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：移情能力是社会情感能力的核心组成部分（CASEL， 2019年）。在整个发展过程中，同理心与有益的社会结果有关，而缺乏同理心则是 与儿童时期的外部化问题、青春期的欺凌和成年期的虐待儿童有关 （Burke，2001; Eisenberg，2017;货车Noorden，Haselager，Cillessen，& Bukowski，2015）。从健康 从这个角度来看，识别支持同理心的因素对于理解和培养积极的社会关系至关重要。 在整个生命周期中发挥作用。亲子关系被认为是促进同理心发展的一个因素 附件.拟议项目的目标是通过以下方式解决共情文献中的关键空白 在两个敏感的发展时期：婴儿期和 青春期研究1测试了12个月大的婴儿依恋是否能预测18个月大的同理心（目标1） 并探讨了两个新的调解人，这一联系，扎根于依恋理论：内部工作模式和 神经认知机制（目标2）。参与者将包括120名婴儿及其护理人员。护理人员将 完成广泛使用的附件Q排序（沃茨和迪恩，1985年）; 6个月后，观察到婴儿的 对两种自然主义的痛苦模拟（实验者的身体疼痛和悲伤）的反应将是 编码为同情。内部工作模式将使用创新的视觉习惯化范式进行测量 该系统利用了婴儿对看护者反应的期望（约翰逊等人，2010年），婴儿的神经和 对情绪的注意力反应将使用功能性近红外光谱（fNIRS）和眼睛记录， 在观察情绪化的面孔时进行跟踪。研究2使用来自纵向研究的预先存在的数据来测试是否 依恋可以预测青少年时期共情的发展。参与者包括185名青少年， 在14岁时完成了黄金标准的成人依恋访谈（乔治，卡普兰和梅因，1996年）， 在14岁、15岁、16岁和17岁时与同龄人进行解决问题的讨论;同理心将从 这些观察到的同伴互动。该项目提出了一个依恋理论的观点， 理解同理心的发展，揭示了养育有助于 在敏感的发展时期的同情，并提供有关关系的重要信息 有助于共情的因素，可以为未来的研究和干预工作提供信息。 培训计划和环境：博士后培训将有助于启动PI斯特恩的职业生涯作为一个发展 科学家致力于了解社会关系如何塑造儿童和青少年的结果。的 弗吉尼亚大学资源丰富的背景下提供了广泛的机会，课程和专业 发展，以建立进行尖端神经生物学和行为研究的新技能。的 三位婴儿社会大脑发育专家（格罗斯曼博士）、同理心（格罗斯曼博士）、 Vaish）和青少年依恋（艾伦博士）将为斯特恩博士的研究生涯提供关键支持。