Finding Empathy: How Neuroscientific Measures,Evidence and Conceptualizations Interact

ABSTRACT

Questions about how empathy should be conceptualized have long been a preoccupation of the field of empathy research. There are numerous definitions of empathy that have been proposed and that often overlap with other concepts such as sympathy and compassion. This makes communication between research groups or across disciplines difficult. Many researchers seem to see the diversity of definitions as a problem rather than a form of benign pluralism. Within this debate about conceptualization, researchers sometimes suggest that more neuroscientific evidence will make the problem go away – that uncovering the processes underlying empathy will thereby also sort out conceptual difficulties. In this paper, I challenge this assumption by examining how neuroscientists studying empathy use concepts in practice – both in the development of their measures and in the interpretation of their data. I argue that this neuroscientific literature demonstrates that continuity and stability comes from the use of certain established measures, while progress comes from expansion upon those measures and the flexibility of stated concepts. We do not ‘find’ empathy through increased neuroscientific evidence but we do get closer to understanding empathic processes, flexibly understood.     

What’s in a name? Psychology’s ever evasive construct

We explore in broad terms the uses of the construct concept in psychological and related scientific discourses. First, we provide a brief history of the origins and development of the concept ‘construct.’ We then describe past and current definitions and/or uses of ‘construct’ and attempt to draw out certain conceptual implications of these uses. Finally, we highlight and attempt to clarify several core conceptual confusions that surround the use of ‘construct’ in psychology.     

Correlational and exploratory factor analyses (EFA) of commonly used empathy questionnaires: New insights

Empathy is a concept whose history has been marred by conceptual inconsistencies. Dispositional measures of empathy have varied in constituent subscales and have been suggested to conflate with other related constructs. The current investigation consists of correlational and exploratory factor analyses with self-report empathy measures to assess the commonalities between these measures. Four hundred ninety-seven university undergraduates completed a battery of self-report dispositional empathy measures, along with situational and dispositional sympathy measures. The novel findings include moderate correlations between scales purporting to measure empathy, an interpretable six-factor structure which represent subcomponents of these empathy scales, and the modest ability of existing questionnaires to contribute to these factor structures. The retained factor structure is not consistent with previous definitions of empathy, and it appears that self-report empathy measures do not adequately measure a uniform, consistent construct.     

The Longitudinal Relationship Between Media Violence and Empathy: Was It Sympathy All Along?

Previous research with adolescents has reported a negative relationship between media violence and empathy. There are, however, two important conceptual issues in this earlier literature that deserve further research attention. First, studies often treat empathy as a one-dimensional construct while it consists of both an affective and cognitive component. Second, while aiming to measure empathy, several studies have measured sympathy instead. Driven by these concerns, this study was designed to investigate the longitudinal relationship between media violence, affective empathy, cognitive empathy, and sympathy. Using data from a two-wave panel study with 943 adolescents (10–14 years old), a cross-lagged model tested whether media violence exposure negatively influences empathy and sympathy (desensitization) or whether empathy and sympathy negatively influence media violence exposure (selection). Results were in line with desensitization. However, rather than showing that media violence leads to a decrease in empathy (which previous studies have shown), results indicate a decrease in sympathy instead. These findings provide clarification to existing work as well as offer methodological and practical implications.     

Understanding what students bring to the classroom: moderators of the effects of diversity courses on student attitudes

We investigated the impact of required diversity courses on students' understanding of racial inequality and their social development with regard to racial outgroups, with a specific focus on the effects of student race and empathy as moderators of diversity course effectiveness. First-semester students (N = 173), enrolled in either diversity courses or introduction to psychology, completed surveys at the beginning and end of the semester. Diversity courses increased understanding of White privilege, acknowledgment of blatant racism, and intersectional consciousness overall, but had a greater impact on intersectional consciousness for White students compared with students of color. White students taking diversity courses experienced a reduction in Protestant work ethic ideology that was absent for White students in psychology courses and for all students of color. Notably, empathy moderated the effect of diversity courses on both outgroup comfort and willingness to act to promote diversity.     

Sex stereotypes and implicit personality theory: Toward a cognitive—Social psychological conceptualization

Progress in understanding sex stereotypes has been impeded by the failure of researchers to address two critical conceptual questions: What is a sex stereotype? How do sex stereotypes function in social cognition and behavior? As a step toward answering the first question, the meaning of the term “sex stereotype” was considered. On the basis of points of agreement among extant conceptual definitions of the construct “stereotype” (in both the female-male and ethnic relations literatures), a generic definition of “sex stereotypes” is proposed: the structured sets of beliefs about the personal attributes of women and of men. In order to relate sex stereotypes more closely to research and theory on “normal” psychological processes, this basic definition is recast in terms of the person perception construct, “implicit personality theory”: the structured sets of inferential relations that link personal attributes to the social categories female and male. Two studies are presented to illustrate the utility of this translation. The remainder of the article addresses the second question. Here we offer preliminary ideas regarding a more general cognitive—social psychological framework for the study of sex stereotypes. Stereotype and stereotyping are distinguished, and each is discussed in light of relevant research in cognitive and social psychology.     

What Makes Mental Associations Personal or Extra‐Personal? Conceptual Issues in the Methodological Debate about Implicit Attitude Measures

Over the last decade, a new class of indirect measurement procedures has become increasingly popular in many areas of psychology. However, these implicit measures have also sparked controversies about the nature of the constructs they assess. One controversy has been stimulated by the question of whether some implicit measures (or implicit measures in general) assess extra‐personal rather than personal associations. We argue that, despite empirical and methodological advances stimulated by this debate, researchers have not sufficiently addressed the conceptual question of how to define extra‐personal in contrast to personal associations. Based on a review of possible definitions, we argue that some definitions render the controversy obsolete, whereas others imply fundamentally different empirical and methodological questions. As an alternative to defining personal and extra‐personal associations in an objective sense, we suggest an empirical approach that investigates the meta‐cognitive inferences that make a given association subjectively personal or extra‐personal for the individual.     

The fundamental importance of simple operational definitions of introspection and empathy

Instead of asking why psychoanalysis has lost its central position in mental health, one might marvel at its longevity when considering that psychoanalysts have not attained agreement about basic methods for observing unconscious mentation, either their own or that of others. Ambiguity abounds regarding the operations involved in, and the usefulness of, introspection, and even more so of empathy. Simple operational definitions of introspection and empathy are proposed in this article, definitions that are sufficiently abstract to transcend particular theories of mental organization (e.g., ego psychology, object relations, and self psychology) and concrete enough to be practicable.     

Homophobia: Conceptual,definitional, and value issues

The construct of homophobia and the psychometric properties of instruments purporting to measure homophobia are critically evaluated. The history of the term and its various definitions are briefly reviewed. We conclude that existing measures of homophobia have been inadequately psychometrically evaluated and therefore it is not clear whether currently this construct can be accurately measured. It is also concluded that the construct of homophobia, as it is usually used, makes an illegitimately pejorative evaluation of certain open and debatable value positions, much like the former disease construct of homosexuality. Finally, proposals for theory development and construct definition in the domain of reactions to homosexuals and homosexuality are provided.     

What Is and Is Not Ethnocentrism? A Conceptual Analysis and Political Implications

Conceptual analysis has not been systematically implemented in psychology, and many concepts have often been defined in different and contradictory ways. This article focuses on a conceptual clarification of ethnocentrism. It points out the conceptual confusion surrounding the term, reviews numerous definitions and operationalizations, and attempts to clarify it. Ethnocentrism is reconceptualized as a strong sense of ethnic group self‐centeredness, which involves intergroup expressions of ethnic group preference, superiority, purity, and exploitativeness, and intragroup expressions of ethnic group cohesion and devotion. It is conceptually and empirically distinguished from other concepts, such as outgroup negativity and mere ingroup positivity. The article presents a theoretical framework and related empirical analyses supporting the usefulness of reconceptualized ethnocentrism. It also details important and unique implications of reconceptualized ethnocentrism for political phenomena. It is expected that reliance on the clarified reconceptualization should enable researchers to systematically study ethnocentrism, its origins, and consequences.     

Is Eusebius of Caesarea a ‘Nicene’? A Contribution to the Notion of Conciliar Theology

Amidst recent explorations in conciliar theology by Timothy Pawl and others, pressing questions about our theological readings of the councils have arisen – are we to treat the theology of the councils as unique to their historical context? Or as a unified body of ‘conciliar’ theology? This paper addresses these questions, using Eusebius of Caesarea as a unique example of Nicene theology. It defines the metrics for evaluating different definitions of the term ‘Nicene’ by distinguishing between judgements and concepts. Then, it ‘measures’ Eusebius’ theology according to the two proposed definitions. Finally, it offers constructive comments for conciliar theology, claiming that conceptual language is clarified through the councils, even if its interpretation is not immediately fixed.     

Definitions of bullying: Age differences in understanding of the term,and the role of experience

We report two studies that examine age differences in pupils' and parents' definitions of the term bullying, and possible reasons for these including the role of specific experiences. Study 1 compared definitions of bullying given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17 different cartoon scenarios and were asked if each constituted an episode of bullying or not. Multidimensional scaling indicated that the groups differed in their definition of bullying. 4‐ to 6‐year‐olds and 8‐year‐olds used 1 dimension, a distinction between aggressive and non‐aggressive acts, when differentiating cartoons; 14‐year‐olds and adults gave a 2‐dimensional solution, also distinguishing between physical and non‐physical (social/relational or verbal) acts. Study 2 further investigated definitions of bullying given by 99 children aged 4 to 6 years, and the role of experience. Just over half had some understanding of the term, but tended to be less concerned about power differences and repetition of actions. No significant differences in definitions were found between boys and girls, or between children in involved (aggressor, victim or defender) or not involved (bystander) roles; however, aggressors were more likely than other children to say that 11 of the 13 aggressive behaviours were not bullying. These findings are discussed in relation to age related changes in experiences of bullying and cognitive development. Implications for interventions and research are also raised.     

What Mistakes Disclose: A Process Dissociation Approach to Automatic and Controlled Processes in Social Psychology

Process dissociation is a model for separating automatic and controlled contributions to responses in a single task. Although it was developed to separate conscious and unconscious uses of memory, researchers have increasingly found the model useful to answer questions in social psychology. This article reviews process dissociation studies with a focus on social psychology. It emphasizes the model's conceptual definitions of automatic and controlled processing and how those relate to procedures for estimating them. Process dissociation is contrasted with task dissociation, in which automatic and controlled processes are identified with implicit and explicit tasks. Current trends and future directions are identified, including the use of model testing procedures to compare competing theories of how automatic and controlled processes interact.     

Cognition and Emotion Lecture at the 2010 SPSP Emotion Preconference

One of the most fundamental distinctions in the field of emotion is the distinction between emotion generation and emotion regulation. This distinction fits comfortably with folk theories, which view emotions as passions that arise unbidden and then must be controlled. But is it really helpful to distinguish between emotion generation and emotion regulation? In this article, we begin by offering working definitions of emotion generation and emotion regulation. We argue that in some circumstances, the distinction between emotion generation and emotion regulation is indeed useful. We point both to citation patterns, which indicate that researchers from across a number of sub-areas within psychology are making this distinction, and to empirical studies, which indicate the utility of this distinction in many different research contexts. We then consider five ways in which the distinction between emotion generation and emotion regulation can be problematic. We suggest that it is time to move beyond debates about whether this distinction is useful to a more specific consideration of when and in what ways this distinction is useful, and in this spirit, we offer recommendations for future research.     

A topographical map approach to representing treatment efficacy: a focus on positive psychology interventions

A recent meta-analysis by Bolier et al. indicated that positive psychology interventions have overall small to moderate effects on well-being, but results were quite heterogeneous across intervention trials. Such meta-analytic research helps condense information on the efficacy of a broad psychosocial intervention by averaging across many effects; however, such global averages may provide limited navigational guidance for selecting among specific interventions. Here, we introduce a novel method for displaying qualitative and quantitative information on the efficacy of interventions using a topographical map approach. As an initial prototype for demonstrating this method, we mapped 50 positive psychology interventions targeting well-being (as captured in the Bolier et al. [2013] meta-analysis, [Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13, 83]). Each intervention domain/subdomain was mapped according to its average effect size (indexed by vertical elevation), number of studies providing effect sizes (indexed by horizontal area), and therapist/client burden (indexed by shading). The geographical placement of intervention domains/subdomains was determined by their conceptual proximity, allowing viewers to gauge the general conceptual “direction” in which promising intervention effects can be found. The resulting graphical displays revealed several prominent features of the well-being intervention “landscape,” such as more strongly and uniformly positive effects of future-focused interventions (including, goal-pursuit and optimism training) compared to past/present-focused ones.     

The association between in-class cultural diversity with empathy and bullying in adolescence: A multilevel mediation analysis

Little is known about the associations between cultural class composition, teacher support for diversity (TSD), cognitive and affective empathy, and bullying and victimisation. Research shows that empathy is negatively associated with bullying and victimisation; and support for diversity and classroom cultural diversity are positively linked to social skills. The present study examines whether cultural diversity and perceived TSD are protective factors against bullying and victimisation, either directly or mediated by empathy. Participants were 897 students from Grades 7 to 10 (M_age = 13.45, SD_age = 1.07, 51.3% girls, 46.7% boys) in 36 classes. Multilevel mediation analyses were conducted. Age and gender were controlled for. More perceived TSD and affective empathy were associated with less bullying. Moreover, the effect of perceived TSD on bullying was partly indirect through affective empathy. Victimisation was not predicted by the study variables. The class level showed no effects. Bullying and victimisation are complex phenomena, which seem to be linked more to individual than to class characteristics. The result that higher perceived TSD was linked to empathy and bullying provides a promising starting point for measures of competence enhancement and bullying prevention.     

Empathy in Counselling and Psychotherapy: Present status and future directions

This paper considers the current status of the construct of empathy and the methodological difficulties experienced in researching empathy arising from the assumptions inherent in the ‘drug metaphor’. This paradigm assumes therapy to comprise active ingredients delivered by the therapist. Four areas of current concern are reviewed along a range from theory to appropriate research methodologies, and it is argued that the current demise of productive research is a function of both conceptual confusion and inappropriate research paradigms and methodological procedures. Accordingly, it is argued that empathy research requires conceptual clarity and comprehensiveness. A more collaborative research enterprise adopting the events paradigm in which a multidimensional approach to empathy is pursued in the context of additional components is recommended. The future of empathy in counselling and psychotherapy is reviewed according to the relation between theory and research in the area of the therapeutic bond, and between research and practice adopting the scientist-practitioner model.     

Conceptualising the biology-culture relationship in emotion: An analogy with gender

Abstract

Recent conceptual developments in the psychology of gender can be productively applied to understanding two facets of emotion: the biological manifestation of emotion and the psychological embodiment of emotion. Gender researchers distinguish between sex, the biologically based categories of female and male and gender, the psychological features that are often associated with biological states and that involve social categories rather than biological categories. In other words, the term sex is used to refer to the physical fact of primary and secondary sex characteristics; the term gender is used to refer to a psychological and cultural construct, a loose translation of sex into social terms. It is proposed that two analogous facets of emotion can be identified, namely, one which is comprised of emotion's hardwired, pan-cultural, developmentally persistent qualities, the analogue to sex. The second, constructed aspect of emotion is the analogue to gender. Six dimensions on which sex and gender can be contrasted are described, and the application of each to the study of emotion is discussed.