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On Empathy Development in Young Children

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During the formative years, habits, outlooks, and attitudes develop which influence social interaction throughout life. Because empathy is crucial in social interaction, empathy development should be supported. Evidence of empathy is first observed around the age of two (Radke-Yarrow et al., 1983, 1984; Spinrad & Fabes, 2009). The purpose of…

During the formative years, habits, outlooks, and attitudes develop which influence social interaction throughout life. Because empathy is crucial in social interaction, empathy development should be supported. Evidence of empathy is first observed around the age of two (Radke-Yarrow et al., 1983, 1984; Spinrad & Fabes, 2009). The purpose of this thesis is to examine empathy in children from multiple perspectives. The scientific literature reviews the discovery of the mirror neuron system (MNS). A study on nine- and ten-year-old children showed a correlation between MNS activity and empathic concern (Pfeifer et al. 2008). Another study with a mean age of 11 demonstrated that high emotional intelligence (EI) resulted in more nominations for "cooperation" and less for "aggression" (Petrides, Sangareau, Furnham & Frederickson, 2006). The three most common EI tests (MSCEIT, TEIQue, Bar-On) are modeled to measure empathy (Bar-On, 2006; Goleman 1998, 1995; Mayer & Caruso 1997; Petrides & Furnham 2001). Psychologists agree that low measures are linked to narcissistic and aggressive behavior. The Observational Study analyzed both evidence of empathy and a lack of empathy in interactions with three- and four-year-old children. Personal experiences were also shared on how empathy was understood and practiced. Lastly, the children's short story was written to support empathy development through fiction-reading.
ContributorsDominic, Bronson (Author) / Hanish, Laura (Thesis director) / Blasingame, James (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
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Comparison of Monolinguals and Bilinguals in Their Ability to Manage Emotion

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A bilingual advantage has been found to exist within emotional intelligence (Yow & Markman, 2011; Alqarni & Dewaele, 2018; Taheri et al., 2019; Niedbala, 2021). However, emotional management is an aspect of emotional intelligence that has not been widely studied in relation to bilingualism. Here, we compare English-Spanish bilinguals and…

A bilingual advantage has been found to exist within emotional intelligence (Yow & Markman, 2011; Alqarni & Dewaele, 2018; Taheri et al., 2019; Niedbala, 2021). However, emotional management is an aspect of emotional intelligence that has not been widely studied in relation to bilingualism. Here, we compare English-Spanish bilinguals and English monolinguals in their ability to manage emotion. Two parts of an untimed online survey were administered, consisting of the Situational Test of Emotional Management – Brief (STEM-B) and Language Assessment Scales (LAS). Our goal was to determine whether a bilingual advantage exists within the context of emotional management. The data show that bilinguals significantly outperform monolinguals in managing emotion. Further research should examine the bilingual advantage in emotional intelligence in an effort to understand the structures that subtend the association between language and emotional management.
ContributorsYilmaz, Maia (Author) / Holloway, Steven (Thesis director) / McClure, Samuel (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2022-05