当孩子们为同龄人的悲伤和幸福做出贡献时,与同情相关的大脑区域的活动会增加
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Updated: Jul 9, 2025
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Observational Fear as a Model of Affective Empathy in Mice
Published on: November 22, 2024
560
Erin M McDonald1, Katrina D Farris1, Arden M Cooper1
1Department of Psychology, Georgia State University, Atlanta, GA 30303, USA.
Journal of experimental child psychology
|December 9, 2023
概括
孩子 孩子 孩子 孩子
科学领域:
- 发育神经科学的发展神经科学.
- 社会神经科学是一种社会神经科学.
- 认知神经科学 认知神经科学
背景情况:
- 对同龄人的情绪有同理心的反应对于社会发展至关重要.
- 现有的关于儿童同情心的研究有局限性,不太关注引起情绪,更多关注目击情绪,以及消极而不是积极的情绪.
- 儿童同情的神经相关性,特别是当他们引起他人的情绪时,还没有得到充分的研究.
研究的目的:
- 调查当他们引起同龄人的积极和消极情绪时,儿童的同情神经机制.
- 为了检查与第一手 (自我经历) 和二手 (同理心) 情绪相关的大脑活动,在中年童年.
- 为了测试这种假设,自我意识的情绪加剧了同情的反应.
主要方法:
- 38名儿童 (平均年龄9.28岁) 接受了功能磁共振成像 (fMRI).
- 参与者玩了一个操纵游戏,为自己和同龄人赢得或输掉硬币,并观察同龄人的情绪反应 (快乐,悲伤).
- 一个感兴趣的区域方法分析了与成年人同情相关的大脑区域的活动.
主要成果:
- 当儿童赢得/输掉硬币并观察同龄人的情绪时,观察到杏仁体,前半岛和背前前带状皮层活动的显著增加.
- 在为自己玩和为同伴玩之间,大脑活动没有显著差异.
- 这些发现表明,自我意识的情绪并不单独地提高同情心.
结论:
- 中儿童时期的同理心利用了与成年人一样的神经通路.
- 儿童的第一手和二手积极和消极的情绪体验涉及重叠的大脑区域.
- 这项研究强调了儿童自我体验和同情情绪的共同神经过程.
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