addict and dealer; attitudes have been affected despite apparent attempts they were then given a chance to recommend allocation of Stu- to resist the effect. For example, attitudes toward con- dent Senate funds to an agency to help drug addicts. (The victed murderers serving life without parole were not sig- agency would not help the addict whose interview they heard.) nificantly improved immediately after the empathy Participants induced to feel empathy for the addict allocated induction but were significantly improved several weeks more funds to the agency. Replicating past results, these partici- later when assessed through an unrelated telephone sur- pants also reported more positive attitudes toward people vey (Batson et al., 1997, Experiment 3). -
Navigating the Genealogies of Trauma, Guilt, and Affect: an Interview with Ruth Leys
Navigating the Genealogies of Trauma, Guilt, and Affect: An Interview with Ruth Leys Ruth Leys Marlene Goldman University of Toronto Quarterly, Volume 79, Number 2, Spring 2010, pp. 656-679 (Article) Published by University of Toronto Press For additional information about this article http://muse.jhu.edu/journals/utq/summary/v079/79.2.leys.html Access Provided by Duke University Libraries at 08/29/11 12:38PM GMT RUTH LEYS AND MARLENE GOLDMAN Navigating the Genealogies of Trauma, Guilt, and Affect: An Interview with Ruth Leys ABSTRACT In this interview, Ruth Leys discusses her career as a historian of science and her research on contemporary developments in the human sciences, including Trauma: A Genealogy, From Guilt to Shame: Auschwitz and After, and her current work on the genealogy of experimental and theoretical approaches to the affects from the 1960s to the present. Among the topics she covers are her inves- tigation of the role of imitation or mimesis in trauma theory; why shame has replaced guilt as a dominant emotional reference in the West; the ways in which the shift from notions of guilt to notions of shame has involved a shift from concern about actions, or what you do, to a concern about identity, or who you are; why the shift from agency to identity has produced as one of its consequences the replacement of the idea of the meaning of a person’s inten- tions and actions by the idea of the primacy of a person’s affective experience; the significance of the recent “turn to affect” in cultural theory; and why the new affect theorists are committed to the view that the affect system is funda- mentally independent of intention and meaning because they view it is a material system of the body. -
In Praise of Empathy: the Glue That Holds Caring Communities Together in a Fractured World
Canadian Journal of Family and Youth, 11(1), 2019, pp. 234-291 ISSN 1718-9748© University of Alberta http://ejournals,library,ualberta.ca/index/php/cjfy In Praise of Empathy: The Glue that holds Caring Communities Together in a Fractured World. Irene G. Wilkinson Abstract In a tumultuous world where populism is on the rise as the result of an enraged, disenchanted, misguided and susceptible populace, empathy, one of the most vital of our moral virtues, is in serious jeopardy. Fear, prejudice and the rise of the extreme right has provoked a number of nay- sayers to draw our attention to what they believe to be the darker side of empathy, its biases and its vulnerability to subversion. This paper examines empathy, what it is, how it feels, the neural and environmental basis for its development, our moral obligation to nurture it in our children and how it may be induced in the case of empathy deficiencies. It considers the influences of gender and hormones on the expression of empathy and its relationship with sympathy and compassion. Also discussed are the properties of empathy as a motivational, socioemotional mechanism, that evokes kindness, caring, compassion and understanding in each of us, and its potential to neutralize the negativism, cruelty, violence and aggression, so prevalent in the world today. Although her formal qualifications are in biomedical science (her thesis on methods for demonstrating changes in the lining cells of the human larynx won her a Fellowship of the Institute of Biomedical Sciences in 1973), in addition to cancer research, Irene Gregory Wilkinson has worked for much of her life in fine and performing arts, broadcasting and in educational and social skills support for children at risk. -
The Neural Pathways, Development and Functions of Empathy
EVIDENCE-BASED RESEARCH ON CHARITABLE GIVING SPI FUNDED The Neural Pathways, Development and Functions of Empathy Jean Decety University of Chicago Working Paper No.: 125- SPI April 2015 Available online at www.sciencedirect.com ScienceDirect The neural pathways, development and functions of empathy Jean Decety Empathy reflects an innate ability to perceive and be sensitive to and relative intensity without confusion between self and the emotional states of others coupled with a motivation to care other; secondly, empathic concern, which corresponds to for their wellbeing. It has evolved in the context of parental care the motivation to caring for another’s welfare; and thirdly, for offspring as well as within kinship. Current work perspective taking (or cognitive empathy), the ability to demonstrates that empathy is underpinned by circuits consciously put oneself into the mind of another and connecting the brainstem, amygdala, basal ganglia, anterior understand what that person is thinking or feeling. cingulate cortex, insula and orbitofrontal cortex, which are conserved across many species. Empirical studies document Proximate mechanisms of empathy that empathetic reactions emerge early in life, and that they are Each of these emotional, motivational, and cognitive not automatic. Rather they are heavily influenced and modulated facets of empathy relies on specific mechanisms, which by interpersonal and contextual factors, which impact behavior reflect evolved abilities of humans and their ancestors to and cognitions. However, the mechanisms supporting empathy detect and respond to social signals necessary for surviv- are also flexible and amenable to behavioral interventions that ing, reproducing, and maintaining well-being. While it is can promote caring beyond kin and kith. -
The Role of Exporters' Emotional Intelligence in Building Foreign
This is a repository copy of The Role of Exporters’ Emotional Intelligence in Building Foreign Customer Relationships. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/150142/ Version: Accepted Version Article: Leonidou, LC, Aykol, B, Fotiadis, TA et al. (2 more authors) (2019) The Role of Exporters’ Emotional Intelligence in Building Foreign Customer Relationships. Journal of International Marketing, 27 (4). pp. 58-80. ISSN 1069-031X https://doi.org/10.1177/1069031X19876642 © American Marketing Association, 2019. This is an author produced version of an article published in the Journal of International Marketing. Uploaded in accordance with the publisher's self-archiving policy. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ The Role of Exporters’ Emotional Intelligence in Building Foreign Customer Relationships Abstract Despite the critical importance of emotional intelligence in effectively interacting with other people, its role has been overlooked in scholarly research on cross-border interorganizational relationships. -
The Constitution and Revenge Porn
Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law. -
What We Mean When We Talk About Suffering—And Why Eric Cassell Should Not Have the Last Word
What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate, Robert Pearlman Perspectives in Biology and Medicine, Volume 62, Number 1, Winter 2019, pp. 95-110 (Article) Published by Johns Hopkins University Press For additional information about this article https://muse.jhu.edu/article/722412 Access provided at 26 Apr 2019 00:52 GMT from University of Washington @ Seattle What We Mean When We Talk About Suffering—and Why Eric Cassell Should Not Have the Last Word Tyler Tate* and Robert Pearlman† ABSTRACT This paper analyzes the phenomenon of suffering and its relation- ship to medical practice by focusing on the paradigmatic work of Eric Cassell. First, it explains Cassell’s influential model of suffering. Second, it surveys various critiques of Cassell. Next it outlines the authors’ concerns with Cassell’s model: it is aggressive, obscure, and fails to capture important features of the suffering experience. Finally, the authors propose a conceptual framework to help clarify the distinctive nature of sub- jective patient suffering. This framework contains two necessary conditions: (1) a loss of a person’s sense of self, and (2) a negative affective experience. The authors suggest how this framework can be used in the medical encounter to promote clinician-patient communication and the relief of suffering. *Center for Ethics in Health Care and School of Medicine, Oregon Health and Science University, Portland. †National Center for Ethics in Health Care, Washington, DC, and School of Medicine, University of Washington, Seattle. Correspondence: Tyler Tate, Oregon Health and Science University, School of Medicine, Depart- ment of Pediatrics, 3181 SW Sam Jackson Park Road, Portland, OR 97239-3098. -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
Empathic Concern Is Part of a More General Communal Emotion
1 Empathic Concern is Part of A More General Communal Emotion Janis H. Zickfeld1*, Thomas W. Schubert12, Beate Seibt12, Alan P. Fiske3 1Department of Psychology, University of Oslo, Oslo, Norway. 2Instituto Universitário de Lisboa (ISCTE-IUL), Lisboa, Portugal. 3Department of Anthropology, University of California, Los Angeles, CA, USA. In press at Frontiers. This paper is not the copy of record and may not exactly replicate the authoritative document published in Frontiers. *Correspondence: Janis H. Zickfeld [email protected] 2 Abstract Seeing someone in need may evoke a particular kind of closeness that has been conceptualized as sympathy or empathic concern (which is distinct from other empathy constructs). In other contexts, when people suddenly feel close to others, or observe others suddenly feeling closer to each other, this sudden closeness tends to evoke an emotion often labeled in vernacular English as being moved, touched, or heart-warming feelings. Recent theory and empirical work indicates that this is a distinct emotion; the construct is named kama muta. Is empathic concern for people in need simply an expression of the much broader tendency to respond with kama muta to all kinds of situations that afford closeness, such as reunions, kindness, and expressions of love? Across 16 studies sampling 2918 participants, we explored whether empathic concern is associated with kama muta. Meta-analyzing the association between ratings of state being moved and trait empathic concern revealed an effect size of, r(3631) = .35 [95% CI: .29, .41]. In addition, trait empathic concern was also associated with self-reports of the three sensations that have been shown to be reliably indicative of kama muta: weeping, chills, and bodily feelings of warmth. -
DISGUST: Features and SAWCHUK and Clinical Implications
Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .