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teaching:cndm:cndm_topic_empathy [2019/08/14 10:05] – [Q: Why does compassion matter in social settings?] anthonyteaching:cndm:cndm_topic_empathy [2019/09/30 13:18] (current) – ↷ Links adapted because of a move operation 66.249.65.211
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 ~~TOC 1-2~~ ~~TOC 1-2~~
  
 +{{ :teaching:cndm:cndm_logo_first_tight.svg?450 |}}
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 +[[teaching:cndm:cndm_guides|Back to topics page]]
  
  
  
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 ====== Topic: Empathy ====== ====== Topic: Empathy ======
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-2019-04-24 
  
 +Understanding other people's minds and perspectives influences our decisions. 
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 ====== Article Discussed ====== ====== Article Discussed ======
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 Singer, T., & Tusche, A. (2014). Chapter 27 - Understanding Others: Brain Mechanisms of Theory of Mind and Empathy. In P. W. Glimcher & E. Fehr (Eds.), //Neuroeconomics (Second Edition)// (pp. 513–532). [[https://doi.org/10.1016/B978-0-12-416008-8.00027-9|https://doi.org/10.1016/B978-0-12-416008-8.00027-9]] Singer, T., & Tusche, A. (2014). Chapter 27 - Understanding Others: Brain Mechanisms of Theory of Mind and Empathy. In P. W. Glimcher & E. Fehr (Eds.), //Neuroeconomics (Second Edition)// (pp. 513–532). [[https://doi.org/10.1016/B978-0-12-416008-8.00027-9|https://doi.org/10.1016/B978-0-12-416008-8.00027-9]]
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 ====== Brief Summary ====== ====== Brief Summary ======
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 The article “Understanding Others: Brain Mechanisms of Theory of Mind and Empathy” discusses the recent concentration of the affective human brain that is innately social. Social neuroscience, a new field that focuses on the attempted understanding of the complex connections between environmental influences and the effect on behavior. The field also seeks to comprehend cognitive processes underlying conduct, such as facial expressions of fear, attractiveness, and trustworthiness. More research is being conducted on comprehending an individual’s beliefs, intentions, and feeling, as well as moral and social reasoning. Class discussion focused on moral dilemma tasks and game theory more heavily. The class tried to comprehend how we could make decisions when engaged in moral dilemmas, as we tried to understand what the more “moral” choice would be. We then discussed the distinctions between moral dilemma tasks and game theory. We also conversed whether other species possessed Theory of Mind. There was no clear consensus on the decision, though there are examples of each individual animal showing examples of Theory of Mind. The article “Understanding Others: Brain Mechanisms of Theory of Mind and Empathy” discusses the recent concentration of the affective human brain that is innately social. Social neuroscience, a new field that focuses on the attempted understanding of the complex connections between environmental influences and the effect on behavior. The field also seeks to comprehend cognitive processes underlying conduct, such as facial expressions of fear, attractiveness, and trustworthiness. More research is being conducted on comprehending an individual’s beliefs, intentions, and feeling, as well as moral and social reasoning. Class discussion focused on moral dilemma tasks and game theory more heavily. The class tried to comprehend how we could make decisions when engaged in moral dilemmas, as we tried to understand what the more “moral” choice would be. We then discussed the distinctions between moral dilemma tasks and game theory. We also conversed whether other species possessed Theory of Mind. There was no clear consensus on the decision, though there are examples of each individual animal showing examples of Theory of Mind.
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 Though much effort was made to answer all questions, a few remained unanswered. A few questions were asked in order to gain more clarification such as Q4: “What is a unitary concept?” and Q15: “What classifies something as a “basic social ability” and what are some examples of these abilities?” Other questions were pondering related issues, such as Q8: “What are other applications of the effects of the James-Lange Theory?” and Q24: “Age-differences are talked about frequently in regard to “individual differences in the structural and functional characteristics of the late-maturing dorsolateral prefrontal cortex”, specifically regarding impulse control and decision making. Are there further differences with regard to other characteristics, such as gender or socio-economics?” The last question that was left unanswered was Q12, a interrogative considering the implication: “Does left handedness, right handedness or/and ambidextrous change the outcome of the results? Do more right handed people click faster or left?” Though much effort was made to answer all questions, a few remained unanswered. A few questions were asked in order to gain more clarification such as Q4: “What is a unitary concept?” and Q15: “What classifies something as a “basic social ability” and what are some examples of these abilities?” Other questions were pondering related issues, such as Q8: “What are other applications of the effects of the James-Lange Theory?” and Q24: “Age-differences are talked about frequently in regard to “individual differences in the structural and functional characteristics of the late-maturing dorsolateral prefrontal cortex”, specifically regarding impulse control and decision making. Are there further differences with regard to other characteristics, such as gender or socio-economics?” The last question that was left unanswered was Q12, a interrogative considering the implication: “Does left handedness, right handedness or/and ambidextrous change the outcome of the results? Do more right handed people click faster or left?”
 +
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 ====== Cognitive Process Neuroimaging Analysis  ====== ====== Cognitive Process Neuroimaging Analysis  ======
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 +
  
 Neurosynth term: “Empathy.” Neurosynth term: “Empathy.”
  
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 ===== Top 5 Pubmed articles ===== ===== Top 5 Pubmed articles =====
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 Williams, B., Lau, R., Thornton, E., & Olney, L. S. (2017). The relationship between empathy and burnout - lessons for paramedics: a scoping review. //Psychology Research and Behavior Management//, //10//, 329–337. [[https://doi.org/10.2147/PRBM.S145810|https://doi.org/10.2147/PRBM.S145810]]) Williams, B., Lau, R., Thornton, E., & Olney, L. S. (2017). The relationship between empathy and burnout - lessons for paramedics: a scoping review. //Psychology Research and Behavior Management//, //10//, 329–337. [[https://doi.org/10.2147/PRBM.S145810|https://doi.org/10.2147/PRBM.S145810]])
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 Sulzer, S. H., Feinstein, N. W., & Wendland, C. L. (2016). Assessing empathy development in medical education: a systematic review. //Medical Education//, //50//(3), 300–310. [[https://doi.org/10.1111/medu.12806|https://doi.org/10.1111/medu.12806]]) Sulzer, S. H., Feinstein, N. W., & Wendland, C. L. (2016). Assessing empathy development in medical education: a systematic review. //Medical Education//, //50//(3), 300–310. [[https://doi.org/10.1111/medu.12806|https://doi.org/10.1111/medu.12806]])
  
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 ===== Top 5 Neurosynth articles ===== ===== Top 5 Neurosynth articles =====
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 |**Title**                                                                                                                                       |**Authors**                                                                                   |**Journal**                                                                    |**Loading**| |**Title**                                                                                                                                       |**Authors**                                                                                   |**Journal**                                                                    |**Loading**|
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 |[[http://neurosynth.org/studies/25555525/|Neural activity related to cognitive and emotional empathy in post-traumatic stress disorder.]]       |Mazza M, Tempesta D, Pino MC, Nigri A, Catalucci A, Guadagni V, Gallucci M, Iaria G, Ferrara M|Behavioural brain research                                                     |0.684      | |[[http://neurosynth.org/studies/25555525/|Neural activity related to cognitive and emotional empathy in post-traumatic stress disorder.]]       |Mazza M, Tempesta D, Pino MC, Nigri A, Catalucci A, Guadagni V, Gallucci M, Iaria G, Ferrara M|Behavioural brain research                                                     |0.684      |
  
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 ===== Neurosynth map for the term ===== ===== Neurosynth map for the term =====
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 {{teaching:image1_empathy.png?423x468}} {{teaching:image1_empathy.png?423x468}}
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 ====== Questions posed by the class ====== ====== Questions posed by the class ======
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 ===== Clarifications and vocabulary ===== ===== Clarifications and vocabulary =====
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  ==== Q:  Can someone explain the two graphs in figure 27.4?  ====  ==== Q:  Can someone explain the two graphs in figure 27.4?  ====
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 Study showed that soccer fans felt more empathic concern for an injured player on their favorite team (ingroup), compared to an injured player on the opposite team (outgroup). Empathic concern was reflected in neural responses in the anterior insula (AI), which predicts helping behavior. The decision to refrain from helping an outgroup member was activated in the ventral striatum (nucleus accumbens, NAcc) when witnessing the other suffering. Basically the feeling of helping comes from AI and the resistance to help comes from the Nucleus Accumbens. This explains why the AI for ingroup members is high, and low for outgroup members. Study showed that soccer fans felt more empathic concern for an injured player on their favorite team (ingroup), compared to an injured player on the opposite team (outgroup). Empathic concern was reflected in neural responses in the anterior insula (AI), which predicts helping behavior. The decision to refrain from helping an outgroup member was activated in the ventral striatum (nucleus accumbens, NAcc) when witnessing the other suffering. Basically the feeling of helping comes from AI and the resistance to help comes from the Nucleus Accumbens. This explains why the AI for ingroup members is high, and low for outgroup members.
  
 +\\
 ==== Q:  How does Galvanic Skin Conductance work? ==== ==== Q:  How does Galvanic Skin Conductance work? ====
  
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 //Farnsworth, B., & Ph.D. (2018, July 17). What is GSR (galvanic skin response) and how does it work? Retrieved April 16, 2019, from iMotions website:// [[https://imotions.com/blog/gsr/|//https://imotions.com/blog/gsr///]] //Farnsworth, B., & Ph.D. (2018, July 17). What is GSR (galvanic skin response) and how does it work? Retrieved April 16, 2019, from iMotions website:// [[https://imotions.com/blog/gsr/|//https://imotions.com/blog/gsr///]]
  
 +\\
 ==== Q:  What does epistemological mean? ==== ==== Q:  What does epistemological mean? ====
  
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 [[https://doi.org/10.3102/00346543067001088|//https://doi.org/10.3102/00346543067001088//]] [[https://doi.org/10.3102/00346543067001088|//https://doi.org/10.3102/00346543067001088//]]
  
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 ==== Q:  When the article states that theory of mind exists in apes but only in simpler forms, what are the simpler forms? ==== ==== Q:  When the article states that theory of mind exists in apes but only in simpler forms, what are the simpler forms? ====
  
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 ===== Game theory and experimental tasks ===== ===== Game theory and experimental tasks =====
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 ==== Q:  How does “Game Theory” contribute to our understanding of decision making and social interaction? ==== ==== Q:  How does “Game Theory” contribute to our understanding of decision making and social interaction? ====
  
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 //Lee D. (2008). Game theory and neural basis of social decision making. Nature neuroscience, 11(4), 404–409. doi:10.1038/nn2065// //Lee D. (2008). Game theory and neural basis of social decision making. Nature neuroscience, 11(4), 404–409. doi:10.1038/nn2065//
  
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 ==== Q:  What would be an example of game theory being used in an individual’s daily life? ==== ==== Q:  What would be an example of game theory being used in an individual’s daily life? ====
  
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 //Cazals, C. (2016, November 30). How Game Theory Affects Your Everyday Life. Retrieved April 16, 2019, from The London Globalist website: http://www.thelondonglobalist.org/how-game-theory-affects-your-everyday-life/ // //Cazals, C. (2016, November 30). How Game Theory Affects Your Everyday Life. Retrieved April 16, 2019, from The London Globalist website: http://www.thelondonglobalist.org/how-game-theory-affects-your-everyday-life/ //
  
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 ==== Q:  What are some examples of moral dilemma tasks and the scenarios involved? ==== ==== Q:  What are some examples of moral dilemma tasks and the scenarios involved? ====
  
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 “After the ship you are traveling with had an accident, you find yourself in a 10-person lifeboat together with 30 other people (men, women, and children of different ages). The lifeboat is too designed by Wimmer and Perner (1983) as an assessment of theory of mind abilities heavy to paddle and it is filling with water. Unless you throw some people overboard, the boat will sink killing everybody in it. What is the most morally acceptable choice?” “After the ship you are traveling with had an accident, you find yourself in a 10-person lifeboat together with 30 other people (men, women, and children of different ages). The lifeboat is too designed by Wimmer and Perner (1983) as an assessment of theory of mind abilities heavy to paddle and it is filling with water. Unless you throw some people overboard, the boat will sink killing everybody in it. What is the most morally acceptable choice?”
  
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 ==== Q:  Is game theory considered a moral dilemma task? ==== ==== Q:  Is game theory considered a moral dilemma task? ====
  
 **MileImport:** Game theory is defined as “a branch of decision theory focusing on interactive decisions, applicable whenever the actions of two or more decision makers jointly determine an outcome that affects them all.” A moral dilemma task is defined as a situation in which a difficult choice has to be made between two courses of action, either of which entails transgressing a moral principle. With each of those definitions being noted, it is seen that game theory //can// be considered a moral dilemma task, but it is not //always// a moral dilemma task. Whether or not game theory is a moral dilemma task is entirely dependent on whether a decision transgresses a moral principle. **MileImport:** Game theory is defined as “a branch of decision theory focusing on interactive decisions, applicable whenever the actions of two or more decision makers jointly determine an outcome that affects them all.” A moral dilemma task is defined as a situation in which a difficult choice has to be made between two courses of action, either of which entails transgressing a moral principle. With each of those definitions being noted, it is seen that game theory //can// be considered a moral dilemma task, but it is not //always// a moral dilemma task. Whether or not game theory is a moral dilemma task is entirely dependent on whether a decision transgresses a moral principle.
  
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 ==== Q:  What is the false-belief paradigm? ==== ==== Q:  What is the false-belief paradigm? ====
  
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 //Courtin, C., & Melot, A.-M. (2005). Metacognitive development of deaf children: lessons from the appearance–reality and false belief tasks. Developmental Science, 8(1), 16–25. [[https://doi.org/10.1111/j.1467-7687.2005.00389.x|https://doi.org/10.1111/j.1467-7687.2005.00389.x]]// //Courtin, C., & Melot, A.-M. (2005). Metacognitive development of deaf children: lessons from the appearance–reality and false belief tasks. Developmental Science, 8(1), 16–25. [[https://doi.org/10.1111/j.1467-7687.2005.00389.x|https://doi.org/10.1111/j.1467-7687.2005.00389.x]]//
  
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 ===== Eliciting empathy in experiments ===== ===== Eliciting empathy in experiments =====
 +\\
  
 +\\
 ==== Q:  Do you think the responses of the female and male partners in the empathic brain responses were different that it would be in a situation in which their partner was actually in pain? In this experiment, they knew their partner was not in any real pain or threatening situation. ==== ==== Q:  Do you think the responses of the female and male partners in the empathic brain responses were different that it would be in a situation in which their partner was actually in pain? In this experiment, they knew their partner was not in any real pain or threatening situation. ====
  
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 ===== Alexithymia ===== ===== Alexithymia =====
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 ==== Q:  What does “Alexithymia is a subclinical phenomenon” mean? Is Alexithymia a genetic condition? ==== ==== Q:  What does “Alexithymia is a subclinical phenomenon” mean? Is Alexithymia a genetic condition? ====
  
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 (()) //“Is The Inability To Express Emotions Hereditary?”// (()) //“Is The Inability To Express Emotions Hereditary?”//
  
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 ==== Q:  What brain regions are involved in someone with Alexithymia? ==== ==== Q:  What brain regions are involved in someone with Alexithymia? ====
  
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 Alexithymia. (2019). In //Wikipedia//. Retrieved from Alexithymia. (2019). In //Wikipedia//. Retrieved from
  
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 ===== Theory of Mind ===== ===== Theory of Mind =====
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 +\\
 ==== Q:  The reference cited from 2002 said otherwise, but is there more recent research to show other species have a Theory of Mind, not only humans? ==== ==== Q:  The reference cited from 2002 said otherwise, but is there more recent research to show other species have a Theory of Mind, not only humans? ====
  
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 ==== Q:  The article mentions that ToM changes in brain location during development, but is there a certain age that ToM first appears in children? ==== ==== Q:  The article mentions that ToM changes in brain location during development, but is there a certain age that ToM first appears in children? ====
  
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 ===== Compassion, psychopathy, and sociopathy ===== ===== Compassion, psychopathy, and sociopathy =====
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 ==== Q:  Why does compassion matter in social settings? ==== ==== Q:  Why does compassion matter in social settings? ====
  
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 //Jeffrey, D. (2016). Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a difference? Does it matter? Journal of the Royal Society of Medicine, 109(12), 446–452.// [[https://doi.org/10.1177/0141076816680120|//https://doi.org/10.1177/0141076816680120//]] //Jeffrey, D. (2016). Empathy, sympathy and compassion in healthcare: Is there a problem? Is there a difference? Does it matter? Journal of the Royal Society of Medicine, 109(12), 446–452.// [[https://doi.org/10.1177/0141076816680120|//https://doi.org/10.1177/0141076816680120//]]
  
 +\\
 ==== Q:  Why do some people, like psychopaths, totally lack empathy (but still have good Theory of Mind)? ==== ==== Q:  Why do some people, like psychopaths, totally lack empathy (but still have good Theory of Mind)? ====
  
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 Plot twist, they actually might have bad theory of mind. A recent study from 2018 looks at whether or not psychopathic tendencies are rooted in a cognitive deficit (“specifically an inability to take others perspective”) instead of a social-affective processing deficit. They use “automatic” ToM tasks instead of “controlled.” From the Drayton, Santos & Baskin-Sommers (2018) article because I couldn’t figure out a way to say it better: “Controlled ToM processes are engaged when an individual intentionally considers the perspective of another person, whereas automatic ToM processes are engaged when an individual unintentionally represents the perspective of another person. In a sample of incarcerated offenders, we find that psychopathic individuals are equally likely to show response interference under conditions of controlled ToM, but lack a common signature of automatic ToM known as altercentric interference. We also demonstrate that the magnitude of this dysfunction in altercentric interference is correlated with real-world callous behaviors (i.e., number of assault charges). These findings suggest that psychopathic individuals have a diminished propensity to automatically think from another's perspective, which may be the cognitive root of their deficits in social functioning and moral behavior.” (Drayton, Santos, & Baskin-Sommers, 2018) Plot twist, they actually might have bad theory of mind. A recent study from 2018 looks at whether or not psychopathic tendencies are rooted in a cognitive deficit (“specifically an inability to take others perspective”) instead of a social-affective processing deficit. They use “automatic” ToM tasks instead of “controlled.” From the Drayton, Santos & Baskin-Sommers (2018) article because I couldn’t figure out a way to say it better: “Controlled ToM processes are engaged when an individual intentionally considers the perspective of another person, whereas automatic ToM processes are engaged when an individual unintentionally represents the perspective of another person. In a sample of incarcerated offenders, we find that psychopathic individuals are equally likely to show response interference under conditions of controlled ToM, but lack a common signature of automatic ToM known as altercentric interference. We also demonstrate that the magnitude of this dysfunction in altercentric interference is correlated with real-world callous behaviors (i.e., number of assault charges). These findings suggest that psychopathic individuals have a diminished propensity to automatically think from another's perspective, which may be the cognitive root of their deficits in social functioning and moral behavior.” (Drayton, Santos, & Baskin-Sommers, 2018)
  
 +\\
 ==== Q:  Do the brain structures and cognitive responses associated with empathy differ in psychopaths compared to those who have the ability to empathize? ==== ==== Q:  Do the brain structures and cognitive responses associated with empathy differ in psychopaths compared to those who have the ability to empathize? ====
  
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 [[https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873|https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873]] [[https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873|https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873]]
  
 +\\
 ==== Q:  Are psychopaths born without the ability to empathize with others or is it something they learn as they grow? Can psychopathy be prevented if it isn’t something they are born with? ==== ==== Q:  Are psychopaths born without the ability to empathize with others or is it something they learn as they grow? Can psychopathy be prevented if it isn’t something they are born with? ====
  
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 //Blair, R. J. R. (1995). A cognitive developmental approach to morality: investigating the psychopath. Cognition, 57(1), 1-29. // //Blair, R. J. R. (1995). A cognitive developmental approach to morality: investigating the psychopath. Cognition, 57(1), 1-29. //
  
 +\\
 ==== Q:  Do fMRI studies show different readings in brain images related to empathy for sociopathic people compared to healthy people? ==== ==== Q:  Do fMRI studies show different readings in brain images related to empathy for sociopathic people compared to healthy people? ====
  
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 ===== Traning social intelligence ===== ===== Traning social intelligence =====
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 ==== Q:  Can social intelligence be trained to improve to a drastic degree or is it heavily seated in genetics? ==== ==== Q:  Can social intelligence be trained to improve to a drastic degree or is it heavily seated in genetics? ====
  
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 Like most forms of intelligence, both genetics and environmental learning impact social intelligence((Vernon et al., “A Behavioral Genetic Study of Trait Emotional Intelligence.”)). Many schools, especially preschools, emphasize the importance of teaching children social intelligence and use methods such as play-based learning to help facilitate this type of growth. For example, they may “use pretend play to help children practice appropriately expressing... emotions. Teachers can guide children’s responses to pretend scenarios and model appropriate language and emotional expression”(( NAEYC.)). Additionally, the ability to increase social intelligence does not end after childhood. Emotional intelligence (EI), a form of social intelligence, is one area that studies have demonstrated can be improved with training((Mayer and Salovey, “The Intelligence of Emotional Intelligence.”)). One study of college students demonstrated that after participating in EI lessons throughout a semester students significantly improved their scores on EI tests from the beginning to the end of the semester compared to the control group ((Chang, “Can We Teach Emotional Intelligence?” (2006))). Older adults in the workplace have also been shown to have increased EI after participating in team-based learning activities((Clarke, “Developing Emotional Intelligence Abilities through Team-Based Learning.” Like most forms of intelligence, both genetics and environmental learning impact social intelligence((Vernon et al., “A Behavioral Genetic Study of Trait Emotional Intelligence.”)). Many schools, especially preschools, emphasize the importance of teaching children social intelligence and use methods such as play-based learning to help facilitate this type of growth. For example, they may “use pretend play to help children practice appropriately expressing... emotions. Teachers can guide children’s responses to pretend scenarios and model appropriate language and emotional expression”(( NAEYC.)). Additionally, the ability to increase social intelligence does not end after childhood. Emotional intelligence (EI), a form of social intelligence, is one area that studies have demonstrated can be improved with training((Mayer and Salovey, “The Intelligence of Emotional Intelligence.”)). One study of college students demonstrated that after participating in EI lessons throughout a semester students significantly improved their scores on EI tests from the beginning to the end of the semester compared to the control group ((Chang, “Can We Teach Emotional Intelligence?” (2006))). Older adults in the workplace have also been shown to have increased EI after participating in team-based learning activities((Clarke, “Developing Emotional Intelligence Abilities through Team-Based Learning.”
 )). )).
 +
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 ====== Bibliography  ====== ====== Bibliography  ======
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 +
  
 Alexithymia. (2019). In //Wikipedia//. Retrieved from [[https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873|https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873]] Alexithymia. (2019). In //Wikipedia//. Retrieved from [[https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873|https://en.wikipedia.org/w/index.php?title=Alexithymia&oldid=892056873]]
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 (N.d.). Retrieved April 27, 2019, from [[https://www.media.mit.edu/galvactivator/faq.html|https://www.media.mit.edu/galvactivator/faq.html]] (N.d.). Retrieved April 27, 2019, from [[https://www.media.mit.edu/galvactivator/faq.html|https://www.media.mit.edu/galvactivator/faq.html]]
  
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 +=== Date of summary document ===
 +
 +
 +2019-04-24
  
teaching/cndm/cndm_topic_empathy.1565791508.txt.gz · Last modified: 2019/08/14 10:05 by anthony