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共感的典型和非典型发展:实验室到现场的差距有多大?
Chiara Bulgarelli1,2, Emily J H Jones1
1Centre for Brain and Cognitive Development Birkbeck University of London London UK.
JCPP advances
|July 11, 2023
概括
幼儿的同理心发展是不太了解的. 幼儿园中的自然主义观察表明,情绪传染是罕见的,成年人的脚手架是培养同情心的关键,使早期干预成为可能.
科学领域:
- 发展心理学 发展心理学
- 社会神经科学是一种社会神经科学.
- 儿童发展 儿童发展
背景情况:
- 对社会纽带至关重要的同情心在成年人中得到了广泛的研究,但在幼儿中受到了有限的研究.
- 了解幼儿同理心对于早期干预至关重要,特别是在过渡到同龄人互动期间.
- 实验室环境中的方法限制限制了对幼儿同理心的研究.
研究的目的:
- 评估当前对幼儿同理心发展在现实环境中的理解.
- 将自然主义的观察与关于幼儿同理心机制的文献综述结合起来.
- 根据观察到的同情行为来确定早期干预的潜力.
主要方法:
- 在幼儿园环境中对2至4岁的孩子进行了21小时的自然观察.
- 审查了现有文献,以了解支观察到的同情行为机制.
- 专注于幼儿典型环境中的真实世界的同情表达.
主要成果:
- 情绪传染是一种原始的同情形式,很少被观察到.
- 较大的幼儿在别人哭泣时表现出凝视的行为,但缺乏共享感情的明确证据.
- 成年人的支架 (父母和老师) 似乎对同理心的发展至关重要.
- 在幼儿时代可以观察到非典型的同情反应,这表明早期干预的潜力.
结论:
- 需要使用受控和自然主义研究进行进一步的研究,以澄清幼儿的同理心机制.
- 建议采用新的方法,将神经认知框架纳入幼儿的社会环境.
- 基于幼儿时期的观察,对同理心发展的早期干预可能是可行的.
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