This study investigated age differences in empathy, focusing on empathic accuracy (the ability to perceive another's emotions accurately), emotional congruence (the capacity to share another's emotions), and sympathy. Participants, 101 younger (Mage = 24 years) and 101 older (Mage = 69 years) women, viewed 6 film clips, each portraying a younger or an older woman reliving and thinking aloud about an autobiographical memory. The emotional quality (anger, sadness, happiness) and the age relevance (young, old) of the memorized events were systematically varied. In comparison to their younger counterparts, older women were less accurate in perceiving the protagonists' emotions, but they reported similar levels of emotional congruence and greater sympathy. In addition, age deficits in empathic accuracy were moderated by the age relevance of the task, that is, younger and older women's empathic accuracy did not differ if the protagonists' memorized personal experience was of high relevance to older adults. These findings speak for multidirectional and context-dependent age differences in empathy.

Previous research has suggested age deficits in unimodal emotion recognition tasks. In 2 studies with independent samples, we tested the idea that older adults' performance will be enhanced in multimodal emotion recognition tasks. In each study, participants were presented with newly developed film clips, each portraying a young or an old woman while she relived an emotional memory. As a first step, participants received the film clips in each of 3 unimodal conditions (facial, lexical, prosodic). As a second step, participants were presented with tasks that contained different combinations of these modalities. Consistent with prior research, younger adults outperformed older adults in unimodal facial and prosodic tasks (Study 1) or in all 3 unimodal tasks (Study 2). As predicted, older adults profited more from multimodal stimuli than young adults so that there were no age deficits in the multimodal tasks (Studies 1 and 2). The findings support the idea that the ecological validity of laboratory tasks influence age differences in emotion recognition. (PsycINFO Database Record

This study investigated age differences in anger and sadness in a sample of 82 younger (Mage = 26, SDage = 4.05) and 80 older (Mage = 70, SDage = 3.95) adults. Participants were instructed to first relive a personal memory that was characterized by either anger or sadness and to subsequently think aloud about this memory. Across different emotional response systems (i.e., subjective feelings, verbal expressions, facial behaviors, physiological arousal), older adults reacted with less anger than did their younger counterparts, whereas age differences in sadness were less pronounced. Together the findings corroborate the idea that age differences in negative emotional reactivity are multidirectional and suggest that a discrete emotions approach may complement dimensional approaches to emotional aging. (PsycINFO Database Record

This study investigated age differences in empathic accuracy, the ability to correctly perceive others' emotions, in a sample of 151 boys and men from three age groups: adolescents (M = 16 years, SD = 1.04), young adults (M = 29 years, SD = 2.78), and middle-aged adults (M = 50 years, SD = 3.07). All participants viewed nine newly developed film clips, each depicting a boy or a man reliving one of three emotions (anger, sadness, or happiness), while talking about an autobiographical memory. Adolescents and middle-aged men were less accurate than young men, and these age differences were associated with parallel age differences in fluid-mechanical abilities. In addition, age differences in vocabulary, one indicator of crystallized-pragmatic intelligence, were associated with age differences in empathic accuracy in adolescent and young, but not middle-aged, men. Within the limitations of cross-sectional data, this study provides evidence for the idea that empathic accuracy is an effortful task that requires cognitive resources and, thus, may show a normative increase until young adulthood followed by periods of stability and decline in subsequent decades.

A growing body of research suggests that empathy predicts important work outcomes, yet limitations in existing measures to assess empathy have been noted. Extending past work on the assessment of empathy, this study introduces a newly developed set of emotion-eliciting film clips that can be used to assess both cognitive (emotion perception) and affective (emotional congruence and sympathy) facets of empathy in vivo. Using the relived emotions paradigm, film protagonists were instructed to think aloud about an autobiographical, emotional event from working life and relive their emotions while being videotaped. Subsequently, protagonists were asked to provide self-reports of the intensity of their emotions during retelling their event. In a first study with 128 employees, who watched the film clips and rated their own as well as the protagonists’ emotions, we found that the film clips are effective in eliciting moderate levels of emotions as well as sympathy in the test taker and can be used to calculate reliable convergence scores of emotion perception and emotional congruence. Using a selected subset of six film clips, a second two-wave study with 99 employees revealed that all facet-specific measures of empathy had moderate-to-high internal consistencies and test–retest reliabilities, and correlated in expected ways with other self-report and test-based empathy tests, cognition, and demographic variables. With these films, we expand the choice of testing materials for empathy in organizational research to cover a larger array of research questions.