scholarly journals From Empathy to Apathy: The Bystander Effect Revisited

2018 ◽  
Vol 27 (4) ◽  
pp. 249-256 ◽  
Author(s):  
Ruud Hortensius ◽  
Beatrice de Gelder
Keyword(s):  
Bystander Effect ◽  
Theoretical Perspective ◽  
Helping Behavior ◽  
Emotional Reaction ◽  
Neural Mechanisms ◽  
Situational Influences ◽  
Fixed Action ◽  
New Perspective ◽  
Dispositional Factors ◽  
Bystander Apathy

The bystander effect, the reduction in helping behavior in the presence of other people, has been explained predominantly by situational influences on decision making. Diverging from this view, we highlight recent evidence on the neural mechanisms and dispositional factors that determine apathy in bystanders. We put forward a new theoretical perspective that integrates emotional, motivational, and dispositional aspects. In the presence of other bystanders, personal distress is enhanced, and fixed action patterns of avoidance and freezing dominate. This new perspective suggests that bystander apathy results from a reflexive emotional reaction dependent on the personality of the bystander.

scholarly journals From empathy to apathy: The bystander effect revisited

2017 ◽  
Author(s):  
Ruud Hortensius ◽  
Beatrice de Gelder
Keyword(s):  
Bystander Effect ◽  
Theoretical Perspective ◽  
Helping Behavior ◽  
Emotional Reaction ◽  
Neural Mechanisms ◽  
Situational Influences ◽  
Fixed Action ◽  
New Perspective ◽  
Dispositional Factors ◽  
Bystander Apathy

The bystander effect, the reduction in helping behavior in the presence of other people, has been predominantly explained by situational influences on decision-making. Diverging from this view, we highlight recent evidence on the neural mechanisms and dispositional factors that determine apathy in bystanders. We put forward a new theoretical perspective that integrates emotional, motivational and dispositional aspects. In the presence of other bystanders, personal distress is enhanced and avoidance and freeze-like fixed action patterns dominate. Together, this new perspective suggests that bystander apathy results from a reflexive emotional reaction dependent on the personality of the bystander.

Lesson study and teachers’ beliefs

2019 ◽  
Vol 8 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Edgar Mayrhofer
Keyword(s):  
Lesson Study ◽  
Classroom Practice ◽  
Good Practice ◽  
Theoretical Perspective ◽  
Educational Beliefs ◽  
Negative Effects ◽  
Content Type ◽  
Teacher Students ◽  
Theoretical Paper ◽  
New Perspective

Purpose The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and teacher–students’) personal beliefs which are the basis of a teacher’ interactions. On the basis of research referring to educational beliefs and good practice, the paper’s approach is to bring underlying beliefs into relation to Pierre Bourdieu’s sociocultural concept of the habitus. Awareness of these unconscious fundamentals is a requirement for improvement. Developing a professional habitus will allow inappropriate beliefs to be changed by informed knowledge. LS can support that. Design/methodology/approach This is a theoretical paper aiming at illustrating the potential of LS to initiate learning and reflection among teachers, and challenge and ultimately affect deep ranging beliefs. Guided by the idea that beliefs are not only a random collection acquired in a biography, the paper applies the Bourdieuian idea of habitus and field, suggesting habitus as the origin and source of beliefs and, therefore, ultimately of classroom practice. The paper defines LS as a tool in teacher education that has the potential to make teachers change inappropriate concepts by reflecting on their habitus and develop a more professional habitus. Findings Research agrees that teachers’ decisions and actions are strongly rooted in their unconscious beliefs, which have accumulated during their biographies, especially during their own school days whereas informed knowledge is neglected. The Bourdieuian theory of habitus is a heuristic concept that provides an integrative social perspective on beliefs as both a part and a result of a teacher’s habitus. Reflection on practice and teacher cooperation is essential for teacher learning. LS is an ideal setting providing these essentials, and the paper finds that the negative effects of habitus-rooted unconscious beliefs and practices can be affected by developing awareness through LS. Originality/value This paper aims at bringing together Bourdieu’s sociocultural theory of habitus and field, and LS. Inappropriate beliefs guiding practice can hinder informed knowledge on education to be integrated. An analysis of the habitus as the foundation of beliefs can create awareness of the effects resulting from biographical and social sources in both pre- and in-service teacher training. Rather than changing single beliefs, developing a professional habitus allows to integrate informed knowledge and affect a lasting change. The Bourdieuian approach opens up a new perspective of the capacity of LS and makes a relevant contribution in developing a professional habitus.

Impairments in Decoding Vocal Emotion in Schizophrenia and Bipolar Disorder

2018 ◽  
pp. 798-830
Author(s):  
David I. Leitman ◽  
Sarah M. Haigh
Keyword(s):  
Bipolar Disorder ◽  
Theoretical Perspective ◽  
Neural Mechanisms ◽  
Future Research ◽  
Affective Prosody ◽  
Interpersonal Communications ◽  
Emotional Dysfunction ◽  
Vocal Emotion ◽  
Cardinal Feature ◽  
Recent Attention

Communication of social-affective intent through vocal modulation (prosody) has received increasing recent attention from cognitive neuroscientists. Clinically, dysprosodia is a cardinal feature of schizophrenia and may also be present in bipolar disorder. This chapter summarizes the state of knowledge regarding schizophrenia and bipolar dysprosodia, examining how it is measured and the neural mechanisms that underlie its disturbance. The authors argue that in schizophrenia, rather than reflecting generalized emotional dysfunction, affective prosody deficits are better explained from an information theoretical perspective of impaired audio-linguistic signal processing (ALSP) beginning with basic impairments to simple pitch perception that, along with higher-order cognitive impairments, generate dysprosodia. The ALSP model engenders specific theoretical and clinical implications, which the chapter also details. Finally, the chapter outlines the limitations of the ALSP model and current approaches that examine dysprosdia in single individuals, advocating that future research must study prosody within a communication and linguistic perspective that examines interpersonal communications.

scholarly journals Neural correlates of ingroup bias for prosociality in rats

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Inbal Ben-Ami Bartal ◽  
Jocelyn M Breton ◽  
Huanjie Sheng ◽  
Kimberly LP Long ◽  
Stella Chen ◽  
...  
Keyword(s):  
Neural Correlates ◽  
Helping Behavior ◽  
Neural Mechanisms ◽  
Ingroup Bias ◽  
Helping Others ◽  
Group Members ◽  
Shared Network ◽  
In Vivo Calcium Imaging ◽  
Central Network

Prosocial behavior, in particular helping others in need, occurs preferentially in response to distress of one’s own group members. In order to explore the neural mechanisms promoting mammalian helping behavior, a discovery-based approach was used here to identify brain-wide activity correlated with helping behavior in rats. Demonstrating social selectivity, rats helped others of their strain (‘ingroup’), but not rats of an unfamiliar strain (‘outgroup’), by releasing them from a restrainer. Analysis of brain-wide neural activity via quantification of the early-immediate gene c-Fos identified a shared network, including frontal and insular cortices, that was active in the helping test irrespective of group membership. In contrast, the striatum was selectively active for ingroup members, and activity in the nucleus accumbens, a central network hub, correlated with helping. In vivo calcium imaging showed accumbens activity when rats approached a trapped ingroup member, and retrograde tracing identified a subpopulation of accumbens-projecting cells that was correlated with helping. These findings demonstrate that motivation and reward networks are associated with helping an ingroup member and provide the first description of neural correlates of ingroup bias in rodents.

Commentary On The Character Gap

2019 ◽  
Vol 44 ◽  
pp. 201-212
Author(s):  
Nancy E. Snow ◽  
Keyword(s):  
Meta Analysis ◽  
Academic Work ◽  
Helping Behavior ◽  
Future Research ◽  
Situational Influences ◽  
Helping Behaviour ◽  
Mixed Traits ◽  
Psychological Studies

This book is an important example of how philosophers can make their work better known to the nonacademic public without sacrificing too much by way of rigor. Miller’s academic work stands at the intersection of philosophy and psychology: he draws on a wide array of psychological studies to help make the case for ‘mixed traits.’ He does the same here, though in a very accessible way. Here I remark on ways in which I think the book might have been stronger, and engage with some of the psychological studies. Finally, I introduce a recent meta-analysis of 24,512 controlled psychological studies of helping behavior (Lefevor et al., “To What Degree Do Situational Influences Explain Spontaneous Helping Behaviour?” 2017). I am curious whether Lefevor et al.’s conclusions will induce Miller to rethink his approach to helping studies or will have other implications for his future research.

Competitive advantage in the new social care marketplace: a new theoretical perspective

2014 ◽  
Vol 17 (1) ◽  
pp. 5-15
Author(s):  
Patricia Dearnaley
Keyword(s):  
Competitive Advantage ◽  
Business Models ◽  
Social Care ◽  
Theoretical Perspective ◽  
Secondary Data ◽  
Original Research ◽  
Research Approach ◽  
Content Type ◽  
New Perspective ◽  
The Uk

Purpose – Changes in the UK social care sector over the past 20 years have effected a fundamental shift in commissioning and delivery relationships. This “quasi-market” challenges existing theory and models around competitive advantage. This study, as outlined in two earlier articles, addressed weaknesses in the defining framework for analysis and business planning in this new environment; the purpose of this concluding paper is to propose a new perspective for those interested in entering this market. Design/methodology/approach – The original research comprised a constructive research approach through a single holistic case study, using qualitative research methods including document analysis, interviews, secondary data, observations and facilitated meetings. Findings – This final paper offers a structured framework of analysis and response: the External Drivers Model. Research limitations/implications – The model was developed for a scenario impacting upon a social housing agency, with ambitions to enter this market as a new provider; it may require further research to establish its generalisability to other organisations and other sectors. Originality/value – This series of three papers adds to existing knowledge by critiquing current business models, and positing a potential development to existing contingency theory: the External Drivers Model. The study has resulted in a number of outputs including an outline of tools to assist in using the model.

scholarly journals How to Use L2 Movies Effectively to Learn New Vocabulary: A New Theoretical Perspective

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdulrahman Abdullah Alharthi
Keyword(s):  
Vocabulary Learning ◽  
First Language ◽  
Theoretical Perspective ◽  
Target Language ◽  
Separate Entity ◽  
Starting Point ◽  
Comprehensible Input ◽  
New Perspective ◽  
The Impact

This paper explores the impact of first language (L1) and second language (L2) subtitles in films. From a new perspective, the paper looks at the role of repetition as a separate entity that influences vocabulary learning despite subtitle types. To maximise vocabulary acquisition, the paper recommends that learners should be exposed to repeated input. The repetition should be comprehensible and to reach a comprehensible input, subtitles could be then considered. Overall, L1 subtitles are preferred for low proficiency learners whilst L2 subtitles could be geared towards high proficiency learners since the aim behind watching movies in the target language is to have a comprehensible input. Nonetheless, different subtitles should be used to facilitate the meaning and not as a final tool of acquiring new vocabulary as this acquisition will take place with repetition. Thus, the current paper could form a starting point in an approach that lays emphasis on repetition in movies watching rather than using a particular type of subtitle

scholarly journals Globalization, Sociology and Intercultural Pedagogy. What to Do in the School?

2019 ◽  
Vol 3 (4) ◽  
pp. p415
Author(s):  
Agostino Sorbara ◽  
Domenica Ina Giarrizzo ◽  
Santuzza Gennaro
Keyword(s):  
Theoretical Perspective ◽  
New Perspective ◽  
The Relationship

The present study aims to offer a new perspective through which to study the current phenomena of globalization, research and offer educational operations suitable for the elimination of the distances between the various cultures and the concept of mono identity and the achievement of the concept of poly identity. The study will focus in particular on the theoretical perspective of the intercultural approach, starting from a reflection of the relationship between sociology and globalization.

scholarly journals Why People Stand By

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Nithya Ganti ◽  
Sori Baek
Keyword(s):  
Bystander Effect ◽  
Social Behaviors ◽  
Helping Behavior ◽  
Social Harm ◽  
The Many ◽  
Group Thinking ◽  
Perceived Helpfulness

Bystander effect is the phenomenon that describes how, when more people are around, each individual is less likely to intervene. While the bystander effect is an integral part of studying social behaviors and group thinking, the many caveats it presents itself with must be considered. Every situation differs based on location, people, and circumstance, so the idea of the bystander effect is not valid in every scenario, as evidenced by the various counter-examples and contradictory findings researchers have discovered. However, the bystander effect is still very important to study because understanding what encourages/prevents people from helping is critical to decrease the effect of the bystander effect to promote helping behavior. In this paper, we discuss the various factors that affect the prevalence of the bystander effect: perceived physical and social harm to the helper, responsibility diffusion, and perceived helpfulness.

scholarly journals The bystander effect in rats

2020 ◽  
Vol 6 (28) ◽  
pp. eabb4205 ◽  
Author(s):  
John L. Havlik ◽  
Yuri Y. Vieira Sugano ◽  
Maura Clement Jacobi ◽  
Rahul R. Kukreja ◽  
John H. Clement Jacobi ◽  
...  
Keyword(s):  
Pharmacological Treatment ◽  
Detrimental Effect ◽  
Bystander Effect ◽  
Helping Behavior

To investigate whether the classic bystander effect is unique to humans, the effect of bystanders on rat helping was studied. In the presence of rats rendered incompetent to help through pharmacological treatment, rats were less likely to help due to a reduction in reinforcement rather than to a lack of initial interest. Only incompetent helpers of a strain familiar to the helper rat exerted a detrimental effect on helping; rats helped at near control levels in the presence of incompetent helpers from an unfamiliar strain. Duos and trios of potential helper rats helped at superadditive rates, demonstrating that rats act nonindependently with helping facilitated by the presence of competent-to-help bystanders. Furthermore, helping was facilitated in rats that had previously observed other rats’ helping and were then tested individually. In sum, the influence of bystanders on helping behavior in rats features characteristics that closely resemble those observed in humans.

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