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A total of 219 children (54% boys; aged between 3 and 6: mean age 4.10) and 20 teachers (two for each class: group <jats:styled-content style=\"fixed-case\">A<\/jats:styled-content> and group <jats:styled-content style=\"fixed-case\">B<\/jats:styled-content>) took part in this research. Pupils\u2019 empathy and hostile\/prosocial roles were assessed by teacher reports [<jats:styled-content style=\"fixed-case\">B<\/jats:styled-content>elacchi and <jats:styled-content style=\"fixed-case\">F<\/jats:styled-content>arina, 2010] and children's emotion comprehension by a nonverbal test [<jats:styled-content style=\"fixed-case\">T<\/jats:styled-content>est of <jats:styled-content style=\"fixed-case\">E<\/jats:styled-content>motion <jats:styled-content style=\"fixed-case\">C<\/jats:styled-content>omprehension: <jats:styled-content style=\"fixed-case\">P<\/jats:styled-content>ons and <jats:styled-content style=\"fixed-case\">H<\/jats:styled-content>arris, 2000; adapted by <jats:styled-content style=\"fixed-case\">A<\/jats:styled-content>lbanese and <jats:styled-content style=\"fixed-case\">M<\/jats:styled-content>olina; 2008]. As expected, the results showed a significant influence of gender, with girls being more empathic than boys, according to all of the teachers\u2019 perception. Contrary to our expectations, no systematic age influence emerged. Regarding the relations of children's emotion comprehension with both empathy measures and their prosocial\/hostile attitudes, we have found: (1) a low significant relation with the total empathy measure, according to all the teachers, but with the cognitive empathy only according to teachers B; (2) a robust negative relationship of both affective and cognitive empathy with Hostile roles and with Outsider role, contrary to a positive correlation of only affective empathy with Prosocial roles. 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