Sentences with phrase «as cognitive empathy»

Perspective taking, also known as cognitive empathy, occurs when a person is able to imagine herself in the situation of another.

Not exact matches

They found that high multitaskers had less brain density in the anterior cingulate cortex, a region responsible for empathy as well as cognitive and emotional control.

Studies have shown that among the many effects of physical abuse are depression, anxiety, cognitive and learning difficulties, even a lowering of IQ (especially verbal IQ), disordered sleep, flashbacks, loss of empathy, aggressive behavior, chronically high stress levels which can lead to chronic health effects such as high blood pressure and increased risk of cardiovascular disease, and inability to maintain relationships.

Some researchers believe that explains why females traditionally have greater vocabularies than males, as well as outperforming them in cognitive empathy, emotional intelligence, and verbal communication.

People open to online dating may have other strengths, including certain cognitive skills such as empathy, persistence or impulse - control, that help foster happiness in committed relationships.

In a separate report, a council of 28 scientists called on schools to focus on SEL, making the argument that student success is tied not only to academic ability and cognitive skills (such as working memory and self - regulation) but also to emotional skills (such as the ability to cope with frustration) and interpersonal skills (including empathy and the ability to resolve conflict).

It's our belief that fostering non-curricular cognitive skills like collaboration, empathy, leadership, communication, and self - expression will be a critical piece in helping prepare them for the changes they will face as adults.

Her cognitive trajectory is based on intuitive perception, but she leads us towards an understanding intimately linked to her deep love of language, a language rooted in emotion and empathy, a language as a root, rather than a system.

They describe emotional empathy as «the capacity to share or become affectively aroused by others» emotional states at least in valence and intensity», and they describe cognitive empathy as «the ability to consciously put oneself into the mind of another person to understand what she is thinking or feeling».

Interventions for Children with Sexual Behavior Problems: Research, Theory and Treatment is designed to help and heal child and family using a full array of activities to help foster key life skills such as safety planning, relationship skills, emotional expressive skills and empathy, cognitive coping, and self - regulation.

[jounal] Pecukonis, E. V. / 1990 / A cognitive / affective empathy training program as a function of ego development in aggressive adolescent females / Adolescence 25 (97): 59 ~ 76

In the present study, cognitive as well as affective empathy, and dispositional as well as situational forms of empathy played a meaningful role in shaping the provision of spousal support.

The present study explored the mediating role of cognitive and affective components of empathy in the relationship between happiness and positive and negative affect in adolescents with Asperger Syndrome (AS) and their non-AS peers.

EA, defined as the capacity to correctly deduce the intensity and valence of the feelings being experienced by a target (Zaki et al. 2008; Zaki and Ochsner 2011), involves both mental state attribution (cognitive empathy / emotion recognition) and experience - sharing (affective empathy; Zaki and Ochsner 2011).

In sum, empirical precedents support the importance of cognitive as well as affective empathy, and of dispositional as well as situational forms of empathy in predicting providers» level of spousal support.

These results suggest that emotion recognition and affective empathy are related, consistent with a two - stage model in which cognitive empathy / emotion labelling precedes or provides a foundation for affective empathy (e.g., Batson 2009; Feshbach 1987), as impairments were seen for the same emotions as were identified in the emotion recognition analyses.

It has been proposed that empathy is a multi-faceted phenomenon that can be fractionated into at least three forms: cognitive empathy (understanding others» mental states / emotion recognition), affective empathy (feeling the same emotion as another person), and motor empathy (mirroring others» body movements and facial expressions; Blair 2005).

The current study furthers our insight into the empathy - support link, by revealing differential effects (a) for men and women, (b) of both cognitive and affective empathy, and (c) of dispositional as well as situational empathy, on different types of support provision.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].