See the self through others' eyes: The development of moral emotions in young children with autism spectrum disorder

Consideration of Future Consequences Affects the Perception and Interpretation of Self-Conscious Emotions

Differentiating guilt from shame expressed by others is important because self-conscious emotions have disparate behavioral consequences. The present study examined whether a future-relevant nature of an event (i.e., future opportunity) and an observer (i.e., consideration of future consequences) can impact the perception and interpretation of shame and guilt experiences. Participants (N = 109) read a scenario that described a target person who neglected his duty on a team project, then rated their perceived intensity of the target's shame and guilt and their estimation of future behavior change by the target. The results showed that the participants who cared about distant future consequences (i.e., high in consideration of future consequences) thought the target person would change in the future when they believed that the target person would have an opportunity (vs. no future opportunity) to change the outcome of the event. This effect was fully mediated by the guilt intensity ratings, indicating that guilt signals future behavior change. The implications for the value of communicating self-conscious emotions are discussed.

Toward feeling, understanding, and caring: The development of empathy in young autistic children

LAY ABSTRACT

Empathy is a highly valued human capacity. Yet, autistic people are often portrayed as lacking in empathy. Recent research, which views empathy as a complex construct emerging from multiple interrelated emotional and cognitive processes, argues that, although many autistic people do have difficulty understanding others' emotions, and this may hinder them from responding to others in a prosocial manner, they are not indifferent to other people's feelings. Hoping to contribute to a better understanding of the unique challenges that autistic children face in their empathy development, we followed the development of four empathy abilities: emotion contagion, attention to others, emotion acknowledgment, and prosocial actions, in 1- to 6-year-old autistic children, in comparison with non-autistic children. Once a year, for 4 consecutive years, children's empathy abilities were evaluated by experimenters who acted out emotional episodes to provoke empathy in children, and by parents who filled out empathy questionnaires. We found that autistic children experienced indeed more difficulty attending to others, acknowledging others' emotions, and initiating prosocial actions toward others. However, according to parents, they did not differ from their non-autistic peers in feeling along with others' negative emotions. This indicates that it might not be the case that autistic children did not want to act empathetically toward others. Rather, they might not know how to do so. Notably, despite these difficulties, when looking at children's developmental trajectories, autistic children showed similar improvements over time as non-autistic children. This provides evidence that autistic children have the potential to learn and to improve their empathy skills.