Parallel empathy and group attitudes in late childhood: The role of perceived peer group attitudes

Behavioral and neural underpinnings of empathic characteristics in a Humanitude-care expert

Background

Humanitude approaches have shown positive effects in elderly care. However, the behavioral and neural underpinnings of empathic characteristics in Humanitude-care experts remain unknown.

Methods

We investigated the empathic characteristics of a Humanitude-care expert (YG) and those of age-, sex-, and race-matched controls (n = 13). In a behavioral study, we measured subjective valence and arousal ratings and facial electromyography (EMG) of the corrugator supercilii and zygomatic major muscles while participants passively observed dynamic facial expressions associated with anger and happiness and their randomized mosaic patterns. In a functional magnetic resonance imaging (MRI) study, we measured brain activity while participants passively observed the same dynamic facial expressions and mosaics. In a structural MRI study, we acquired structural MRI data and analyzed gray matter volume.

Results

Our behavioral data showed that YG experienced higher subjective arousal and showed stronger facial EMG activity congruent with stimulus facial expressions compared with controls. The functional MRI data demonstrated that YG showed stronger activity in the ventral premotor cortex (PMv; covering the precentral gyrus and inferior frontal gyrus) and posterior middle temporal gyrus in the right hemisphere in response to dynamic facial expressions versus dynamic mosaics compared with controls. The structural MRI data revealed higher regional gray matter volume in the right PMv in YG than in controls.

Conclusion

These results suggest that Humanitude-care experts have behavioral and neural characteristics associated with empathic social interactions.

"I Feel You!": The Role of Empathic Competences in Reducing Ethnic Prejudice Among Adolescents

Empathic competences might help adolescents navigate current multicultural societies by supporting harmonious intergroup relations. Yet it is unclear how each component of empathy (empathic concern and perspective-taking) is associated with different dimensions (affective, cognitive, behavioral) of ethnic prejudice. The current study aims to fill this gap. A total of 259 Italian adolescents (M_age = 15.60, 87.6% female) completed online questionnaires at three time points (i.e., April, May, and October 2021). The results of cross-lagged models indicated that empathic concern was directly and indirectly associated with reduced affective, cognitive, and behavioral ethnic prejudice, while perspective-taking was linked to increases in cognitive and one facet of behavioral (i.e., lower contact willingness) prejudice. Furthermore, the prevalence of affect over cognition was found, with the affective component of both empathic competences (i.e., empathic concern) and ethnic prejudice exerting the strongest influence on the cognitive ones.

Comparisons Between COVID-19 Stigma and Other Stigmas: Distinct in Explicit Attitudes and Similar in Implicit Process

Since the outbreak of COVID-19, the public stigma associated with COVID-19 has emerged. To better understand the COVID-19 stigma, the present research conducted three studies on 1,493 Chinese participants from the outbreak to the recovery period of the COVID-19 pandemic to examine the psychological mechanisms of COVID-19 stigma by comparing it with other disease-related stigmas in terms of their explicit and implicit processes. Study 1 and Study 2 jointly demonstrated that the public endorsed more stigma toward the COVID-19 related people (i.e., the COVID-19 patients) relative to the other disease-related people (i.e., the SARS patients, people with flu) in multiple explicit aspects, including emotional, motivational, cognitive, and social processing. Using the implicit association test (IAT), Study 3 found no significant difference in the implicit measures of the COVID-19 vs. the SARS groups, which further revealed that the pandemic stigmas (i.e., COVID-19 and SARS) were similar at the implicit level. These findings suggest common (implicit level) but distinct (explicit level) psychological processes of the pandemic-related stigmas, which provide reference to policymakers in formulating suitable interventions to deal with COVID-19 stigma and a newly generated potential stigma and provide psychological support for the public in the future.

School Matters: The Effects of School Experiences on Youth's Attitudes toward Immigrants

Although schools have been described as an important socialization context for the development of intergroup attitudes, longitudinal multilevel studies are still rare within this field. This 3-wave study (with annual assessments) of German adolescents (N = 1292; M_age = 13.86; 51.8% female) examined the role of school experiences (perceived multicultural education, supportive peer relations in class, democratic classroom climate) in the development of youth’s negative attitudes toward immigrants. Longitudinal multilevel analyses revealed that a democratic classroom climate predicted youth’s attitudes at the individual level. At the classroom level class-average perceptions of a democratic classroom climate, supportive peer relations in class, and multicultural education (the latter solely among male, higher track students) were associated with less negative attitudes toward immigrants. In addition, age moderated the effect of school experiences on attitudes, showing that perceptions of a democratic climate at the classroom level mattered in particular among older adolescents. The findings suggest that school experiences are related to youth’s negative attitudes toward immigrants and can therefore help to reduce the risk of prejudice development.

Group Identity and Ingroup Bias: The Social Identity Approach

This article discusses the social identity approach (social identity theory and self-categorization theory) for understanding children’s ingroup biases in attitudes and behaviors. It is argued that developmental research on ingroup bias will be enhanced by more fully considering the implications of this approach. These implications include (a) the conceptualization of group identity, (b) the importance of social reality and children’s epistemic motivation, (c) the role of processes of normative influence and social projection, and (d) the relevance of moral considerations. These four implications have not been fully considered in the developmental literature but indicate that the social identity approach offers the possibility for theoretically integrating and empirically examining various processes involved in children’s ingroup biases.