Minet de Wied

Bio: Minet de Wied is an academic researcher from Utrecht University. The author has contributed to research in topics: Empathy & Sadness. The author has an hindex of 20, co-authored 33 publications receiving 1932 citations. Previous affiliations of Minet de Wied include University of Alabama.

Perspective taking and empathic concern in adolescence: Gender differences in developmental changes.

Abstract: Empathy is an important social skill and is believed to play an essential role in moral development (Hoffman, 2000). In the present longitudinal study, the authors investigated adolescents' development of perspective taking and empathic concern from age 13 to 18 years (mean age at Wave 1 = 13 years, SD = 0.46) and examined its association with pubertal status. Adolescents (283 boys, 214 girls) reported for 6 consecutive years on their dispositional perspective taking and empathic concern and for 4 consecutive years on pubertal status. Latent growth curve modeling revealed gender differences in levels and developmental trends. Gender differences in perspective taking emerged during adolescence, with girls' increases being steeper than those of the boys. Girls also showed higher levels of empathic concern than did boys. Whereas girls' empathic concern remained stable across adolescence, boys showed a decrease from early to middle adolescence with a rebound to the initial level thereafter. Boys who were physically more mature also reported lower empathic concern than did their less physically developed peers. The current study supports theoretical notions that perspective taking develops during adolescence as a result of cognitive development. Moreover, the results suggest that pubertal maturation plays a role in boys' development of empathic concern.

Affective pictures processing, attention, and pain tolerance.

Abstract: Two experiments were conducted to determine whether attention mediates the effects of affective distractors on cold pressor pain, or whether the cognitive processes of priming and appraisal best account for the effects. In Experiment I, 65 male respondents were exposed to either pleasant, neutral or unpleasant pictures selected from the International Affective Pictures System (IAPS). The cold-pressor test was administered simultaneously. Consistent with predictions based on priming and appraisal hypotheses, results revealed a linear trend across conditions, such that pain tolerance scores were higher as a function of picture pleasantness. A second study was conducted to examine the role of pain cues in the effects of negative affect on cold pressor pain. Thirty-nine male respondents were exposed to unpleasant pictures that either did or did not include pain-related material. Respondents who viewed pictures without pain cues tolerated the cold water for a longer period of time than respondents who viewed pictures that contained pain-related information. Priming and appraisal processes that might underlie the observed differences, and the type of affective distractors that could be meaningful for enhancing pain tolerance, are discussed.

Empathy and conflict resolution in friendship relations among adolescents

Abstract: The present study addressed empathy's role in conflict resolution within the context of adolescent same-sex friendship relations. Self-report questionnaires were used to assess dispositional affective empathy and conflict resolution styles (problem solving, conflict engagement, withdrawal and compliance). The data of 307 adolescents (149 boys, 158 girls) were included in a multigroup path analysis with sex as a moderator variable. In agreement with the hypothesis that higher levels of dispositional empathy are associated with more successful conflict management, dispositional affective empathy was found to be positively linked to problem solving and negatively linked to conflict engagement among adolescent boys and girls. Dispositional affective empathy was not related to the two more passive strategies (withdrawal and compliance). Sex differences were demonstrated in empathic tendencies, with girls being more empathic than boys. Sex differences were also established in conflict resolution strategies, with girls using problem solving, withdrawal and compliance more frequently than boys. Both sexes scored equally low on conflict engagement, however, and were found to prefer problem solving to all other conflict resolution strategies. Findings are discussed in terms of previous research on empathy and conflict resolution. Aggr. Behav. 33:48–55, 2007. © 2006 Wiley-Liss; Inc.

Verbal, Facial and Autonomic Responses to Empathy-Eliciting Film Clips by Disruptive Male Adolescents with High Versus Low Callous-Unemotional Traits

Abstract: This study examined empathy-related responding in male adolescents with disruptive behavior disorder (DBD), high or low on callous-unemotional (CU) traits. Facial electromyographic (EMG) and heart rate (HR) responses were monitored during exposure to empathy-inducing film clips portraying sadness, anger or happiness. Self-reports were assessed afterward. In agreement with expectations, DBD adolescents with high CU traits showed significantly lower levels of empathic sadness than healthy controls across all response systems. Between DBD subgroups significant differences emerged at the level of autonomic (not verbal or facial) reactions to sadness, with high CU respondents showing less HR change from baseline than low CU respondents. The study also examined basal patterns of autonomic function. Resting HR was not different between groups, but resting respiratory sinus arrhythmia (RSA) was significantly lower in DBD adolescents with high CU traits compared to controls. Results support the notion that CU traits designate a distinct subgroup of DBD individuals.

Empathy in boys with disruptive behavior disorders

Abstract: Background: The present study examined empathy in 8- to 12-year-old clinically referred boys with disruptive behavior disorders (DBD) (n ¼ 25) and age-matched normal controls (n ¼ 24). Method: Situational empathy was assessed by children’s emotional and cognitive responses to six empathy-inducing vignettes (displaying sadness, anger or happiness). Dispositional affective empathy was measured by a self-report questionnaire for children. Results: In line with predictions, results revealed deficits in dispositional and situational empathy among DBD boys, and inverse relationships between both empathy measures and parent-reports of aggressive/disruptive behavior among all children. The study also explored whether DBD boys are less responsive to just any emotion, or to specific emotions. Compared to normal controls, DBD boys responded less empathically to sadness and anger, but equally empathically to happiness. In addition, while DBD boys responded less empathically than the normal controls to each and every sadness vignette, they did not show equally low levels of empathic responses to all sadness vignettes. Conclusions: These findings suggest that situational factors may be involved in DBD boys’ reduced responsiveness to another person’s sadness. Keywords: Aggression, conduct disorder, disruptive behavior, empathy, schoolchildren. Abbreviation: DBD: disruptive behavior disorders. In clinical practice, children with oppositional defiant disorder (ODD) and conduct disorder (CD) are thought to have little empathy and concern for the feelings and well-being of others. According to DSMIV (American Psychiatric Association, 1994), the essential features of ODD are a recurrent pattern of negativistic, defiant, disobedient, and hostile behavior toward authority figures, which leads to impairment in social, academic, or occupational functioning. ODD can be a precursor to CD, which is characterized by a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated. Although deficient empathy is listed as an associated feature in CD, no studies have been conducted directly with school-aged ODD/CD children. The aim of the present study is to examine empathy in 8- to 12year-old clinically referred ODD/CD boys. According to DSM-IV, ODD and CD are also called disruptive behavior disorders (DBD). We will use the term DBD to refer to both ODD and CD. Empathy, generally defined as the understanding of, and sharing in, another’s emotional state (Cohen & Strayer, 1996; Feshbach, 1997; Hoffman, 2000; Snow, 2000), involves the joint operation of both affective and cognitive processes. The affective component of empathy involves the vicarious experience of emotions consistent with those of others. The cognitive component involves understanding

Defining Identification: A Theoretical Look at the Identification of Audiences With Media Characters

Abstract: In this article I argue that although the notion of identification with media characters is widely discussed in media research, it has not been carefully conceptualized or rigorously tested in empirical audience studies. This study presents a theoretical discussion of identification, including a definition of identification and a discussion of the consequences of identification with media characters for the development of identity and socialization processes. It is suggested that a useful distinction can be made between identification and other types of reactions that media audiences have to media characters. A critical look at media research involving identification exposes the inherent conceptual problems in this research and leads to hypotheses regarding the antecedents and consequences of identification with media characters. The importance of a theory of identification to media research and communication research, more broadly, is presented.

Understanding Media Enjoyment: The Role of Transportation Into Narrative Worlds

Abstract: “Transportation into a narrative world” is an experience of cognitive, emotional, and imagery involvement in a narrative. Transportation theory (Green & Brock, 2000, 2002) provides a lens for understanding the concept of media enjoyment. The theory suggests that enjoyment can benefit from the experience of being immersed in a narrative world, as well as from the consequences of that immersion. Consequences implied by transportation theory include connections with characters and self-transformations.

Can callous-unemotional traits enhance the understanding, diagnosis, and treatment of serious conduct problems in children and adolescents? A comprehensive review.

Abstract: This article provides a comprehensive review of the research on the use of callous and unemotional (CU) traits for designating an important subgroup of children and adolescents with severe conduct problems. It focuses on the etiological significance of recognizing this subgroup of youths with severe conduct problems, its implications for diagnostic classification, and the treatment implications of this research. The review highlights limitations in existing research and provides directions for future research. The available research suggests that children and adolescents with severe conduct problems and elevated CU traits show distinct genetic, cognitive, emotional, biological, environmental, and personality characteristics that seem to implicate different etiological factors underlying their behavior problems relative to other youths with severe conduct problems. Recognizing these subgroups could be critical for guiding future research on the causes of severe conduct problems in children and adolescents. Further, children and adolescents with both severe conduct problems and elevated CU traits appear to be at risk for more severe and persistent antisocial outcomes, even controlling for the severity of their conduct problems, the age of onset of their conduct problems, and common comorbid problems, which supports the clinical importance of designating this group in diagnostic classification systems. Finally, although children and adolescents with both severe conduct problems and elevated CU traits tend to respond less positively to typical interventions provided in mental health and juvenile justice settings, they show positive responses to certain intensive interventions tailored to their unique emotional and cognitive characteristics.