Helping, fast and slow: Exploring intuitive cooperation in early ontogeny

Time pressure increases children's aversion to advantageous inequity

The relative contribution of intuitive and reflective cognitive systems in cooperative decision making is a topic of hot debate. Research with adults suggests that intuition often favors cooperation, but these effects are contextually sensitive. Emerging evidence has shown that in many contexts children show a tendency toward intuitive cooperation, but research investigating these processes in children is sparse and has produced mixed findings. In the current study we investigated the influence of intuitive and reflective decision processes on children's fairness behavior by manipulating decision time. We tested (N = 158) pairs of children between 4 and 10 years of age from a rural community in Canada. Children's decisions to accept or reject allocations of candies were either made under time pressure or after a 10-s delay. We assessed the impact of decision time on children's aversion to inequitable distributions of resources by comparing their responses to equal allocations with either disadvantageous allocations or advantageous allocations. We found that children showed a greater age-related increase in advantageous inequity aversion when decisions were made under time pressure compared to when they were made after a delay. In contrast, we did not observe a significant impact of decision time on the development of disadvantageous inequity aversion. These findings suggest that intuitive decision processes may contribute to the development of fairness concerns in middle childhood.

Extending and refining the fearful ape hypothesis

The fearful ape hypothesis (FAH) presents an evolutionary-developmental framework stipulating that in the context of cooperative caregiving, unique to human great ape group life, heightened fearfulness was adaptive. This is because from early in human ontogeny fearfulness expressed and perceived enhanced care-based responding and cooperation with mothers and others. This response extends and refines the FAH by incorporating the commentaries' suggestions and additional lines of empirical work, providing a more comprehensive and nuanced version of the FAH. Specifically, it encourages and hopes to inspire cross-species and cross-cultural, longitudinal work elucidating evolutionary and developmental functions of fear in context. Beyond fear, it can be seen as a call for an evolutionary-developmental approach to affective science.

The effect of perceived global stress and altruism on prosocial driving behavior, yielding behavior, and yielding attitude

OBJECTIVE

Traffic accidents are mainly caused by driver-to-pedestrian collisions or driver-to-driver collisions. Prosocial driving behavior indicates that drivers exhibit altruistic behavior toward other drivers on roads. Yielding behavior demonstrates that drivers grant the right of passage to pedestrians at unsignalized crossings, while yielding attitude presents the subjective emotional and cognitive inclination to yield to pedestrians at unsignalized crossings. This study aims to explore the effect of altruism and drivers' perceived stress on prosocial driving behavior, yielding behavior, and yielding attitude. In addition, we endeavor to explore the effect of stress on prosocial driving behavior exhibiting an inverted "U-type" curve as Yerkes-Dodson's law suggests and test the moderating role of perceived stress on altruism and prosocial driving behavior/yielding behavior/yielding attitude.

METHODS

Using a survey method, we asked 454 participants to complete an altruism scale from the IPIT measuring altruism, a Perceived Stress Scale-10 measuring drivers' perceived stress, a prosocial driving scale from the PADI measuring prosocial driving behavior, and items on yielding behavior and yielding attitude. Then, a correlational matrix, a hierarchical multiple nonparametric regression analysis, and a moderating analysis of perceived stress were employed in sequence to reach our objective.

RESULTS

The hierarchical multiple nonparametric regression analysis showed that altruism positively predicts yielding attitude (F = 41.56, p < 0.001), yielding behavior (z = 8.46, p < 0.001, odds ratio = 4.90) and prosocial driving behavior (F = 110.66, p < 0.001), but stress predicts only prosocial driving behavior (F = 7.63, p < 0.001), not yielding attitude (F = 0.51, p > 0.05) or yielding behavior (z = 0.12, p > 0.05), which exhibits an inverted "U-type" curve. Moderating analyses showed that stress only moderates the relationship between altruism and yielding attitude (B = -0.24, t = -2.62, p < 0.01).

CONCLUSIONS

Altruism is positively related to prosocial driving behavior, yielding behavior, and yielding attitude. Stress influences prosocial driving behavior only and exhibits an inverted "U-type" curve. Stress does not directly influence the yielding behavior. Instead, stress moderates the relationship between altruism and yielding attitude only and may further increase the possibility of yielding behavior.

Age-dependent changes in intuitive and deliberative cooperation

Cooperation is one of the most advantageous strategies to have evolved in small- and large-scale human societies, often considered essential to their success or survival. We investigated how cooperation and the mechanisms influencing it change across the lifespan, by assessing cooperative choices from adolescence to old age (12-79 years, N = 382) forcing participants to decide either intuitively or deliberatively through the use of randomised time constraints. As determinants of these choices, we considered participants' level of altruism, their reciprocity expectations, their optimism, their desire to be socially accepted, and their attitude toward risk. We found that intuitive decision-making favours cooperation, but only from age 20 when a shift occurs: whereas in young adults, intuition favours cooperation, in adolescents it is reflection that favours cooperation. Participants' decisions were shown to be rooted in their expectations about other people's cooperative behaviour and influenced by individuals' level of optimism about their own future, revealing that the journey to the cooperative humans we become is shaped by reciprocity expectations and individual predispositions.

Cognitive Development

Cognitive development in children begins with brain development. Early life exposures may both positively and negatively influence cognitive development in children. Infants, toddlers, and children learn best in secure, nurturing environments and when attachment to a consistent caregiver is present. Pediatricians can screen for both social determinants of health and developmental milestones at office visits to address barriers to care and promote positive cognitive and learning outcomes. Pediatricians may model developmental stimulation during office visits to talk with an infant/child, asking questions of a child, singing and pointing to pictures in books, and modeling responsive listening. Pediatricians may support caregivers to talk with their children, read to their children, and avoid/reduce screen time. Pediatricians can help point caregivers to resources for parent training, Head Start, and quality preschool programs. School readiness has both pre-academic and socioemotional components and can have long-term effects on a child's school success, health, and quality of life. School readiness depends on both the child and the caregiver being ready for school, taking into account caregiver and child health and mental health and child cognitive development.

Examining the influence of shyness on children's helping and comforting behaviour

Introduction

Shy children, who tend to feel anxious around others and withdraw from social interactions, are found to be less prosocial than their not-shy peers in some studies, though not in others. To examine the contexts in which shy children may be more or less likely to engage in prosocial behaviour, we compared children's willingness and ability to intervene during in-person tasks that differed in social engagement demands and complexity, factors that have been conflated in past research.

Methods

We presented 42, 3.5- to 4.5-year-old children with prosocial problems that varied, in a 2 x 2 within-subjects design, by the type of intervention required (i.e., simple helping or complex comforting) and the source of the problem (i.e., social: within the experimenter's personal space; or object: a target object distanced from her).

Results

Most of the children acted prosocially, with little prompting, in the two helping tasks and in the object-centered comforting task. In contrast, fewer than half of the children acted prosocially in the social-centered comforting task. Shyer children were not less likely to intervene in any of the four tasks, but they were slower to intervene in the object-centred comforting task, in which the experimenter was upset about a broken toy.

Discussion

Thus, providing social-centered comfort to a recently-introduced adult is challenging for young children, regardless of shyness, though shy children do show hesitancy with object-centered comforting. Further, these findings provide insights into the methodological challenges of disentangling children's prosocial motivation and understanding, and we propose solutions to these challenges for future research.

Personal Values and Sustained Attention as Predictors of Children's Helping Behavior in Middle Childhood

OBJECTIVE

This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior.

METHOD

Children (N = 162, age range 8-9 years, mean = 8.81, SD =.43) completed value ranking and go/no-go tasks, and their helping behavior was examined.

RESULTS

Children who valued self-transcendence over self-enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self-transcendence over self-enhancement or openness-to-change over conservation values. Valuing both self-transcendence and openness-to-change was also associated with more helping.

CONCLUSIONS

Children are more likely to help others if they value self-transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills.

Fairness takes time: Development of cooperative decision making in fairness context

The current study examined the development of fairness behavior and tested whether children's fair choices are fast and intuitive or slow and deliberate. Reaction times were measured while 4- to 9-year-olds (N = 94, 49 girls, 84.6% White) completed a novel social decision-making task contrasting fair choices with selfish choices. Fairness behavior increased during childhood, shifting from predominantly selfish choices among young children to fair choices by 7 years of age. Moreover, young children's fair choices were slow and deliberate, whereas reaction times did not predict older children's choices. These findings contrast with adults' intuitive cooperation and point to protracted development and learning of cooperative decision making in fairness contexts.

Young children share more under time pressure than after a delay

Adults under time pressure share with others generously, but with more time they act more selfishly. In the current study, we investigated whether young children already operate in this same way, and, if so, whether this changes over the preschool and early school age years. We tested 144 children in three age groups (3-, 5-, and 7-year olds) in a one-shot dictator game: Children were given nine stickers and had the possibility to share stickers with another child who was absent. Children in the Time Pressure condition were instructed to share quickly, whereas children in the Delay condition were instructed to take time and consider their decision carefully. Across ages, children in the Time Pressure condition shared significantly more stickers than children in the Delay condition. Moreover, the longer children waited, the less they shared. Thus, children, like adults, are more prosocial when acting spontaneously than after considering their decision more carefully.

The effect of language on prosocial behaviors in preschool children

The present study investigated how linguistic group membership influences prosocial behaviors, namely helpfulness and cooperation, in preschool children. Whilst research indicates that children preferentially direct their prosocial behavior towards members of their own groups, the influence of perceived linguistic group membership on actual helpfulness and cooperation has not been investigated. We presented an experimenter to 4- and 5-year-olds either as a foreigner, who did not speak the local language or as a native person. Children were then given the opportunity to help or cooperate with this experimenter in a series of nonverbal playful tasks. Whilst 4-year-olds helped and cooperated equally with the foreign and the native experimenter, 5-year-olds required significantly more cues and prompts in order to help or cooperate in the foreign condition. We also found that children were overall more reluctant to respond prosocially in the cooperation tasks than in the helping tasks. We tested children in two European countries (France and Hungary) and found the same pattern of responses in the two locations, suggesting that our findings are not specific to the local culture. Our results extend the findings of earlier research that showed selectivity according to the language spoken by the partner for sharing and imitation. Studies that looked at helpfulness or cooperation used the minimal group paradigm to induce group membership (based on arbitrary cues) and used indirect measures of prosociality, such as different forms of reasoning about the partner. In our study, we used language, a natural cue for group membership (versus arbitrary cues or cues based on social conventions) and directly observed children's helpful and cooperative behaviors toward the experimenter. Our results also confirm previous results indicating that with age, children become selective in their prosocial behaviors as they acquire new means of social evaluation and categorization. We conclude that the language associated with a potential social partner is not only a cue for affiliation and shared knowledge but also a cue mediating children's prosocial acts.