Thesis (Ph.D.)--Boston University / It is the hypothesis of this dissertation that interpersonal empathetic ability and aesthetic empathic ability constitute one factor or ability. A secondary purpose of the dissertation is to explore and evaluate all possible methods of measuring empathic ability, and to develop a good pencil and paper test of empathic ability. "Empathy" is understood here as "pathic perception" -- the perception or cognition of feeling emotion. The methodology of the dissertation involves a theoretical review and synthesis, and an experiment. A review of the literature reveals four basic types of empathy theories: (1) self-theories; (2) associationist theories; (3) Gestalt theories; (4) motor theories. Though the theorists representing these four positions argue among themselves as to how the process of empathy operates, almost without exception they agree that it operates in the same manner in the perception of persons as it does in the perception of objects of art. The weight of theoretical opinion is overwhelming on this point. Inerpersonal empathy and aesthetic empathy are held by all of the major empathy theorists to be one and the same process [TRUNCATED]

This study was undertaken in the belief that students of psychology possess a significantly greater degree of empathic ability than do students of other college majors. The purpose of this study was to determine whether there is any significant difference in empathic ability between psychology students and business students as a group.

京都大学 / 新制・課程博士 / 博士(人間健康科学) / 甲第24143号 / 人健博第106号 / 新制||人健||7(附属図書館) / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 十一 元三, 教授 澤本 伸克, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

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With this study, we attempted to answer the question Does empathic ability affect the choices made by players in decision-based games?. Nine participants were asked to complete an empathy questionnaire, play the first episode of Square Enix’s game Life Is Strange, and fill out a survey with the choices they made while playing. Five participants were then invited to an interview where further research was conducted regarding the motivations of the players and how they related to the game. We found a very weak relationship between empathic ability and the choices made (R = 0.3653), which, especially given the small group of participants, is not enough to sufficiently prove a relation. However, we found four common themes in the motivations of the players and how they related to the game: role-playing, curiosity, real life, and not real. / Med denna studie ämnade vi svara på forskningsfrågan Påverkar empatiförmåga valen spelare gör i beslutsbaserade spel?. Nio deltagare ombads fylla i ett frågeformulär om empatiförmåga, spela igenom första avsnittet av Square Enix spel Life Is Strange och fylla i ett formulär med valen de gjorde medan de spelade. Fem deltagare blev därefter inbjudna till en intervju där vidare forskning kring spelarnas motivation och hur de relaterade till spelet genomfördes. Vi hittade ett svagt förhållande mellan empatiförmåga och de val som gjordes (R = 0.3653), vilket, speciellt givet det låga antalet deltagare, inte är tillräckligt för att påvisa en relation. Vi fann dock fyra allmänna teman kring spelarnas motivation och hur de relaterade till spelet: rollspel, nyfikenhet, verkliga livet och inte verkligt.

The aim of this study is to examine upper secondary teachers' selection processes, strategies and reasons for why literature is used to address ethical and existential issues in the EFL classroom. Additionally, it is also of interest to examine what advantages, challenges and learning outcomes are evident when addressing this specific issue. A qualitative approach was used for this study and the data was gathered through interviews with eight upper secondary English teachers. The results in the study showed the reasons for selecting literary works to address ethical or existential issues was adding new perspectives and the assets which literature offer. The results also accounted for various advantages and challenges, where pupils' development and the possibility of a free space were mentioned as advantages and language proficiency as a challenge. The learning outcomes were development of both critical thinking as well as the empathic ability.