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UNIT2Howempathyunfolds（呈现、显露）1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawled（爬）offtobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;whenPaulkeptcrying,Michaelretrieved（恢复，取回）Paul'ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggestthattherootsofempathycanbetracedto（追溯到）infancy（初期、婴儿期）.Virtually（几乎、事实上）fromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying—aresponsesomeseeastheearliestprecursor（先驱、前导）ofempathy.2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistress（危难、不幸）evenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafewmonthsafterbirth,infantsreacttoadisturbance（干扰）inthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild'stears.Byoneyearorso,theystarttorealizethemisery（痛苦、不幸）isnottheirownbutsomeoneelse's,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend'smother,whowasalsointheroom.Thisconfusion（混淆、困惑）isseentoowhenone-year-oldsimitate（模仿）thedistressofsomeoneelse,possiblytobettercomprehend（理解）whattheyarefeeling;forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.3Suchmotormimicry（模仿）,asitiscalled,istheoriginaltechnicalsenseofthewordempathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener'stheorywasthatempathystemmedfrom（起源于）asortofphysicalimitationofthedistressofanother,whichthenevokes（引起、唤起）thesamefeelingsinoneself.Hesought（寻找，seek的过去式）awordthatwouldbedistinctfromsympathy,whichcanbefeltforthegeneralplight（困境、境况）ofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.4Motormimicryfadesfrom（从……中消逝）toddlers'（初学走路的孩子）repertoire（全部技能）ataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother'sdiary:5Aneighbor'sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimper（呜咽、啜泣）toherself.Shethentriestostrokehishair,buthepullsaway.Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopat（轻拍）hisheadandshoulders.6Atthispointintheirdevelopmenttoddlersbegintodivergefrom（背道而驰）oneanotherintheiroverall（全体的，内在的）sensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenly（敏锐地、强烈地）awareandotherstuningout（漠视，麻木不仁）.AseriesofstudiesbyMarianRadke-YarrowandCarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalargepartofthisdifferenceinempathicconcernhadtodowithhowparentsdisciplined（训导）theirchildren.Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviorcausedsomeoneelse:Lookhowsadyou'vemadeherfeelinsteadofThatwasnaughty.Theyfoundtoothatchildren'sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseisdistressed;byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.