Theory of mind and empathy. Repercussions on peer acceptance in Pre-school Primary and Secondary Education children
Keywords:
theory of mind, cognitive ToM, affective ToM, cognitive empathy, affective empathy, peer acceptanceAbstract
Theory of Mind (ToM) and empathy are skills that play a crucial role in social interaction. Recent advances in cognitive neuroscience are contributing to distinguishing between the cognitive and affective components of ToM and empathy, thus defining a conceptual relationship between them. This study analysed the impact of cognitive ToM, affective ToM, cognitive empathy, and affective empathy on the social acceptance of children. It also investigated the relative contribution of these factors in pre-school, primary school, and secondary school children. There were 127 participants in three age groups: 4 to 5 years (N = 31), 7 to 8 years (N = 38), and 12 to 14 years (N = 58). They were administered a selection of ToM tasks, the Basic Empathy Scale, and a sociometric questionnaire. The results confirmed a positive association between affective empathy and peer acceptance in the 4 to 5 year age group, a negative association between ToM and peer acceptance in the 7 to 8 year age group, and a positive association between cognitive empathy and peer acceptance in the 12 to 14 year age group. The attribution of mental states and empathy is useful in the perception of signals in the social environment and its appropriate use allows adaptation to the group. However, its relevance changes according to the different stages of development.
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References
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22. Hinnant, J. B. & O’Brien, M. (2007). Cognitive and Emotional Control and Perspective Taking and Their Relations to Empathy in 5-Year Old Children. The Journal of Genetic Psychology, 168(3), 301-322. https://doi.org/10.3200/GNTP.168.3.301-322
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24. Hogrefe, G.J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567-582. https://doi.org/10.2307/1130337
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26. Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52, 1192-1205. http://dx.doi.org/10.1037/dev0000140
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28. Jaramillo, J. M., Cárdenas, T., Forero, C., & Ramírez, D. (2007). Juicios expresados por niñas y niños de 9 a 11 años de edad sobre comportamientos y actitudes que conducen a la aceptación o al rechazo social dentro de un grupo escolar. Diversitas: Perspectivas en psicología, 3(1), 81-107.
29. Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of adolescence, 29, 589-611. https://doi.org/10.1016/j.adolescence.2005.08.010
30. Kliewer, W. (1991). Coping in middle childhood: Relations to competence, Type A behavior, monitoring, blunting, and locus of control. Developmental Psychology, 27, 689. http://doi.org/10.1037/0012-1649.27.4.689
31. Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107–118. https://doi.org/10.1111/1467-8624.00124
32. Mayberry, M. L., & Espelage, D. L. (2007). Associations among empathy, social competence, & reactive/proactive aggression subtypes. Journal of Youth and Adolescence, 36, 787–798. http://doi.org/10.1007/s10964-006-9113-y
33. McInnis, M. A. (2014). The relation between theory of mind and empathy in preschool: The case of fantasy orientation (Order No. 3639170). Available from ProQuest Dissertations & Theses A&I. (1620540550). Retrieved from https://search.proquest.com/docview/1620540550?accountid=14568
34. Moore, R. C., Dev, S. I., Jeste, D. V., Dziobek, I., & Eyler, L. T. (2015). Distinct neural correlates of emotional and cognitive empathy in older adults. Psychiatry Research: Neuroimaging, 232, 42-50. http://doi.org/10.1016/j.pscychresns.2014.10.016
35. Nagin, D. S. (2005). Group based modeling of development. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/9780674041318
36. Núñez, M. (1993). Teoría de la mente: metarrepresentación, creencias falsas y engaño en el desarrollo de una psicología natural. Tesis doctoral no publicada. Universidad Autónoma de Madrid.
37. Portillo, M., & Barajas, C. (2016). Teoría de la mente, aceptación entre iguales y auto-percepción social. Apuntes de Psicología, 34(1), 47-58.
38. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526. https://doi.org/10.1017/S0140525X00076512
39. Rueda, P., Fernández-Berrocal, P. y Schonert-Reichl, KA. (2014a). Empathic Abilities and Theory of Mind in Adolescents with Asperger Syndrome: Insights from the Twenty-First Century. Rev J Autismo Dev Disord, 1, 327. https://doi.org/10.1007/s40489-014-0026-5
40. Rueda, P. Fernández-Berrocal, P. y Baron-Cohen, S. (2014b) Dissociation between cognitive and affective empathy in youth with Asperger Syndrome. European Journal of Developmental Psychology, 12, 85-98. https://doi.org/10.1080/17405629.2014.950221
41. Salas-Wright, C.P., Olate, R., & Vaughn, M.G. (2012). Assessing Empathy in Salvadoran High-Risk and Gang-Involved Adults: A Spanish Validation of the Basic Empathy Scale. International Journal of Offender Therapy and Comparative Criminology, 15, 1393-1416. https://doi.org/10.1177/0306624X12455170
42. Sebastian, C. L., Fontaine, N. M., Bird, G., Blakemore, S. J., De Brito, S. A., McCrory, E. J., & Viding, E. (2012). Neural processing associated with cognitive and affective Theory of Mind in adolescents and adults. Social cognitive and affective neuroscience, 7, 53-63. https://doi.org/10.1093/scan/nsr023
43. Singer, T., Seymour, B., O’doherty, J., Kaube, H., Dolan, R. J., & Frith, C. D. (2004). Empathy for pain involves the affective but not sensory components of pain. Science, 303, 1157-1162. https://doi.org/10.1126/science.1093535
44. Slaughter, V. (2011). Early adoption of Machiavellian attitudes: Implications for children’s interpersonal relationships. In C. T. Barry, P. K. Kerig, K. K. Stellwagen, & T. D. Barry (Eds.), Narcissism and Machiavellianism in youth: Implications for the development of adaptive and maladaptive behavior (pp. 177-192). Washington, DC, US: American Psychological Association. http://doi.org/10.1037/12352-010
45. Sureda, I., García-Bacete, F. J., & Monjas, M. I. (2009). Razones de niños y niñas de diez y once años para preferir o rechazar a sus iguales. Revista Latinoamericana de Psicología, 41, 305-321. http://doi.org/10.14349/rlp.v41i2.382
46. Talwar, V, Gordon, H.M., & Lee, K. (2007). Razones de niños y niñas de diez y once años para preferir o rechazar a sus iguales. Developmental Psychology, 43, 804-810. https://doi.org/10.1037/0012-1649.43.3.804
47. Wellman, H.M., & Liu, D. (2004). Scaling of Theory-of-Mind-Tasks. Child Development, 57, 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
2. Baron-Cohen, S., Leslie, A.M. & Frith, U. (1985). Does the autistic child have a “Theory of mind”? Cognition, 21, 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
3. Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger síndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29, 407-418. https://doi.org/10.1023/A:1023035012436
4. Batson, C. D., Sager, K., Garst, E., Kang, M., Rubchinsky, K., & Dawson, K. (1997). Is empathy-induced helping due to self–other merging? Journal of personality and social psychology, 73(3), 495. http://doi.org/10.1037/0022-3514.73.3.495
5. Belacchi, C. (2008). I ruoli dei partecipanti nel bullismo: una nuova proposta. Giornale italiano di Psicologia, 4, 885-911.
6. Belacchi, C., & Farina, E. (2012). Feeling and thinking of others: Affective and cognitive empathy and emotion comprehension in prosocial/hostile preschoolers. Aggressive Behavior, 38(2), 150-165. http://doi.org/10.1002/ab.21415
7. Bell, M.A. & Wolfe, C.D. (2004). Emotion and cognition: An intricately bound developmental process. Child Development, 75, 366–370. https://doi.org/10.1111/j.1467-8624.2004.00679.x
8. Björkqvist, K., Osterman, K. & Kaukiainen, A. (2000). Social intelligence - empathy = aggression? Aggression Violent Behavior, 5, 191–200. https://doi.org/10.1016/S1359-1789(98)00029-9
9. Brothers, L. (1990). The social brain: A project for integrating primate behavior and neurophysiology in a new domain. Concepts in Neuroscience, 1, 27–51.
10. Camras, L. A., & Witherington, D. C. (2005). Dynamical systems approaches to emotional development. Developmental Review, 25, 328–350. https://doi.org/10.1016/j.dr.2005.10.002
11. Dautenhahn, K., & Woods, S. (2003). Possible connections between bullying behaviour, empathy and imitation. In Procs 2nd International Symposium on Imitation in Animals and Artifacts, pp. 68-77.
12. Decety, J. & Jackson, P.L. (2004). The functional architecture of human empathy. Behavior Cognitive Neuroscience Reviews, 3, 71–100. https://doi.org/10.1177/1534582304267187
13. Decety, J. (2010). The neurodevelopment of empathy in humans. Developmental neuroscience, 32(4), 257-267. https://doi.org/10.1159/000317771
14. Decety, J., Michalska, K. J. & Kinzler, K. D. (2012) The contribution of emotion and cognition to moral sensitivity: a neurodevelopmental study. Cerebral Cortex, 22, 209–220. https://doi.org/10.1093/cercor/bhr111
15. Dvash, J. & Shamay-Tsoory, S. G. (2014). Theory of mind and empathy as multidimensional constructs: Neurological foundations. Topics in Language Disorders, 34(4), 282-295. https://doi.org/10.1097/TLD.0000000000000040
16. Eisenberg, N., & Eggum, N. D. (2009). Empathic responding: Sympathy and personal distress. En J. Decety & W. Ickes (Eds.), The social neuroscience of empathy. Cambridge, Massachusetts: The MIT Press. https://doi.org/10.7551/mitpress/9780262012973.003.0007
17. Eisenberg, N. & Fabes, R. A. (1990). Empathy: Conceptualization, measurement, and relation to prosocial behavior. Motivation and Emotion, 14, 131–149. http://doi.org/10.1007/BF00991640
18. Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (701–778). New York: Wiley.
19. Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. En W. Damon & R.M Lerner (Eds), Handbook of child psychology. New York: John Wiley & Sons Inc.
20. Gray, J. R. (2004). Integration of emotion and cognitive control. Current Directions in Psychological Science, 13, 46–48. http://doi.org/10.1111/j.0963-7214.2004.00272.x
21. Gini, G., Albiero, P., Benelli, B., & Altoe, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of adolescence, 31, 93-105. https://doi.org/10.1016/j.adolescence.2007.05.002
22. Hinnant, J. B. & O’Brien, M. (2007). Cognitive and Emotional Control and Perspective Taking and Their Relations to Empathy in 5-Year Old Children. The Journal of Genetic Psychology, 168(3), 301-322. https://doi.org/10.3200/GNTP.168.3.301-322
23. Hodges, S.D. & Klein, K. J. K. (2001). Regulating the costs of empathy: the price of being human. Journal of Socio Economics, 30, 437–452. https://doi.org/10.1016/S1053-5357(01)00112-3
24. Hogrefe, G.J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567-582. https://doi.org/10.2307/1130337
25. Howes, C., Matheson, C. C. & Hamilton, C. E. (1994). Maternal, teacher and child care history correlates of children´s relationship with peers. Child Development, 65, 264-273. https://doi.org/10.1111/j.1467-8624.1994.tb00749.x
26. Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52, 1192-1205. http://dx.doi.org/10.1037/dev0000140
27. Izard, C. E., Ackerman, B. P., & Schultz, D. (1999). Independent emotions and consciousness: Self-consciousness and dependent emotions. En J.A. Singer & P. Salovey (Eds.) At Play in the Fields of Consciousness: Essays in honor of Jerome L. Singer. Psychology Press.
28. Jaramillo, J. M., Cárdenas, T., Forero, C., & Ramírez, D. (2007). Juicios expresados por niñas y niños de 9 a 11 años de edad sobre comportamientos y actitudes que conducen a la aceptación o al rechazo social dentro de un grupo escolar. Diversitas: Perspectivas en psicología, 3(1), 81-107.
29. Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of adolescence, 29, 589-611. https://doi.org/10.1016/j.adolescence.2005.08.010
30. Kliewer, W. (1991). Coping in middle childhood: Relations to competence, Type A behavior, monitoring, blunting, and locus of control. Developmental Psychology, 27, 689. http://doi.org/10.1037/0012-1649.27.4.689
31. Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107–118. https://doi.org/10.1111/1467-8624.00124
32. Mayberry, M. L., & Espelage, D. L. (2007). Associations among empathy, social competence, & reactive/proactive aggression subtypes. Journal of Youth and Adolescence, 36, 787–798. http://doi.org/10.1007/s10964-006-9113-y
33. McInnis, M. A. (2014). The relation between theory of mind and empathy in preschool: The case of fantasy orientation (Order No. 3639170). Available from ProQuest Dissertations & Theses A&I. (1620540550). Retrieved from https://search.proquest.com/docview/1620540550?accountid=14568
34. Moore, R. C., Dev, S. I., Jeste, D. V., Dziobek, I., & Eyler, L. T. (2015). Distinct neural correlates of emotional and cognitive empathy in older adults. Psychiatry Research: Neuroimaging, 232, 42-50. http://doi.org/10.1016/j.pscychresns.2014.10.016
35. Nagin, D. S. (2005). Group based modeling of development. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/9780674041318
36. Núñez, M. (1993). Teoría de la mente: metarrepresentación, creencias falsas y engaño en el desarrollo de una psicología natural. Tesis doctoral no publicada. Universidad Autónoma de Madrid.
37. Portillo, M., & Barajas, C. (2016). Teoría de la mente, aceptación entre iguales y auto-percepción social. Apuntes de Psicología, 34(1), 47-58.
38. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526. https://doi.org/10.1017/S0140525X00076512
39. Rueda, P., Fernández-Berrocal, P. y Schonert-Reichl, KA. (2014a). Empathic Abilities and Theory of Mind in Adolescents with Asperger Syndrome: Insights from the Twenty-First Century. Rev J Autismo Dev Disord, 1, 327. https://doi.org/10.1007/s40489-014-0026-5
40. Rueda, P. Fernández-Berrocal, P. y Baron-Cohen, S. (2014b) Dissociation between cognitive and affective empathy in youth with Asperger Syndrome. European Journal of Developmental Psychology, 12, 85-98. https://doi.org/10.1080/17405629.2014.950221
41. Salas-Wright, C.P., Olate, R., & Vaughn, M.G. (2012). Assessing Empathy in Salvadoran High-Risk and Gang-Involved Adults: A Spanish Validation of the Basic Empathy Scale. International Journal of Offender Therapy and Comparative Criminology, 15, 1393-1416. https://doi.org/10.1177/0306624X12455170
42. Sebastian, C. L., Fontaine, N. M., Bird, G., Blakemore, S. J., De Brito, S. A., McCrory, E. J., & Viding, E. (2012). Neural processing associated with cognitive and affective Theory of Mind in adolescents and adults. Social cognitive and affective neuroscience, 7, 53-63. https://doi.org/10.1093/scan/nsr023
43. Singer, T., Seymour, B., O’doherty, J., Kaube, H., Dolan, R. J., & Frith, C. D. (2004). Empathy for pain involves the affective but not sensory components of pain. Science, 303, 1157-1162. https://doi.org/10.1126/science.1093535
44. Slaughter, V. (2011). Early adoption of Machiavellian attitudes: Implications for children’s interpersonal relationships. In C. T. Barry, P. K. Kerig, K. K. Stellwagen, & T. D. Barry (Eds.), Narcissism and Machiavellianism in youth: Implications for the development of adaptive and maladaptive behavior (pp. 177-192). Washington, DC, US: American Psychological Association. http://doi.org/10.1037/12352-010
45. Sureda, I., García-Bacete, F. J., & Monjas, M. I. (2009). Razones de niños y niñas de diez y once años para preferir o rechazar a sus iguales. Revista Latinoamericana de Psicología, 41, 305-321. http://doi.org/10.14349/rlp.v41i2.382
46. Talwar, V, Gordon, H.M., & Lee, K. (2007). Razones de niños y niñas de diez y once años para preferir o rechazar a sus iguales. Developmental Psychology, 43, 804-810. https://doi.org/10.1037/0012-1649.43.3.804
47. Wellman, H.M., & Liu, D. (2004). Scaling of Theory-of-Mind-Tasks. Child Development, 57, 523-541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
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2018-05-01
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Maldonado Recio, M. T., & Barajas Esteban, C. (2018). Theory of mind and empathy. Repercussions on peer acceptance in Pre-school Primary and Secondary Education children. Escritos De Psicología - Psychological Writings, 11(1), 10–24. Retrieved from https://revistas.uma.es/index.php/espsi/article/view/9914
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