医学生疼痛共情的认知过程特征：来自ERP的证据

以往研究发现临床医生的疼痛共情显著低于常人,表现为前者感知他人疼痛时会出现早期情绪分享和晚期情绪调节的相对抑制。而处于职前培养期的医学生是否存在相似问题,其疼痛共情又是否会受到重复暴露的影响,目前并不清楚。为此,本研究采用ERP技术比较了医学与非医学专业大学生疼痛共情的认知过程,并通过前后测设计检验了重复暴露对二者疼痛共情的影响。行为结果发现两组被试的主观疼痛判断都出现了疼痛共情效应,但未出现组别差异,也未发现重复暴露的影响。但ERP结果显示,医学生的疼痛共情过程显著区别于非医学生。他们虽表现出早期情绪分享成分N1的抑制效应,但LPP反映的晚期认知加工却显著增强,且上述两阶段加工均未受到重复暴露的显著影响。研究表明：（1）医学学习能够抑制疼痛共情的早期情绪分享,但医学生仍可通过更多晚期认知资源投入来维持其疼痛共情水平。（2）医学生的疼痛共情较少受到重复暴露的影响,呈现情绪适应特点。     

Sharing without caring? Respect for moral others compensates for low sympathy in children's sharing

We examined links between sharing, respect for moral others, and sympathy in an ethnically diverse sample of 7‐ and 15‐year‐olds (N = 146). Sharing was assessed through children's allocation of resources in the dictator game. Children reported their respect towards hypothetical characters performing moral acts. Sympathy was evaluated via caregiver and child reports. Respect and caregiver‐reported sympathy interacted in predicting sharing: Higher levels of respect were associated with higher levels of sharing for children with low, but not medium or high, levels of sympathy. The motivational components of other‐oriented respect may compensate for low levels of sympathetic concern in the promotion of sharing.