Light Sharee N, Coan James A, Zahn-Waxler Carolyn, Frye Corrina, Goldsmith H Hill, Davidson Richard J
University of Wisconsin-Madison, WI 53706, USA.
Child Dev. 2009 Jul-Aug;80(4):1210-31. doi: 10.1111/j.1467-8624.2009.01326.x.
Empathy is the combined ability to interpret the emotional states of others and experience resultant, related emotions. The relation between prefrontal electroencephalographic asymmetry and emotion in children is well known. The association between positive emotion (assessed via parent report), empathy (measured via observation), and second-by-second brain electrical activity (recorded during a pleasurable task) was investigated using a sample of one hundred twenty-eight 6- to 10-year-old children. Contentment related to increasing left frontopolar activation (p < .05). Empathic concern and positive empathy related to increasing right frontopolar activation (ps < .05). A second form of positive empathy related to increasing left dorsolateral activation (p < .05). This suggests that positive affect and (negative and positive) empathy both relate to changes in prefrontal activity during a pleasurable task.
同理心是一种综合能力，能够解读他人的情绪状态并体验由此产生的相关情绪。前额叶脑电图不对称与儿童情绪之间的关系已为人熟知。本研究以128名6至10岁儿童为样本，调查了积极情绪（通过家长报告评估）、同理心（通过观察测量）与逐秒脑电活动（在愉悦任务期间记录）之间的关联。满足感与左额极激活增加有关（p < 0.05）。移情关注和积极同理心与右额极激活增加有关（p < 0.05）。积极同理心的第二种形式与左背外侧激活增加有关（p < 0.05）。这表明，积极情感以及（消极和积极）同理心都与愉悦任务期间前额叶活动的变化有关。
