Our emotional response to people is discordant with their emotional experience in competitive situations; this phenomenon is termed "counterempathy." Using event-related potentials, this study investigated the neural underpinnings of the effect of forgiveness on counterempathy. Twenty-seven female university students participated in a two phase-interpersonal competitive game with two other players whose smiles and frowns indicated the participant's losing and winning, respectively. In the "passive" phase, participants were passively punished with a high- or low-intensity noise chosen by the opponent each time they lost a trial (i.e., the opponent smiles). During the break, participants received a negative or friendly message from each opponent. Participants were more likely to forgive the opponent who had sent a friendly message. In the "active" phase, participants could punish both opponents when they won a trial (i.e., the opponent frowns). Behavioral data showed that participants' empathic responses were inconsistent with the opponents' expressions, and that forgiveness could weaken this effect. The electrophysiological data revealed that both very early emotional sharing (reflected in the N170) and late elaborative cognitive evaluation stage (reflected in the P300) of counterempathy were affected by forgiveness, whereas the early automatic cognitive evaluation stage (reflected in the feedback-related negativity [FRN]) was not. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Sci Rep
January 2025
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA, 19104, USA.
Decades of research hold that empathy is a multifaceted construct. A related challenge in empathy research is to describe how each subcomponent of empathy uniquely contributes to social outcomes. Here, we examined distinct mechanisms through which different components of empathy-Empathic Concern, Perspective Taking, and Personal Distress-may relate to prosociality.
View Article and Find Full Text PDFFront Psychol
January 2025
Department of Psychology, Humboldt-Universität zu Berlin, Berlin, Germany.
Emotional mimicry-the imitation of others' emotions-is an empathic response that helps to navigate social interactions. Mimicry is absent when participants' task does not involve engaging with the expressers' emotions. This may be because task-irrelevant faces (i.
View Article and Find Full Text PDFPsychoneuroendocrinology
January 2025
Institute of Psychosocial Medicine, Psychotherapy and Psychooncology, Jena University Hospital, Friedrich-Schiller University, Jena, Germany; German Center for Mental Health (DZPG), partner site Halle-Jena, Magdeburg, Germany; Center for Intervention and Research in adaptive and maladaptive brain Circuits underlying mental health (C-I-R-C), Halle-Jena, Magdeburg, Germany.
Empathic stress is the reproduction of psychological and physiological stress activation in an observer of a directly stressed target individual. It likely allows us to allocate the energy necessary to jointly alleviate a stressor at hand. The tendency to show such an empathic or "second-hand" stress response depends on the relationship between target and observer.
View Article and Find Full Text PDFEmotion
January 2025
Department of Special Education, Faculty of Education, University of Haifa.
Emotions play a significant role in well-being and interpersonal relationships. The presence of others is indispensable in facilitating the regulation of an individual's emotions. Despite extensive research on intrinsic emotion regulation strategies, the specific strategies employed during extrinsic emotion regulation (EER), particularly among individuals with depression, remain underexplored.
View Article and Find Full Text PDFBehav Sci (Basel)
December 2024
Master Program of Child and Youth Welfare, Chinese Culture University, Taipei 11114, Taiwan.
This study aimed to explore the nature of contextual differences in child-parent attachment relationships and examine how these experiences relate to children's psychological outcomes. A theoretically informed qualitative study was conducted using semi-structured interviews with 15 participants across four groups of Taiwanese youths and parents, representing different contextual attachment combinations. Data were analyzed using a hybrid thematic analysis approach, integrating both inductive and deductive methods.
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