The Origins of Empathy and Altruism

We will describe theories and research that try to explain the development, especially in children, of sensitivity to the needs of others. Are children born with empathy? Is it instinctive or learned? What kinds of changes do humane feelings and behaviors undergo as children develop? How do the environments in which children are reared determine whether they will be more or less likely to show concern and to assume responsibility for the welfare of others? We have examined these issues in a series of studies of (a) the early origins of emotional concern (empathy) and (b) the translation of concerned feelings into altruistic behaviors such as helping, sharing, and comforting. Because of an interest in the development of generalized altruism, we have studied children\u27s prosocial orientations toward humans and animals, in many settings and over long intervals of time. We will consider the implications of theories and research findings for humane attitudes and treatment

Developmental Differences in Prosocial Behavior Between Preschool and Late Elementary School

Research points to evidence of innate prosocial tendencies present early in life. As more complex cognitive abilities emerge with development, this may alter the expression and nature of prosocial behaviors over time. Sharing is one important expression of prosocial behavior. Our aim was to explore how children’s sharing behavior with different recipients across important social categories changes by comparing two distinct transitional periods in development. We compared the responses of 46 preschoolers (M age = 4.95 years) and 52 5th graders (M age = 9.98 years) on two social decision-making paradigms. Results showed that older children shared more selectively depending on the recipient than younger children, who shared resources more equitably with different recipients. A second paradigm revealed greater uncoupling of behavior and cognition among older children, such that prosocial behavior in preschoolers was more closely linked to their judgments about the recipient’s character than it was for 5th graders. Increased cognitive complexity that emerges over the course of development can be used to help or discriminate against others, depending upon how those capacities are channeled. Therefore, how these abilities are shaped has important societal consequences

The Measurement of Positive Valence Forms of Empathy and Their Relation to Anhedonia and Other Depressive Symptomatology

Construct validity of a brief self-report measure of “positive-valence empathy” (the tendency to exude positive emotion as a means to stimulate positive affect in others, and/or to vicariously share in another’s positive emotion; Light et al., 2009) was attained utilizing a sample of 282 healthy adults. Positive-valence empathy may have unique predictive ability for differentiating depression versus depression with anhedonia. Confirmatory factor analyses revealed a two-factor structure for the final 15-item Light-Moran Positive Empathy Scale (PES), with an 8-item “Empathic Happiness” subscale (e.g., “I find that other people’s happiness easily rubs off on me”) and a 7-item “Empathic Cheerfulness” subscale (e.g., “I enjoy making others feel good”). “Empathic Happiness” was a significantly better predictor of overall depressive symptomatology (Beck et al., 1996) than anhedonia (Snaith et al., 1995). The Light-Moran PES-15 may have real-world impact and predictive utility for well-being

The Developmental Origins of a Disposition Toward Empathy: Genetic and Environmental Contributions

The authors investigated the development of a disposition toward empathy and its genetic and environmental origins. Young twins' (N ϭ 409 pairs) cognitive (hypothesis testing) and affective (empathic concern) empathy and prosocial behavior in response to simulated pain by mothers and examiners were observed at multiple time points. Children's mean level of empathy and prosociality increased from 14 to 36 months. Positive concurrent and longitudinal correlations indicated that empathy was a relatively stable disposition, generalizing across ages, across its affective and cognitive components, and across mother and examiner. Multivariate genetic analyses showed that genetic effects increased, and that shared environmental effects decreased, with age. Genetic effects contributed to both change and continuity in children's empathy, whereas shared environmental effects contributed to stability and nonshared environmental effects contributed to change. Empathy was associated with prosocial behavior, and this relationship was mainly due to environmental effects

Asian elephants (Elephas maximus) reassure others in distress

Contact directed by uninvolved bystanders toward others in distress, often termed consolation, is uncommon in the animal kingdom, thus far only demonstrated in the great apes, canines, and corvids. Whereas the typical agonistic context of such contact is relatively rare within natural elephant families, other causes of distress may trigger similar, other-regarding responses. In a study carried out at an elephant camp in Thailand, we found that elephants affiliated significantly more with other individuals through directed, physical contact and vocal communication following a distress event than in control periods. In addition, bystanders affiliated with each other, and matched the behavior and emotional state of the first distressed individual, suggesting emotional contagion. The initial distress responses were overwhelmingly directed toward ambiguous stimuli, thus making it difficult to determine if bystanders reacted to the distressed individual or showed a delayed response to the same stimulus. Nonetheless, the directionality of the contacts and their nature strongly suggest attention toward the emotional states of conspecifics. The elephants’ behavior is therefore best classified with similar consolation responses by apes, possibly based on convergent evolution of empathic capacities

Agent familiarity and emotional context influence the everyday empathic responding of young children with autism

Whereas research addressing empathy in ASD tends to employ pencil-and-paper and lab-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children’s responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children’s responses also according to the specific emotional context

Shared Environment Effects on Children’s Emotion Recognition

Empathy is relevant to many psychiatric conditions. Empathy involves the natural ability to perceive and be sensitive to the emotional states of others. Thus, emotion recognition (ER) abilities are key to understanding empathy. Despite the importance of ER to normal and abnormal social interactions, little is known about how it develops throughout childhood. We examined genetic and environmental influences on children’s ER via facial and vocal cues in 344 7-year-old twin children [59 monozygotic (MZ) and 113 same-sex dizygotic (DZ) pairs], who were part of the Longitudinal Israeli Study of Twins. ER was assessed with the child version of the Diagnostic Assessment of Nonverbal Accuracy. For both facial and vocal cues of emotion, twin correlations were not higher for MZ twins than for DZ twins, suggesting no heritability for ER in this population. In contrast, correlations were positive for both types of twins, indicating a shared environmental effect. This was supported by a bivariate genetic analysis. This pattern was robust to controlling for twins being of the same sex and age. Effects remained after controlling for background variables such as family income and number of additional siblings. The analysis found a shared environmental correlation between facial and vocal ER (rc = .63), indicating that the shared environmental factors contributed to the overlap between vocal and facial ER. The study highlights the importance of the shared environment to children’s ER

Genetic influences on thought problems in 7-year-olds: A twin-study of genetic, environmental and rater effects.

The Thought-Problem scale (TP) of the CBCL assesses symptoms such as hallucinations and strange thoughts/behaviors and has been associated with other behavioral disorders. This study uses parental reports to examine the etiology of variation in TP, about which relatively little is known, in 7-year-old twins. Parental ratings on TP were collected in 8,962 7-year-old twin pairs. Because the distribution of TP scores was highly skewed scores were categorized into 3 classes. The data were analyzed under a threshold liability model with genetic structural equation modeling. Ratings from both parents were simultaneously analyzed to determine the rater agreement phenotype (or common phenotype [TPc]) and the rater specific phenotype [TPs] that represents rater disagreement caused by rater bias, measurement error and/or a unique view of the parents on the child's behavior. Scores on the TP-scale varied as a function of rater (fathers rated fewer problems), sex (boys scored higher) and zygosity (DZ twins scored higher). The TPc explained 67% of the total variance in the parental ratings. Variation in TPc was influenced mainly by the children's genotype (76%). Variance in TPs also showed a contribution of genetic factors (maternal reports: 61%, paternal reports: 65%), indicating that TPs does not only represent rater bias. Shared environmental influences were only found in the TPs. No sex differences in genetic architecture were observed. These results indicate an important contribution of genetic factors to thought problems in children as young as 7 years

The role of demonstrator familiarity and language cues on infant imitation from television

An imitation procedure was used to investigate the impact of demonstrator familiarity and language cues on infant learning from television. Eighteen-month-old infants watched two pre-recorded videos showing an adult demonstrating a sequence of actions with two sets of stimuli. Infants' familiarity with the demonstrator and the language used during the demonstration varied as a function of experimental condition. Immediately after watching each video, infants' ability to reproduce the target actions was assessed. A highly familiar demonstrator did not enhance infants' performance. However, the addition of a narrative, developed from mothers' naturalistic description of the event, facilitated learning from an unfamiliar demonstrator. We propose that the differential effect of demonstrator familiarity and language cues may reflect the infants' ability to distinguish between important and less important aspects in a learning situation. (C) 2010 Elsevier Inc. All rights reserved

Does engagement build empathy for shared water resources? Results from the use of the interpersonal reactivity index during a mobile water allocation experimental decision laboratory

Currently, there are no tools that measure improvements in levels of empathy among diverse water stakeholders participating in transboundary decision-making. In this study, we used an existing empathy scale from clinical psychology during an Experimental Decision Laboratory (EDL) where participants allocated water across a transboundary basin during minor and major drought conditions. We measured changes in empathy using a pre-test/post-test design and triangulated quantitative results with open-ended survey questions. Results were counter-intuitive. For most participants, levels of the four components of empathy decreased after participating in the EDL; however, significant demographically-driven differences emerged. Qualitative results confounded the problem through the capture of participant perceptions of increased overall empathy and perspective taking specifically. Implications for methodological tool development, as well as practice for water managers and researchers are discussed. Water empathy is a particularly sensitive construct that requires specialized intervention and measurement