Development
A study was conducted with a group of children as well as a separate group of adults; both groups were to watch a video. The video was of a negatively emotional news story. While they watched the video their facial expressions where recorded, as well they self reported how they felt after viewing the video. The results found that there is indeed a stark difference between sympathy and personal distress. Markers of sympathy were related to prosocial responses on the other hand facial indexes of personal distress were unrelated. For adults it was found that facial sadness and concerned attention tended to be positively related to prosocial tendencies, children on the other hand had a negative relationship between prosocial behaviour and facial personal distress. This displays how there is not only an observable difference between sympathy and personal distress. It can also be seen that there is a difference between how children and adults experience either personal distress or sympathy this is largely related to the level of development that the individual has achieved.
Read more about this topic: Personal Distress
Famous quotes containing the word development:
“Theories of child development and guidelines for parents are not cast in stone. They are constantly changing and adapting to new information and new pressures. There is no “right” way, just as there are no magic incantations that will always painlessly resolve a child’s problems.”
—Lawrence Kutner (20th century)
“Such condition of suspended judgment indeed, in its more genial development and under felicitous culture, is but the expectation, the receptivity, of the faithful scholar, determined not to foreclose what is still a question—the “philosophic temper,” in short, for which a survival of query will be still the salt of truth, even in the most absolutely ascertained knowledge.”
—Walter Pater (1839–1894)
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)