- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: Citations
References in:
Add references
You must login to add references.
|
|
|
|
|
|
Especially since the discovery of mirror neurons, scholars in a variety of disciplines have made empathy a central focus of research. Yet despite this recent flurry of interest and activity, the cross-cultural study of empathy in context, as part of ongoing, naturally occurring behavior, remains in its infancy. In the present article, I review some of this recent work on the ethnography of empathy. I focus especially on the new issues and questions about empathy that the ethnographic approach raises and (...) |
|
|
This authoritative volume provides a comprehensive road map of the important and rapidly growing field of emotion regulation. |
|
|
Empathy means understanding another person’s emotional or intentional state by vicariously sharing this state. As opposed to emotional contagion, empathy is characterized by the self–other distinction of subjective experience. Empathy develops in the second year, as soon as symbolic representation and mental imagery set in that enable children to represent the self, to recognize their mirror image, and to identify with another person. In experiments with 126 children, mirror recognition and readiness to empathize with a distressed playmate were investigated. Almost (...) |
|
|
|
|
|
The goal of this review is to consider how culture impacts the socialization of emotion development in infancy, and infants’ and young children’s subsequent outcomes. First, we argue that parents’ socialization decisions are embedded within cultural structures, beliefs, and practices. Second, we identify five broad cultural frames (collectivism/individualism; power distance; children’s place in family and culture; ways children learn; and value of emotional experience and expression) that help to organize current and future research. For each frame, we discuss the impact (...) |
|
|
Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children’s theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 months ( M (...) |
|
|
A surfeit of research confirms that people activate personal, affective, and conceptual representations when perceiving the states of others. However, researchers continue to debate the role of self–other overlap in empathy due to a failure to dissociate neural overlap, subjective resonance, and personal distress. A perception–action view posits that neural-level overlap is necessary during early processing for all social understanding, but need not be conscious or aversive. This neural overlap can subsequently produce a variety of states depending on the context (...) |
|
|
Empathy means understanding another person’s emotional or intentional state by vicariously sharing this state. As opposed to emotional contagion, empathy is characterized by the self–other distinction of subjective experience. Empathy develops in the second year, as soon as symbolic representation and mental imagery set in that enable children to represent the self, to recognize their mirror image, and to identify with another person. In experiments with 126 children, mirror recognition and readiness to empathize with a distressed playmate were investigated. Almost (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-7674574dd6-2c8pt uwo