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Söldner L, Paulus M. I help, therefore, I am? - A registered report on longitudinal inter-relations of the three-dimensional moral self-concept and prosocial behaviours in preschool children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:257-284. [PMID: 38483075 DOI: 10.1111/bjdp.12481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 02/29/2024] [Indexed: 04/18/2024]
Abstract
Children's moral self-concept (MSC) has been proposed to relate to prosocial behaviour. However, systematic assessments of their inter-relations are scarce. Therefore, this longitudinal study investigated the development, structure and inter-relation of prosocial behaviours and the MSC in childhood, using three measurement points at ages 4, 5 and 6 years. We assessed children's MSC and helping, sharing and comforting behaviours in a laboratory setting. Confirmatory factor analyses revealed a three-dimensional MSC structure at 5 and 6 years, but not at 4 years. There was inconsistent stability across time points regarding prosocial behaviour and MSC. For the comforting domain, but not the other domains, cross-lagged relations between self-concept and behaviour were present. Moreover, helping behaviour and self-concept were inter-related at 6 years. Results provide support for reciprocal associations between MSC and prosocial behaviour, albeit only in the comforting domain. They highlight the importance of distinguishing between types of prosocial behaviour and corresponding dimensions of the self-concept, as different developmental trajectories and associations emerge.
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Affiliation(s)
- Lena Söldner
- Department Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
| | - Markus Paulus
- Department Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
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2
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Tully LM, Blendermann M, Fine JR, Zakskorn LN, Fritz M, Hamlett GE, Lamb ST, Moody AK, Ng J, Parakul N, Ritter BM, Rahim R, Yu G, Taylor SL. The SocialVidStim: a video database of positive and negative social evaluation stimuli for use in social cognitive neuroscience paradigms. Soc Cogn Affect Neurosci 2024; 19:nsae024. [PMID: 38597895 PMCID: PMC11015894 DOI: 10.1093/scan/nsae024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 01/06/2023] [Accepted: 04/05/2024] [Indexed: 04/11/2024] Open
Abstract
This paper describes the SocialVidStim-a database of video stimuli available to the scientific community depicting positive and negative social evaluative and neutral statements. The SocialVidStim comprises 53 diverse individuals reflecting the demographic makeup of the USA, ranging from 9 to 41 years old, saying 20-60 positive and 20-60 negative social evaluative statements (e.g. 'You are a very trustworthy/annoying person'), and 20-60 neutral statements (e.g. 'The sky is blue'), totaling 5793 videos post-production. The SocialVidStim are designed for use in behavioral and functional magetic resonance imaging paradigms, across developmental stages, in diverse populations. This study describes stimuli development and reports initial validity and reliability data on a subset videos (N = 1890) depicting individuals aged 18-41 years. Raters perceive videos as expected: positive videos elicit positively valenced ratings, negative videos elicit negatively valenced ratings and neutral videos are rated as neutral. Test-retest reliability data demonstrate intraclass correlations in the good-to-excellent range for negative and positive videos and the moderate range for neutral videos. We also report small effects on valence and arousal that should be considered during stimuli selection, including match between rater and actor sex and actor believability. The SocialVidStim is a resource for researchers and we offer suggestions for using the SocialVidStim in future research.
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Affiliation(s)
- Laura M Tully
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Mary Blendermann
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Jeffrey R Fine
- Division of Biostatistics, Department of Public Health Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Lauren N Zakskorn
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Matilda Fritz
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Gabriella E Hamlett
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Shannon T Lamb
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Anna K Moody
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Julenne Ng
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Narimes Parakul
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Bryn M Ritter
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Raisa Rahim
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Grace Yu
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA 95817, USA
| | - Sandra L Taylor
- Division of Biostatistics, Department of Public Health Sciences, University of California, Davis, Sacramento, CA 95817, USA
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Söldner L, Paulus M. I help, therefore, I am?-longitudinal interrelations of the three-dimensional moral self-concept and prosocial behaviours in 4-6-year-old children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:1-17. [PMID: 37964099 DOI: 10.1111/bjdp.12464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 09/04/2023] [Accepted: 09/29/2023] [Indexed: 11/16/2023]
Abstract
Children's moral self-concept (MSC) has been proposed to relate to prosocial behaviour. However, systematic assessments of their interrelations are scarce. The current study examines the early development, structure, stability and interrelation of three key prosocial behaviours and the corresponding dimensions of the moral self-concept. To this end, we use a longitudinal approach with three measurement points during the preschool years at ages 4, 5 and 6 years. We assess three prosocial dimensions of children's MSC through a puppet-interview. In addition, behavioural measures of children's helping, sharing and comforting were administered in a laboratory setting. By examining the longitudinal associations between MSC and prosocial behaviours, this study will provide valuable insights into the complex nature of prosocial development in early childhood.
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Affiliation(s)
- Lena Söldner
- Department Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
| | - Markus Paulus
- Department Psychology, Ludwig-Maximilians-Universität München, Munich, Germany
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Stifter C, Augustine M, Dollar J. The role of positive emotions in child development: A developmental treatment of the broaden and build theory. JOURNAL OF POSITIVE PSYCHOLOGY 2019. [DOI: 10.1080/17439760.2019.1695877] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Cynthia Stifter
- Human Development and Family Studies, The Pennsylvania State University, University Park, USA
| | - Mairin Augustine
- Department of Psychology, Hamilton College, Clinton, United States
| | - Jessica Dollar
- Human Development and Family Studies, University of North Carolina, Greensboro, USA
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Lindsey EW. Frequency and Intensity of Emotional Expressiveness and Preschool Children's Peer Competence. The Journal of Genetic Psychology 2019; 180:45-61. [PMID: 30912481 DOI: 10.1080/00221325.2019.1579168] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Children's emotional expressiveness with peers was examined as a predictor of social competence. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a period of two years. Observations of children's peer interactions in Year 1 were coded for frequency and intensity of happiness, anger, sadness, and fear. Sociometric interviews and teacher ratings provided assessments of children's peer competence in both Years 1 and 2. Frequent expression of happiness in Year 1 predicted higher social competence scores in Year 2, whereas frequent anger in Year 1 predicted lower peer competence Year 2. More intense anger and sadness in Year 1 predicted lower peer social competence scores in Year 2. Frequency and intensity of emotional expressiveness in Year 1 accounted for unique variance in peer competence in Year 2.
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Affiliation(s)
- Eric W Lindsey
- a Penn State University Berks Campus , Reading , Pennsylvania , USA
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Mohammadinia L, Khorasani-Zavareh D, Ebadi A, Malekafzali H, Ardalan A, Fazel M. Characteristics and components of children's and adolescents' resilience in disasters in Iran: a qualitative study. Int J Qual Stud Health Well-being 2019; 13:1479584. [PMID: 29932844 PMCID: PMC6032014 DOI: 10.1080/17482631.2018.1479584] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/04/2023] Open
Abstract
Children and adolescents are vulnerable in times of disaster and they will suffer more severely if neglected. The concept of resilience differs between cultures, and identifying the components of resilience is essential for decision making and interventions in disasters such as risk management. This study aimed to identify the components of children's resilience in disasters in Iran. This qualitative study took a content-analysis approach. Data were collected through semi-structured interviews with 23 people and three group meetings. Conventional content analysis was used for data analysis. MAXQDA 10 software was used for classification. The resilience components derived from the data were categorized into two main categories, internal and external, and eight subcategories covering psychological, emotional, cognitive, mental, spiritual, physical, social, and behavioral factors. The results also showed that the nature of resilience is both intrinsic and extrinsic. Recognizing the dimensions of children's resilience in disasters can lead to a new perspective for authorities and planners in disaster and emergency situations. The results of this study could be used by planners and policymakers to develop interventions to enhance children's and adolescents' resilience at the time of disasters, which is also underlined and highlighted by international documents.
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Affiliation(s)
- Leila Mohammadinia
- a Department of Disaster Public Health, School of Public Health , Tehran University of Medical Sciences , Tehran , Iran.,b Health Human Resource Research Center, Department of Health in Disasters and Emergencies, School of Management &Information Sciences , Shiraz University of Medical Sciences , Shiraz , Iran
| | - Davoud Khorasani-Zavareh
- c Safety Promotion and Injury Prevention Research Center , Shahid Beheshti University of Medical Sciences , Tehran , Iran.,d Department of Health in Disaster and Emergency, School of Health, Safety and Environment , Shahid Beheshti University of Medical Sciences , Tehran , Iran.,e Department of Clinical Science and Education, Södersjukhuset , Karolinska Institutet , Stockholm , Sweden
| | - Abbas Ebadi
- f Behavioral Sciences Research Center, Life Style Institute, Faculty of Nursing , Baqiyatallah University of Medical Sciences , Tehran , Iran
| | - Hossein Malekafzali
- g Department of Heath Policy , Permanent Member of Iranian Academy of Medical Sciences , Tehran , Iran
| | - Ali Ardalan
- a Department of Disaster Public Health, School of Public Health , Tehran University of Medical Sciences , Tehran , Iran.,h Harvard Humanitarian Initiative , Harvard University , Cambridge , MA , USA
| | - Mojtaba Fazel
- i Pediatric Nephrology, Valiasr Hospital, Imam Complex , Tehran University of Medical Science , Tehran , Iran
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Gluschkoff K, Oksman E, Knafo-Noam A, Dobewall H, Hintsa T, Keltikangas-Järvinen L, Hintsanen M. The early roots of compassion: From child care arrangements to dispositional compassion in adulthood. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Castro VL, Camras LA, Halberstadt AG, Shuster M. Children's prototypic facial expressions during emotion-eliciting conversations with their mothers. Emotion 2018; 18:260-276. [PMID: 28714700 PMCID: PMC5771990 DOI: 10.1037/emo0000354] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Despite theoretical claims that emotions are primarily communicated through prototypic facial expressions, empirical evidence is surprisingly scarce. This study aimed to (a) test whether children produced more components of a prototypic emotional facial expression during situations judged or self-reported to involve the corresponding emotion than situations involving other emotions (termed "intersituational specificity"), (b) test whether children produced more components of the prototypic expression corresponding to a situation's judged or self-reported emotion than components of other emotional expressions (termed "intrasituational specificity"), and (c) examine coherence between children's self-reported emotional experience and observers' judgments of children's emotions. One hundred and 20 children (ages 7-9) were video-recorded during a discussion with their mothers. Emotion ratings were obtained for children in 441 episodes. Children's nonverbal behaviors were judged by observers and coded by FACS-trained researchers. Children's self-reported emotion corresponded significantly to observers' judgments of joy, anger, fear, and sadness but not surprise. Multilevel modeling results revealed that children produced joy facial expressions more in joy episodes than nonjoy episodes (supporting intersituational specificity for joy) and more joy and surprise expressions than other emotional expressions in joy and surprise episodes (supporting intrasituational specificity for joy and surprise). However, children produced anger, fear, and sadness expressions more in noncorresponding episodes and produced these expressions less than other expressions in corresponding episodes. Findings suggest that communication of negative emotion during social interactions-as indexed by agreement between self-report and observer judgments-may rely less on prototypic facial expressions than is often theoretically assumed. (PsycINFO Database Record
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Dollar JM, Perry NB, Calkins SD, Keane SP, Shanahan L. Temperamental Anger and Positive Reactivity and the Development of Social Skills: Implications for Academic Competence during Preadolescence. EARLY EDUCATION AND DEVELOPMENT 2017; 29:747-761. [PMID: 30740007 PMCID: PMC6368260 DOI: 10.1080/10409289.2017.1409606] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
RESEARCH FINDINGS This study examines whether the development of social skills during childhood serves as a mechanism through which temperamental anger and positive reactivity in toddlerhood influences children's academic competence during preadolescence (N = 406). Temperamental anger at age 2 was negatively associated with children's social skills at age 7; in turn, children's social skills at age 7 were negatively associated with teacher report of academic competence and child and teacher report of school problems at age 10. All three indirect effects were significant suggesting that children's social skills at age 7 is one mechanism through which temperamental anger at age 2 is associated with age 10 child- and teacher-reported school problems. Temperamental positive reactivity was not associated with children's social skills or academic competence. PRACTICE OR POLICY Results provide support for early entry points to teach toddlers, especially those high in anger reactivity, the skills to engage in socially appropriate interactions with classmates and teachers, which may lessen subsequent academic challenges.
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Hernández MM, Eisenberg N, Valiente C, Diaz A, VanSchyndel SK, Berger RH, Terrell N, Silva KM, Spinrad TL, Southworth J. Concurrent and longitudinal associations of peers' acceptance with emotion and effortful control in kindergarten. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017; 41:30-40. [PMID: 28348445 PMCID: PMC5365240 DOI: 10.1177/0165025415608519] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers' reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Anjolii Diaz
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | | | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Nathan Terrell
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
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11
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Lindsey EW. Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12201] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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12
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Hernández MM, Eisenberg N, Valiente C, VanSchyndel SK, Spinrad TL, Silva KM, Berger RH, Diaz A, Terrell N, Thompson MS, Southworth J. Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion 2016; 16:553-66. [PMID: 26751629 PMCID: PMC4868802 DOI: 10.1037/emo0000147] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | | | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Anjolii Diaz
- Department of Psychological Sciences, Ball State
University
| | - Nathan Terrell
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
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Dunfield KA. A construct divided: prosocial behavior as helping, sharing, and comforting subtypes. Front Psychol 2014; 5:958. [PMID: 25228893 PMCID: PMC4151454 DOI: 10.3389/fpsyg.2014.00958] [Citation(s) in RCA: 156] [Impact Index Per Article: 15.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2014] [Accepted: 08/12/2014] [Indexed: 01/10/2023] Open
Abstract
The development and maintenance of prosocial, other-oriented behaviors has been of considerable recent interest. Though it is clear that prosocial behaviors emerge early and play a uniquely important role in the social lives of humans, there is less consensus regarding the mechanisms that underlie and maintain these fundamental acts. The goal of this paper is to clarify inconsistencies in our understanding of the early emergence and development of prosocial behavior by proposing a taxonomy of prosocial behavior anchored in the social-cognitive constraints that underlie the ability to act on behalf of others. I will argue that within the general domain of prosocial behavior, other-oriented actions can be categorized into three distinct types (helping, sharing, and comforting) that reflect responses to three distinct negative states (instrumental need, unmet material desire, and emotional distress). In support of this proposal, I will demonstrate that the three varieties of prosocial behavior show unique ages of onset, uncorrelated patterns of production, and distinct patterns of individual differences. Importantly, by differentiating specific varieties of prosocial behavior within the general category, we can begin to explain inconsistencies in the past literature and provide a framework for directing future research into the ontogenetic origins of these essential social behaviors.
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Affiliation(s)
- Kristen A. Dunfield
- Department of Psychology, Center for Research in Human Development, Concordia UniversityMontreal, QC, Canada
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