Empathy Development in Infancy and Adolescence: The Role of Attachment

婴儿期和青春期的同理心发展：依恋的作用

• 批准号: 10611067
• 负责人: Jessica A Stern
• 金额: $ 3.49万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10611067
• 关键词: Address; Adolescence; Adolescent; Adult; Age; Attention; Behavioral; Behavioral Research; Brain; Caregivers; Child; Child Abuse; Child Rearing; Childhood; Code; Cognitive; Competence; Consequentialism; Data; Depressed mood; Development; Developmental Process; Distress; Emotional; Emotions; Empathy; Environment; Face; Family; Foundations; Gold; Health; Helping Behavior; Individual Differences; Infant; Intervention; Interview; Light; Link; Literature; Longevity; Longitudinal Studies; Measures; Mediating; Mediator of activation protein; Mentorship; Methods; Modeling; Morals; Neurobiology; Neurocognitive; Outcome; Pain; Paper; Parent-Child Relations; Parents; Participant; Patient Self-Report; Play; Problem Solving; Public Health; Q-Sort; Readiness; Research; Research Personnel; Research Project Grants; Resource Sharing; Resources; Role; Sampling; Schools; Scientist; Secure; Security; Shapes; Skin; Social Development; Social Functioning; Social outcome; Societies; Teenagers; Testing; Training; Universities; Variant; Virginia; Visual; Water; Work; antisocial behavior; base; bullying; career; cognitive neuroscience; early childhood; expectation; functional near infrared spectroscopy; habituation; infancy; innovation; neurobiological mechanism; neuromechanism; novel; peer; post-doctoral training; prospective; public health relevance; relating to nervous system; response; school violence; sexual coercion; simulation; skills; social; social relationships; social skills; theories; tool; visual tracking

Research Project: The capacity to empathize is a core component of social-emotional competence (CASEL, 2019). Across development, empathy is linked to beneficial social outcomes, whereas the lack of empathy is implicated in externalizing problems in childhood, bullying in adolescence, and child abuse in adulthood (Burke, 2001; Eisenberg, 2017; van Noorden, Haselager, Cillessen, & Bukowski, 2015). From a health perspective, identifying factors that support empathy is critical for understanding and nurturing positive social functioning across the life span. One factor thought to support the development of empathy is parent-child attachment. The objective of the proposed project is to address key gaps in the empathy literature by examining the contribution of attachment to empathy during two sensitive periods of development: infancy and adolescence. Study 1 tests whether infant attachment at 12 months predicts empathy at 18 months (Aim 1) and examines two novel mediators of this link, grounded in attachment theory: internal working models and neurocognitive mechanisms (Aim 2). Participants will include 120 infants and their caregivers. Caregivers will complete the widely used Attachment Q-Sort (Waters & Deane, 1985); six months later, infants’ observed responses to two naturalistic simulations of distress (an experimenter’s physical pain and sadness) will be coded for empathy. Internal working models will be measured using an innovative visual habituation paradigm that taps infants’ expectations of caregiver responsiveness (Johnson et al., 2010), and infants’ neural and attentional responses to emotion will be recorded using functional near-infrared spectroscopy (fNIRS) and eye- tracking while viewing emotional faces. Study 2 uses pre-existing data from a longitudinal study to test whether attachment predicts empathy development across adolescence. Participants include 185 adolescents who completed the gold standard Adult Attachment Interview (George, Kaplan, & Main, 1996) at age 14 and engaged in a problem-solving discussion with a peer at ages 14, 15, 16, and 17; empathy will be coded from these observed peer interactions. The proposed project brings an attachment theoretical perspective to understanding empathy development, sheds light on the mechanisms by which parenting contributes to empathy during sensitive periods of development, and provides important information about the relationship factors contributing to empathy that can inform future research and intervention efforts. Training Plan and Environment: Post-doctoral training will help launch PI Stern’s career as a developmental scientist invested in understanding how social relationships shape child and adolescent outcomes. The resource-rich context of University of Virginia provides extensive opportunities for coursework and professional development to build new skills for conducting cutting-edge neurobiological and behavioral research. The combined mentorship of three experts in infant social brain development (Dr. Grossmann), empathy (Dr. Vaish), and adolescent attachment (Dr. Allen) will provide key support for Dr. Stern’s research career.

研究项目：同情Capace是社会情感情感能力的核心组成部分（Casel，Casel， 2019年）。 与童年的外部化问题有关 （Burke，2001; Eisenberg，2017; Van Noorden，Haselager，Cillessen和Bukowski，2015年） 观点，确定支持同理心的因素对于理解和培养积极的社会至关重要 在整个寿命中运作。 附件。 在两个敏感的发展时期检查依恋对移情的依据：婴儿期和 青春期研究1测试婴儿在12个月时的依恋是否预测18个月的同理心（AIM 1） 并研究了该链接的两个新型调解人，基于依恋理论：内部工作模型和 神经认知机制（AIM 2）将包括120名婴儿及其护理人员 填写广泛使用的附件Q-Sort（Waters＆Deane，1985年）； 对两个自然主义模拟遇险的回应 对移情的编码将使用创新的视觉习惯来衡量 这列出了婴儿对护理人员的期望（Johnson等，2010），以及婴儿的神经和 对情绪的反应将使用功能性近红外光谱（FNIRS）和眼睛记录 在观看情感面孔时跟踪2。 依恋可以预测青少年的同理心发展。 完成了14岁的黄金标准成人依恋访谈（George，Kaplan和Main，1996年）和 在14、15、16和17岁时与同伴进行了解决问题的讨论； 拟议的项目带来了一个刻板的视角 了解同理心发展，阐明了育儿促进的机制 在敏感的发展期间的同理心，并提供有关关系的重要信息 导致同理心的因素，可以为未来的研究和干预工作提供依据。 培训计划和环境：博士后培训将地狱地狱地狱Pi Stern作为发展的职业 科学家投资了解社会关系如何塑造儿童和青少年 弗吉尼亚大学资源丰富的背景为课程和专业提供了广泛的机会 开发用于进行尖端神经生物学和行为研究的新技能 三名婴儿社会脑发育专家（Grossmann博士）的共同指导（同理心）（博士 Vaish）和青少年依恋（Allen博士）将为Stern博士的研究职业提供重要的支持。