Adam Smith's Concept of Sympathy and Contemporary Research
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Emotional Reactivity, Self-Control and Children's Hostile Attributions Over
COGNITION AND EMOTION, 2015 Vol. 29, No. 4, 592–603, http://dx.doi.org/10.1080/02699931.2014.924906 Emotional reactivity, self-control and children’s hostile attributions over middle childhood Jackie A. Nelson1 and Nicole B. Perry2 1School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, TX, USA 2Human Development and Family Studies, University of North Carolina at Greensboro, Greensboro, NC, USA Hostile attribution bias, a child’s tendency to interpret ambiguous social information as threatening or hostile, has been discussed as an important point in which social, emotional and cognitive information intersect. This study explores the natural changes that occur in children’shostile attributions across three grades during middle childhood and examines how emotional reactivity and self-control at third, fourth and fifth grade independently and interactively relate to these trajectories. Participants included 919 children whose mothers reported on their emotional reactivity, whose teachers reported on their self-control and who completed an attribution bias interview, all at grades 3, 4 and 5. Results revealed that among children with a greater tendency to make hostile attributions at third grade, lower self-control at third grade was associated with greater initial hostile attribution bias and less decline in biases over time. Additionally, greater emotional reactivity at fourth grade was associated with declines in these children’s hostile attributions, but only when self-control was also higher at fourth grade. Keywords: Social information processing; Hostile attribution bias; Emotional reactivity; Self-control; Middle childhood. More than a decade ago, Lemerise and Arsenio emotional reactivity and regulation (e.g., Crick & (2000) hypothesised that social information pro- Dodge, 1994; Eisenberg & Fabes, 1992), little cessing (SIP) was an important context in which empirical research has tested the intersection of to explore the intersection of emotion, cognition these three social processes. -
How Should Neuroscience Study Emotions? by Distinguishing Emotion States, Concepts, and Experiences Ralph Adolphs
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Caltech Authors - Main Social Cognitive and Affective Neuroscience, 2017, 24–31 doi: 10.1093/scan/nsw153 Advance Access Publication Date: 19 October 2016 Original article How should neuroscience study emotions? by distinguishing emotion states, concepts, and experiences Ralph Adolphs Division of Humanities and Social Sciences, California Institute of Technology, HSS 228-77, Caltech, Pasadena, CA 91125, USA. E-mail: [email protected] Abstract In this debate with Lisa Feldman Barrett, I defend a view of emotions as biological functional states. Affective neuroscience studies emotions in this sense, but it also studies the conscious experience of emotion (‘feelings’), our ability to attribute emotions to others and to animals (‘attribution’, ‘anthropomorphizing’), our ability to think and talk about emotion (‘concepts of emotion’, ‘semantic knowledge of emotion’) and the behaviors caused by an emotion (‘expression of emotions’, ‘emotional reactions’). I think that the most pressing challenge facing affective neuroscience is the need to carefully distinguish between these distinct aspects of ‘emotion’. I view emotion states as evolved functional states that regulate complex behavior, in both people and animals, in response to challenges that instantiate recurrent environmental themes. These functional states, in turn, can also cause conscious experiences (feelings), and their effects and our memories for those effects also contribute to our semantic -
Theory of Mind and Empathy As Multidimensional Constructs Neurological Foundations
Top Lang Disorders Vol. 34, No. 4, pp. 282–295 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Theory of Mind and Empathy as Multidimensional Constructs Neurological Foundations Jonathan Dvash and Simone G. Shamay-Tsoory Empathy describes an individual’s ability to understand and feel the other. In this article, we review recent theoretical approaches to the study of empathy. Recent evidence supports 2 possible empathy systems: an emotional system and a cognitive system. These processes are served by separate, albeit interacting, brain networks. When a cognitive empathic response is generated, the theory of mind (ToM) network (i.e., medial prefrontal cortex, superior temporal sulcus, temporal poles) and the affective ToM network (mainly involving the ventromedial prefrontal cortex) are typically involved. In contrast, the emotional empathic response is driven mainly by simulation and involves regions that mediate emotional experiences (i.e., amygdala, insula). A decreased empathic response may be due to deficits in mentalizing (cognitive ToM, affective ToM) or in simulation processing (emotional empathy), with these deficits mediated by different neural systems. It is proposed that a balanced activation of these 2 networks is required for appropriate social behavior. Key words: emotion, empathy, inferior frontal gyrus, mirror neurons, simulation, theory of mind, ventromedial prefrontal cortex NE of the core functions of individu- have provided evidence of the multidimen- O als living within a society is the attribu- sional nature of ToM. In this article, we review tion of mental states to others. This function, main approaches to the study of the neural ba- known as theory of mind (ToM) or “mental- sis of ToM and empathy (including tasks used izing” (Frith, 1999), enables an individual to to elicit them), describe the neurological un- understand or predict another person’s be- derpinnings for the multidimensional nature havior and to react accordingly. -
The Empathy Connection
The Empathy Connection Creating Caring Communities through the Human-Animal Relationship The Doris Day Animal Foundation (DDAF) is a national nonprofit organization working to create caring communities. Thanks to a generous grant from the Claire Giannini Fund, we are pleased to present “The Empathy Connection,” a publication designed to help parents, teachers, and other adults instill the important skill of empathy in our youth. As a mother of two school-age children, president of the parent teacher’s association of a middle school, and as the Executive Director of the Doris Day Animal Foundation, I know how important empathy is in children’s development. Empathy is an important skill, related to success in many areas of development—social, academic, and personal. Learning how to respond empathetically is also the best antidote to violence, bullying, and other unwanted, aggressive behavior in children. The basic tenet of DDAF’s “creating caring communities” mission is that the protection of, and respect for, animals is closely linked to human welfare. The development of empathy is a case in point: one of the best—and probably one of the most enjoyable—ways to teach children empathy is through the human-animal relationship. The Doris Day Animal Foundation offers training workshops and materials designed to help professional and lay communities address the problem of violence and promote positive development in children, families, and communities. We do this by demonstrating how paying attention to the animal-human welfare link builds safer, more creative communities for all living creatures. We hope you will let us know how you used “The Empathy Connection,” or other DDAF materials. -
Compassion and Sympathy As Moral Motivation Moral Philosophy Has Long Taken an Interest in the Emotions
Compassion and Sympathy as Moral Motivation Moral philosophy has long taken an interest in the emotions. Ever since Plato’s defense of the primacy of reason as a source of motiva- tion, moral philosophers have debated the proper role of emotion in the character of a good person and in the choice of individual actions. There are striking contrasts that can be drawn among the main tradi- tions in moral philosophy as to the role they assign to the emotions, and to the particular emotions that they evaluate positively and nega- tively. Here are some examples. Utilitarianism is often presented as a the- ory which simply articulates an ideal of sympathy, where the morally right action is the one that would be favored by someone who is equally sympathetic to the pleasure and pains of all sentient beings. And, on another level, utilitarianism tends to evaluate highly actions motivated by sympathy and compassion, and to evaluate negatively actions motivated by malice and spite. Kantianism (or deontology, as it is often called) has a completely different structure and, conse- quently, a different attitude towards the emotions. It conceives of morality as the self-imposed laws of rational agents, and no emotion is thought to be involved in the generation of these laws. It is true that Kant himself does find a special role for the emotion—if that is the right word—of respect for rational agents and for the laws they impose on themselves. But Kant seems to regard respect as a sort of effect within us of our own inscrutable moral freedom, and not as the source of moral legislation. -
Emotional and Contextual Influences in an Altruistic Decision-Making Task
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository Emotional and Contextual Influences in an Altruistic Decision-Making Task R. Brandon Irvin A dissertation submitted to the faculty of University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology (Clinical). Chapel Hill 2012 Approved by: Sara Algoe Don Baucom Barbara Fredrickson Joseph Lowman David Penn ABSTRACT R. BRANDON IRVIN: Emotional and Contextual Influences in and Altruistic Decision- Making Task (Under the direction of Joseph Lowman) Evidence suggests that the monetary offers in the Dictator Decision task are not based solely on rational decision-making nor simply cognitive judgments about what is in the participants’ immediate self-interest. Priming studies have shown that participants also use information that is not consciously available to help them make these decisions. It is likely that the participants were engaging in emotionally-based reasoning when they were primed with these non-conscious stimuli. It seems that emotional reasoning becomes integrated with the cognitive information available about the Dictator Decision task to influence participants’ decisions; these decisions do not appear rational. This study tested this assumption directly by inducing emotions, specifically gratitude and indebtedness, and manipulating the relationship context of a hypothetical recipient in an altruistic decision making task. It was hypothesized that the gratitude induction would produce an increase in monetary offers in the Dictator Decision task compared to the control and indebtedness conditions, but only when the participants were in the appropriate relationship context for giving i.e. -
Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Portsmouth University Research Portal (Pure) RESEARCH ARTICLE Sympathy Crying: Insights from Infrared Thermal Imaging on a Female Sample Stephanos Ioannou1*, Paul Morris2, Samantha Terry2, Marc Baker2, Vittorio Gallese3,4, Vasudevi Reddy2 1 Alfaisal University, Department of Physiological Sciences, College of Medicine, Riyadh, Kingdom of Saudi Arabia, 2 Department of Psychology-Centre for Situated Action and Communication, University of Portsmouth, Portsmouth, United Kingdom, 3 Parma University, Department of Neuroscience, Section of Human Physiology, Parma, Italy, 4 Institute of Philosophy, School of Advanced Study, University of London, London, United Kingdom * [email protected] a11111 Abstract Sympathy crying is an odd and complex mixture of physiological and emotional phenom- ena. Standard psychophysiological theories of emotion cannot attribute crying to a single subdivision of the autonomic nervous system (ANS) and disagreement exists regarding the emotional origin of sympathy crying. The current experiment examines sympathy crying OPEN ACCESS using functional thermal infrared imaging (FTII), a novel contactless measure of ANS activ- Citation: Ioannou S, Morris P, Terry S, Baker M, ity. To induce crying female participants were given the choice to decide which film they Gallese V, Reddy V (2016) Sympathy Crying: Insights wanted to cry to. Compared to baseline, temperature started increasing on the forehead, from Infrared Thermal Imaging on a Female Sample. PLoS ONE 11(10): e0162749.doi:10.1371/journal. the peri-orbital region, the cheeks and the chin before crying and reached even higher tem- pone.0162749 peratures during crying. The maxillary area showed the opposite pattern and a gradual tem- Editor: Alessio Avenanti, University of Bologna, perature decrease was observed compared to baseline as a result of emotional sweating. -
Neuroscience of Self and Self-Regulation
PS62CH14-Heatherton ARI 22 November 2010 9:19 Neuroscience of Self and Self-Regulation Todd F. Heatherton Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire 03766; email: [email protected] Annu. Rev. Psychol. 2011. 62:363–90 Key Words The Annual Review of Psychology is online at self-awareness, theory of mind, need to belong, social neuroscience, psych.annualreviews.org neuroimaging, addiction This article’s doi: 10.1146/annurev.psych.121208.131616 Abstract by Dartmouth College on 12/08/10. For personal use only. Copyright c 2011 by Annual Reviews. As a social species, humans have a fundamental need to belong that en- All rights reserved courages behaviors consistent with being a good group member. Being 0066-4308/11/0110-0363$20.00 a good group member requires the capacity for self-regulation, which Annu. Rev. Psychol. 2011.62:363-390. Downloaded from www.annualreviews.org allows people to alter or inhibit behaviors that would place them at risk for group exclusion. Self-regulation requires four psychological com- ponents. First, people need to be aware of their behavior so as to gauge it against societal norms. Second, people need to understand how others are reacting to their behavior so as to predict how others will respond to them. This necessitates a third mechanism, which detects threat, es- pecially in complex social situations. Finally, there needs to be a mech- anism for resolving discrepancies between self-knowledge and social expectations or norms, thereby motivating behavior to resolve any con- flict that exists. This article reviews recent social neuroscience research on the psychological components that support the human capacity for self-regulation. -
The Role of Social Emotions and Co-Regulation of Learning During Complex Math Problem
The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving Cara Adrianne Singh Department of Educational and Counselling Psychology McGill University, Montreal June 2017 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Masters of Arts in Educational Psychology (Learning Sciences) © Cara Adrianne Singh 2017 SOCIAL EMOTIONS AND CO-REGULATION OF LEARNING ii Table of Contents Abstract .................................................................................................................................. iv Résumé .................................................................................................................................... v Acknowledgments ................................................................................................................. vi List of Figures ...................................................................................................................... vii List of Tables ....................................................................................................................... viii List of Appendices ................................................................................................................. ix CHAPTER 1 Introduction ..................................................................................................... 1 CHATPER 2 Theoretical Frameworks ................................................................................ 3 Control-value Theory of -
The Theory of Moral Sentiments
The Theory of Moral Sentiments Adam Smith Sixth Edition (1790) pΜεταLibriq x y c 2005 Sálvio Marcelo Soares (apply only to edition, not to text) 1st Edition Version a A . Esta obra está disponível para uso privado e individual. Não pode ser vendida nem mantida em sistema de banco de dados, em qualquer forma ou meio, sem prévia autorização escrita do detentor do copyright. Apenas este e as pessoas por ele autorizadas por escrito têm direito de reproduzir esta obra ou transmití-la eletronicamente ou por qualquer outro meio. Published by ΜεταLibri [email protected] Obra editada e publicada no Brasil. São Paulo, May 15, 2006. Contents A PART I Of the P of A S I Of the S of P . p. 4 C.I Of S . 4 C. II Of the Pleasure of mutual Sympathy. 9 C. III Of the manner in which we judge of the propriety or impropriety of the affections of other men, by their concord or dissonance with our own. 11 C. IV The same subject continued . 14 C.V Of the amiable and respectable virtues . 18 S II Of the Degrees of the different Passions which are consistent with Propriety . 22 I. 22 C.I Of the Passions which take their origin from the body . 22 C. II Of those Passions which take their origin from a particular turn or habit of the Imagination. 26 C. III Of the unsocial Passions . 29 C. IV Of the social Passions . 33 C.V Of the selfish Passions. 35 S III Of the Effects of Prosperity and Adversity upon the Judgment of Mankind with regard to the Propriety of Action; and why it is more easy to obtain their Approbation in the one state than in the other . -
The Role of Distress Tolerance in Terms of Asthma Outcomes
The Role of Distress Tolerance in Terms of Asthma Outcomes A thesis submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology of the College of Arts and Sciences 2016 by Talya Alsaid-Habia B.A., University of Nevada, Las Vegas, 2012 Committee Chair: Alison C. McLeish, Ph.D. Committee: Sarah Whitton, Ph.D. & Kristen Jastrowski-Mano, Ph.D. Abstract Asthma is a chronic obstructive lung disease that affects nearly 19 million adults in the United States (CDC, 2015). If not well controlled through medical intervention, asthma can result in significant rates of morbidity and mortality. One important contributor to the negative impact of asthma is the presence of psychopathology, particularly panic psychopathology (Goodwin et al., 2010; McCauley et al., 2007). In order to better understand the association between asthma and panic psychopathology, recent literature has begun examining the role of anxiety-related cognitive risk factors in asthma outcomes. This work has primarily focused on the cognitive risk factor of anxiety sensitivity (AS; fear of arousal-related sensations; McNally, 2002) and found that higher levels of anxiety sensitivity are predictive of poorer asthma outcomes (Avallone et al., 2012; McLeish et al., 2011; McLeish et al. 2016). An important next step in this area of work is to explore associations between asthma and other anxiety-related cognitive risk factors. One such factor to examine in this regard is distress tolerance (DT), defined as an individual’s perceived or behavioral capacity to withstand distress related to aversive affective states (Simons & Gaher, 2005; Zvolensky et al., 2011). -
How Children Negotiate the Worlds of Emotions and Social Relationships
Cogniţie, Creier, Comportament / Cognition, Brain, Behavior Copyright © 2007 Romanian Association for Cognitive Science. All rights reserved. ISSN: 1224-8398 Volume XI, No. 1 (March), 1 - 48 INVITED ARTICLE DEALING WITH FEELINGS: HOW CHILDREN NEGOTIATE THE WORLDS OF EMOTIONS AND SOCIAL RELATIONSHIPS Susanne A. DENHAM* George Mason University, Department of Psychology, Fairfax, VA USA ABSTRACT This review details the developmental progression of emotional competence from preschool age through middle childhood, and provides extant evidence for its relation to social competence, mental health, and academic success. Intra- and interpersonal contributors to emotional competence are then detailed. Within interpersonal contributors, the relational context in which socialization takes place – whether parent-child, teacher-child, peer group, or friendship dyad – is first considered. Finally, extant information is detailed on the modeling, contingency, and teaching mechanisms of socialization of emotions within these relationships. The review ends with a discussion of hoped-for continued advances in research and applications of this vital set of abilities. KEYWORDS: emotional competence, social competence, relationships, early childhood, middle childhood. Children’s need to master emotional and social developmental tasks, in order to succeed in school, has been highlighted recently by both researchers and policy analysts (Huffman, Mehlinger, & Kerivan, 2000). In this article I seek to elucidate the key elements of emotional competence, it relation to social and academic success, and the ways in which adults and peers contribute to its development, from theoretical, research, and applied perspectives. To begin, I offer a preliminary definition of emotional competence: “Emotional competence” includes expressing emotions that are, or are not, experienced, regulating emotions in ways that are age and socially appropriate, and decoding these processes in self and others (Halberstadt, Denham, & Dunsmore, 2001).