共情的认知神经研究回顾

共情是指个体对他人情绪和想法的感受及理解,它在人类个体和社会的发展中起到了重要作用。近年来,脑成像技术为研究共情的神经基础提供了有力的技术支持,发现了共情的关键功能脑区。基础与临床的实验证据表明,更好地理解共情的神经机制对于孤独症、反社会人格等精神障碍有重要的意义。该文对相关的研究进行了综述并对未来可能的研究方向提出了展望     

从人类共情走向智能体共情

随着机器人在人类生活中重要性的增强,人们开始关注其传统智能以外的其它能力,如共情。基于共情的经典理论,本文以新兴的智能体共情（artificial empathy）为主题,同时结合人工智能领域的最新研究,系统地阐述了现有与智能体共情有关的理论模型和实证研究,并结合文献计量学分析,对该领域研究宏观现状进行可视化呈现。指出在未来研究中,借鉴心理学、认知神经科学和计算机科学等学科的研究成果,注重机器人理论模型的建构和研究方法的创新,对机器人共情系统的建构有着重要作用,而其间涉及到的伦理问题同样不容忽视。     

Cognitive Empathy and Emotional Empathy in Human Behavior and Evolution

The Psychological Record - This article presents 7 simple models of the relationship between cognitive empathy (mental perspective taking) and emotional empathy (the vicarious sharing of emotion)....     

Lockean Empathy

This paper offers an epistemic defense of empathy, drawing on John Locke's theory of ideas. Locke held that ideas of shape, unlike ideas of color, had a distinctive value: resembling qualities in their objects. I argue that the same is true of empathy, as when someone is pained by someone's pain. This means that empathy has the same epistemic value or objectivity that Locke and other early modern philosophers assigned to veridical perceptions of shape. For this to hold, pain and pleasure must be a primary quality of the mind, just as shape is a primary quality of bodies. Though Locke did not make that claim, I argue that pain and pleasure satisfy his criteria for primary qualities. I consider several objections to the analogy between empathy and shape‐perception and show how Locke's theory has resources for answering them. In addition, the claim that empathetic ideas are object‐matching sidesteps Berkeley's influential objection to Locke's theory of resemblance. I conclude by briefly considering the prospects for a similar defense of empathy in contemporary terms.     

Choreographing Empathy

The paper builds an argument about empathy, kinesthesia, choreography, and power as they were constituted in early eighteenth century France. It examines the conditions under which one body could claim to know what another body was feeling, using two sets of documents – philosophical examinations of perception and kinesthesia by Condillac and notations of dances published by Feuillet. Reading these documents intertextually, I postulate a kind of corporeal episteme that grounds how the body is constructed. And I endeavor to situate this body within the colonial and expansionist politics of its historical moment.     

认知共情和情绪共情的发展差异:元分析初探

共情的毕生发展模型表明认知共情和情绪共情两维度可能存在发展差异,本研究借助元分析技术考察个体认知共情和情绪共情的毕生发展特点。通过文献检索和筛查,获取了136项研究和178个独立效应量,共计50606名被试。发表偏差检验表明文献选取不存在发表偏差,异质性检验表明应选取随机效应模型进行分析。随机效应模型分析的结果表明,总体而言个体的共情反应以认知共情为主（Z=5.39,p<0.001）。进一步的调节效应分析表明,不同发展阶段个体的共情反应受认知共情和情绪共情的影响存在差异（Q_b=73.99,p<0.001）。具体而言,学前期儿童主要以情绪共情为主,儿童中期至成年早期主要以认知共情为主,成年中期至成年晚期主要以情绪共情为主。     

认知共情和情绪共情的发展差异:元分析初探

共情的毕生发展模型表明认知共情和情绪共情两维度可能存在发展差异,本研究借助元分析技术考察个体认知共情和情绪共情的毕生发展特点。通过文献检索和筛查,获取了136项研究和178个独立效应量,共计50606名被试。发表偏差检验表明文献选取不存在发表偏差,异质性检验表明应选取随机效应模型进行分析。随机效应模型分析的结果表明,总体而言个体的共情反应以认知共情为主（Z=5.39,p<0.001）。进一步的调节效应分析表明,不同发展阶段个体的共情反应受认知共情和情绪共情的影响存在差异（Q_b=73.99,p<0.001）。具体而言,学前期儿童主要以情绪共情为主,儿童中期至成年早期主要以认知共情为主,成年中期至成年晚期主要以情绪共情为主。     

Reading and Empathy

The relationship between reading and empathy was explored. Controlling for GPA and gender, reading variables were hypothesized as related to empathy; the relationship was expected to differ for males and females. For the complete sample, affective components were related to GPA but not reading. Perspective taking was related to reading appreciation but not GPA. For females, reading appreciation was related to perspective taking and empathic concern. For males, GPA and non-fiction reading were positively related, but both were negatively related to empathic concern. Results suggest reading may promote both academic achievement and social development. Findings and social implications are discussed.     

When Empathy Matters: The Role of Sex and Empathy in Close Friendships

Based on prior theory and research (Ciarrochi & Heaven, 2009; Eagly & Wood, 1999), we hypothesized that the link between empathy and friendship would be moderated by sex: Girls will nominate empathic boys as friends, whereas boys will not tend to nominate empathic girls. We collected measures of empathy, friendship social support, and close friendship nominations in grade 10 across 1,970 students in 16 schools (M_age = 15.70, SD = .44; males = 993, females = 977). Multilevel models revealed that boys high in cognitive empathy attracted an average of 1.8 more girl friendship nominations than did their low empathy counterparts, whereas empathic girls did not attract a greater number of opposite‐sex friends. In addition, the more friendship nominations a boy received from either boys or girls, the more they felt supported by their friends; the number of friendship nominations received by girls, in contrast, had no effect on their felt support by friends. Regardless of the quantity of friendship nominations, empathy was linked to more supportive friendships for both males and females. These results inform a contextual understanding of the role of empathy in selecting and maintaining friendships.