Psychology
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Item Empathy across development: Examination of multiple contexts and levels of analysis(2019) Stern, Jessica A; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Empathy—the ability to understand and “feel with” others’ emotional states, along with the tendency to feel concern for others’ wellbeing—shapes important aspects of social functioning across development (Eisenberg, 2017). In three empirical papers, we explore predictors of empathy across different stages of development, and across multiple levels of analysis within Bronfenbrenner’s bioecological model. Paper 1 examined associations between brain structure and observed empathic responding among N = 78 school-aged children (4–8y). Larger bilateral hippocampal volume (adjusted for intracranial volume) predicted greater empathic responding, but only for boys. The association was not driven by a specific subregion of the hippocampus (head, body, tail), nor did it vary with age. Findings suggest that hippocampal structure contributes to individual differences in young children’s empathic responding, consistent with findings in adults (Laurita & Spreng, 2017). Paper 2 examined whether parental attributions and empathic emotions in response to child distress predicted 4-year-olds’ observed empathic responding two weeks later. In a sample of N = 88 mother–child dyads, bootstrapped mediation analyses showed that parents’ less negative and more situational/ emotion-focused attributions about child distress predicted parents’ empathy, which in turn predicted their children’s empathic responding to the experimenter’s distress. Findings shed light on the role of parents’ social information processing in the intergenerational transmission of empathic care. Drawing on attachment theory (Bowlby, 1969/1982), Paper 3 used experimental priming methods based to test whether temporarily enhancing adolescents’ feelings of relational security at school could increase their empathy for a bullied peer. Adolescents (13–15y; N = 234) were randomly assigned to imagine school-based experiences involving (a) receiving emotional support, (b) engaging in a fun social activity, or (c) engaging in a neutral activity; they then read a news story about a bullied peer and rated their feelings of empathy and willingness to help the victim. Multilevel modeling revealed no main effect of priming on adolescents’ empathy; however, dispositional attachment security significantly predicted empathy and willingness to help, pointing to the importance of dispositional security in social relationships for shaping empathy in school contexts.Item EXPRESSIVE SUPPRESSION IN MIDDLE CHILDHOOD: LINKS WITH NEGATIVE EMOTION, PHYSIOLOGY, AND PROSOCIAL BEHAVIOR(2018) Gross, Jacquelyn T; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A commonly used strategy for regulating emotions is known as expressive suppression (ES), in which a person attempts to conceal ongoing emotion-expressive behavior. ES has been frequently studied in adults and ample evidence indicates that it is linked to a host of negative outcomes, including depression and anxiety, suicide ideation, worse relationship and social functioning, cognitive impairment, and negative health outcomes. Relatively little is known about ES in children, despite the potential for ES to have lasting consequences on development (e.g., by contributing to a negative developmental cascade in which poor emotion regulation interferes with emerging competencies). The present study used a multi-method approach to investigate the emotional, physiological, and social behavioral correlates of both state and trait ES in middle childhood, a time when patterns of emotion regulation become more stable. Children ages 9 to 11 (n=117) reported their trait ES before coming into the lab, and then were randomly assigned to suppress or not suppress while watching a sad movie scene. Skin conductance was measured during and after the movie scene, and children gave multiple reports of their subjective emotions over the duration of the visit. After the movie scene, all children participated in tasks measuring prosocial behavior and empathy for others’ distress. Results indicated that trait suppression predicted skin conductance levels during the movie scene but did not predict emotions or social behavior. Group assignment did not affect outcomes. Exploratory analyses suggested that spontaneous ES of the control group during the movie scene predicted greater subjective feelings of sadness while suppressing. Additionally, exploratory mixed-effects models with child ratings of emotion nested within individuals suggested that trait sadness ES predicted changes in subjective sadness over the duration of the visit.Item Empathy in parents and children: Links to preschoolers' attachment and aggression(2016) Stern, Jessica A.; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Though theory suggests that parents’ empathy is important for children’s empathic development, the transmission of empathy from parent to child remains poorly understood. The goals of this investigation were to test an intergenerational model of empathy with child attachment as a potential mediating mechanism and to replicate findings linking child empathy to reduced risk for aggression. Eighty-nine preschoolers and their mothers completed measures of parent empathy, as well as child attachment, empathy, and aggression. Parent empathy predicted child empathy, but associations varied by the measure of empathy employed. Attachment did not mediate the association between parent and child empathy, although secure attachment predicted greater child empathy. Child empathy predicted aggression, but the direction of the effect varied by the measure of child empathy and by child sex. Findings shed light on the intergenerational transmission of empathy and highlight the importance of multi-method assessment in the study of empathy.