Are cyberbullies less empathic? Adolescents' cyberbullying behavior and empathic responsiveness

Meta-analyses confirm a negative relationship between aggressive behavior and empathy, that is, the ability to understand and share the feelings of others. Based on theoretical considerations, it was, therefore, hypothesized that a lack of empathic responsiveness may be characteristic for cyberbullies in particular. In the present study, 2.070 students of Luxembourg secondary schools completed an online survey that included a cyberbullying questionnaire(4) and a novel empathy short scale. According to the main hypothesis, analyses of variances indicated that cyberbullies demonstrated less empathic responsiveness than non-cyberbullies. In addition, cyberbullies were also more afraid of becoming victims of cyberbullying. The findings confirm and substantially extend the research on the relationship between empathy and aggressive behavior. From an educational point of view, the present findings suggest that training of empathy skills might be an important tool to decrease cyberbullying.     

Discovering forgiveness through empathy: implications for couple and family therapy

This article explores the concept of forgiveness in the context of couple and family therapy. Forgiveness is described as a complex psychological and relational process that is more a discovery via understanding and empathy than an act of will. Empathy is related to emotional intelligence, and the developmental and relational benefits of both are discussed. A rationale for viewing forgiveness in a contextual (family of origin), historical and relational attachment paradigm is offered. Relevant clinical cases illustrate the process of forgiveness as discovery in the context of an empathic relational environment where ambivalence is anticipated and respected.     

Explaining Referential Stability of Physics Concepts: The Semantic Embedding Approach

The paper discusses three different ways of explaining the referential stability of concepts of physics. In order to be successful, an approach to referential stability has to provide resources to understand what constitutes the difference between the birth of a new concept with a history of its own, and an innovative step occurring within the lifetime of a persisting concept with stable reference. According to Theodore Arabatzis’ ‘biographical’ approach (Representing Electrons 2006), the historical continuity of representations of the electron manifests itself by the numerical stability of experimental parameters like the charge-to-mass ratio, and the continued acceptance of earlier experiments as manifestations of electron properties. I argue, against Arabatzis’ approach, that the stability of experimental parameters justifies the assumption that there exists a chain of representations of a unique theoretical entity only if this stability occurs against the background of evidence for theoretical continuity. The Bain/Norton approach proposes to add exactly this element to the picture, but fails to reach its aim by focusing on formal similarities of Hamiltonians as an indicator of theoretical continuity. I shall argue that theoretical continuity has to be demonstrated rather on the level of particular solutions. This task is accomplished by the semantic embedding approach by means of defining a co-reference criterion for theoretical terms requiring the existence of semantic embedding relations between the terms that occur in particular solutions of different theories.     

Childhood antecedents of serious violence in adult male offenders

Prospective longitudinal studies have shown strong predictions from conduct disorders (CDs) in childhood to antisocial personality disorder (ASPD) and violence in adults. However, little is known of the childhood antecedents of serious violence nor whether these may vary depending on the context in which the violence occurs. In this study, 54 men aged 21-40 years serving prison sentences for violent crime were assessed. Standardized interviews of ASPD and violence were conducted independently of interviews covering retrospective recall of childhood psychiatric disorders and adverse experiences. Analyses of the predictors of overall violence suggested a pathway involving childhood CD and adult ASPD associated with interparental discord, and an additional pathway associated with experiencing interparental violence in childhood. Different results were however obtained when account was taken of the context of the violence. The CD-ASPD pathway was associated with social violence, but not with partner violence. Partner violence was predicted by retrospective reports of having been exposed to interparental violence during childhood but not by reports of childhood CD or adult ASPD. Thus developmental pathways to serious violence may be different depending on the social domain in which the violence occurs.     

When do motor behaviors (mis)match affective stimuli? An evaluative coding view of approach and avoidance reactions

Affective-mapping effects between affective stimuli and lever movements are critically dependent upon the evaluative meaning of the response labels that are used in the task instructions. In Experiments 1 and 2, affective-mapping effects predicted by specific-muscle-activation and distance-regulation accounts were replicated when the standard response labels towards and away were used but were reversed when identical lever movements were labeled downwards and upwards. In Experiment 3, affective-mapping effects were produced with affectively labeled right and left lever movements that are intrinsically unrelated to approach and avoidance. Experiments 4 and 5 revealed that affective-mapping effects are not mediated by memory retrieval processes and depend on the execution of affectively coded responses. The results support the assumption that evaluative implications of action instructions assign affective codes to motor responses on a representational level that interact with stimulus evaluations on a response selection stage.     

Biased information search in homogeneous groups: confidence as a moderator for the effect of anticipated task requirements

When searching for information, groups that are homogeneous regarding their members' prediscussion decision preferences show a strong bias for information that supports rather than conflicts with the prevailing opinion (confirmation bias). The present research examined whether homogeneous groups blindly search for information confirming their beliefs irrespective of the anticipated task or whether they are sensitive to the usefulness of new information for this forthcoming task. Results of three experiments show that task sensitivity depends on the groups' confidence in the correctness of their decision: Moderately confident groups displayed a strong confirmation bias when they anticipated having to give reasons for their decision but showed a balanced information search or even a dis confirmation bias (i.e., predominately seeking conflicting information) when they anticipated having to refute counterarguments. In contrast, highly confident groups demonstrated a strong confirmation bias independent of the anticipated task requirements.     

Towards a “Sophisticated” Model of Belief Dynamics. Part I: The General Framework

It is well-known that classical models of belief are not realistic representations of human doxastic capacity; equally, models of actions involving beliefs, such as decisions based on beliefs, or changes of beliefs, suffer from a similar inaccuracies. In this paper, a general framework is presented which permits a more realistic modelling both of instantaneous states of belief, and of the operations involving them. This framework is motivated by some of the inadequacies of existing models, which it overcomes, whilst retaining technical rigour in so far as it relies on known, natural logical and mathematical notions. The companion paper (Towards a “sophisticated” model of belief dynamics. Part II) contains an application of this framework to the particular case of belief revision. Presented by Hannes Leitgeb     

Identification of Early Child and Family Risk Factors for Aggressive Victim Status in First Grade

This prospective investigation sought to discriminate children who were both aggressive towards and victimized by peers in the first grade, from those who were only aggressive, only victimized, or neither (i.e., socially adjusted), using early child and family risk factors. Two hundred thirty-eight children, their mothers, and teachers participated in a longitudinal study since birth. All three aggressor/victim subgroups showed greater temperamental dysregulation than the socially adjusted children, but only aggressive victims had significantly poorer social perception skills. Aggressive victims were distinguished from aggressors by greater exposure to maternal depression and from victims by lower levels of early inhibition, but they shared the experiences of negative family emotional expressiveness with aggressors and greater mother-child negativity with victims. The identification of early risk factors is crucial to prevention and early intervention efforts that have the potential to attenuate the long term emotional, social, and academic problems associated with aggressive victim status.