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同伴地位影响童年中期疼痛共情中的内群体偏袒：来自行为学和事件相关电位研究的证据。

Peer Status Influences In-Group Favoritism in Pain Empathy During Middle Childhood: Evidence from Behavioral and Event-Related Potentials Studies.

作者信息

Chen Yiyue, Liang Jingyuan, Han Gaoxin, Yang Xue, Song Juan

机构信息

Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China.

出版信息

Brain Sci. 2024 Dec 16;14(12):1262. doi: 10.3390/brainsci14121262.

DOI:10.3390/brainsci14121262
PMID:39766461
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11674303/
Abstract

BACKGROUND/OBJECTIVES: Empathy for pain enhances our ability to perceive pain and recognize potential dangers. Empathic bias occurs when members of the in-group evoke more intense empathic responses compared to out-group members. In the process of interacting with peers, children develop peer status and spontaneously form peer groups. The present study examined how peer status affects pain empathy in mid-childhood individuals.

METHODS

A behavior and an event-related potential (ERP) study were conducted. Participants were exposed to pictures of different peers in painful or non-painful situations and completed the pain and unpleasantness rating tasks. Four types of peers were included: popular, rejected, neglected and unfamiliar peers.

RESULTS

The behavioral results suggested that the influence of peer status on cognitive empathy is more salient, and the empathic response to unfamiliar peers is higher than neglecting and rejecting peers. The ERP results indicated that larger P3 and LPP amplitude were observed in the painful stimulus condition than in the non-painful stimulus condition. The findings also showed that the popular peers elicited larger LPP amplitude than other peers. The LPP response to unfamiliar peers was larger than to neglected peers.

CONCLUSIONS

All these results demonstrated that mid-childhood individuals showed empathic bias to in-group members, but it was influenced by peer status in the cognitive processes of pain empathy.

摘要

背景/目的：对疼痛的同理心增强了我们感知疼痛和识别潜在危险的能力。当内群体成员比外群体成员引发更强烈的共情反应时，就会出现共情偏差。在与同伴互动的过程中，儿童发展同伴地位并自发形成同伴群体。本研究考察了同伴地位如何影响童年中期个体的疼痛同理心。

方法

进行了一项行为研究和一项事件相关电位（ERP）研究。参与者观看了处于疼痛或非疼痛情境中的不同同伴的图片，并完成了疼痛和不愉快程度评分任务。包括四种类型的同伴：受欢迎的、被拒绝的、被忽视的和不熟悉的同伴。

结果

行为结果表明，同伴地位对认知同理心的影响更为显著，对不熟悉同伴的共情反应高于被忽视和被拒绝的同伴。ERP结果表明，与非疼痛刺激条件相比，疼痛刺激条件下观察到更大的P3和LPP波幅。研究结果还表明，受欢迎的同伴比其他同伴引发更大的LPP波幅。对不熟悉同伴的LPP反应比对被忽视同伴的反应更大。

结论

所有这些结果表明，童年中期个体对内群体成员表现出共情偏差，但在疼痛同理心的认知过程中，这种偏差受到同伴地位的影响。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/0b5692822a88/brainsci-14-01262-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/d67b648df525/brainsci-14-01262-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/53bd98d03f83/brainsci-14-01262-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/0c2247ec23be/brainsci-14-01262-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/00b79a44b825/brainsci-14-01262-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/1f006d01068c/brainsci-14-01262-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/d44cdd015e2d/brainsci-14-01262-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/bbb4c3722fc7/brainsci-14-01262-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/0b5692822a88/brainsci-14-01262-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/d67b648df525/brainsci-14-01262-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/53bd98d03f83/brainsci-14-01262-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/0c2247ec23be/brainsci-14-01262-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/00b79a44b825/brainsci-14-01262-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/1f006d01068c/brainsci-14-01262-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/d44cdd015e2d/brainsci-14-01262-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/bbb4c3722fc7/brainsci-14-01262-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/0a3d/11674303/0b5692822a88/brainsci-14-01262-g008.jpg

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本文引用的文献

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How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement.同伴关系如何影响初中生的学业成绩：学习动机和学习投入的链式中介作用。
BMC Psychol. 2024 May 16;12(1):278. doi: 10.1186/s40359-024-01780-z.
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This is no "ICA bug": response to the article, "ICA's bug: how ghost ICs emerge from effective rank deficiency caused by EEG electrode interpolation and incorrect re-referencing".这并非“独立成分分析（ICA）错误”：对《ICA的错误：脑电电极插值和错误重参考导致的有效秩亏缺如何产生虚假独立成分》一文的回应
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Neural basis of in-group bias and prejudices: A systematic meta-analysis.
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