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Twenty-eight four-year-old and 28 five- and six-year-old subjects were presented with either poor or rich recipients. The recipients were defined visually with a picture of the type of home they lived in and verbally with a brief story. All subjects were asked to share from 17 units of each of two types of candy, one of low and the other of high value. The subjects assigned poor recipients shared a significantly larger number of units than the subjects assigned rich recipients, and all subjects shared a significantly larger number of the low value items. The age and interaction effects were nonsignificant. The effect of the affluence of the recipient was interpreted in terms of the arousal of empathy.

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Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

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