母子二人组中的移情压力:儿童在直接压力暴露期间观察母亲时产生移情压力的多模式证据。

IF 3.7 1区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Journal of Experimental Psychology: General Pub Date : 2023-11-01 Epub Date: 2023-06-08 DOI:10.1037/xge0001430
Jost Ulrich Blasberg, Joana Jost, Philipp Kanske, Veronika Engert
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引用次数: 0

摘要

关系亲密度决定了自发再现他人情绪和生理压力反应的倾向。我们调查了母亲的心理社会压力是否与儿童的这种移情压力有因果关系。母亲(N=76)完成了标准化的实验室压力源或无压力控制任务,而他们的儿童中期(8-12岁)正在观看。母子二人组同时提供了多种皮质醇、心率、高频心率变异性(HF-HRV)和主观压力样本。我们发现,压力组儿童更倾向于表现出生理上显著的皮质醇释放,尤其是男孩。观察压力重重的母亲也会引发更强的主观、状态移情和HF-HRV压力反应,后者依赖于更高的特质认知移情评级。只有在压力大的二人组中,孩子们的HF-HRV才会与母亲的产生共鸣。我们得出的结论是,幼儿虽然只是轻度压力,但会自发地再现母亲的压力。(PsycInfo数据库记录(c)2023 APA,保留所有权利)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empathic stress in the mother-child dyad: Multimodal evidence for empathic stress in children observing their mothers during direct stress exposure.

Relationship closeness determines the propensity to spontaneously reproduce another's emotional and physiological stress response. We investigated whether psychosocial stress in mothers is causally linked to such empathic stress in children. Mothers (N = 76) completed either a standardized laboratory stressor or a stress-free control task, while their middle childhood-aged children (8-12 years old) were watching. Mother-child dyads simultaneously provided multiple cortisol, heart-rate, high-frequency heart-rate variability (HF-HRV), and subjective stress samples. We found that stress-group children had a greater propensity to show physiologically significant cortisol release, especially boys. Watching stressed mothers also triggered stronger subjective, state empathy, and HF-HRV stress responses, with the latter relying on elevated trait cognitive empathy ratings. Only in the stressed dyads, children's HF-HRV resonated with those of their mothers'. We conclude that young children, although only mildly stressed, spontaneously reproduce maternal stress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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来源期刊
CiteScore
6.20
自引率
4.90%
发文量
300
期刊介绍: The Journal of Experimental Psychology: General publishes articles describing empirical work that bridges the traditional interests of two or more communities of psychology. The work may touch on issues dealt with in JEP: Learning, Memory, and Cognition, JEP: Human Perception and Performance, JEP: Animal Behavior Processes, or JEP: Applied, but may also concern issues in other subdisciplines of psychology, including social processes, developmental processes, psychopathology, neuroscience, or computational modeling. Articles in JEP: General may be longer than the usual journal publication if necessary, but shorter articles that bridge subdisciplines will also be considered.
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