Synchronized movement experience enhances peer cooperation in preschool children

Rabinowitch, Tal-Chen; Meltzoff, Andrew N.

doi:10.1016/j.jecp.2017.03.001

Cited by 103 publications

(94 citation statements)

References 28 publications

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“…Children in the current study also performed collaborative problem-solving tasks involving cooperation, as reported in Rabinowitch and Meltzoff (2017). In that study, we found that synchronous but not asynchronous rhythmic movement resulted in enhanced performance of the cooperative tasks.…”

Section: Introductionsupporting

confidence: 73%

“…Therefore, one possible prediction for the current study would be that since experience with synchrony enhanced 4-year-olds’ goal-directed cooperation more than experience with asynchrony did (Rabinowitch and Meltzoff, 2017), synchrony would in the same way enhance their sharing.…”

Section: Introductionmentioning

confidence: 86%

“…These studies suggest that synchrony as opposed to asynchrony selectively increases collaborative cooperation (Rabinowitch and Meltzoff, 2017), helping behavior (Cirelli et al, 2014; Tunçgenç and Cohen, 2016a), prosocial attitudes (Rabinowitch and Knafo-Noam, 2015), and social bonding (Tarr et al, 2015; Tunçgenç and Cohen, 2016b). Related effects of synchrony have also been reported in adults (e.g., Macrae et al, 2008; Hove and Risen, 2009; Miles et al, 2009; Lakens and Stel, 2011; Valdesolo and DeSteno, 2011).…”

Section: Introductionmentioning

confidence: 97%

“…To administer the rhythmic intervention, we developed a uniquely precise swinging apparatus (Rabinowitch and Meltzoff, 2017). Using this device, we administered rhythmic swinging experience to pairs of previously unacquainted 4-year-olds.…”

Section: Introductionmentioning

confidence: 99%

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Joint Rhythmic Movement Increases 4-Year-Old Children’s Prosocial Sharing and Fairness Toward Peers

Rabinowitch

Meltzoff

2017

Front. Psychol.

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The allocation of resources to a peer partner is a prosocial act that is of fundamental importance. Joint rhythmic movement, such as occurs during musical interaction, can induce positive social experiences, which may play a role in developing and enhancing young children’s prosocial skills. Here, we investigated whether joint rhythmic movement, free of musical context, increases 4-year-olds’ sharing and sense of fairness in a resource allocation task involving peers. We developed a precise procedure for administering joint synchronous experience, joint asynchronous experience, and a baseline control involving no treatment. Then we tested how participants allocated resources between self and peer. We found an increase in the generous allocation of resources to peers following both synchronous and asynchronous movement compared to no treatment. At a more theoretical level, this result is considered in relation to previous work testing other aspects of child prosociality, for example, peer cooperation, which can be distinguished from judgments of fairness in resource allocation tasks. We draw a conceptual distinction between two types of prosocial behavior: resource allocation (an other-directed individual behavior) and cooperation (a goal-directed collaborative endeavor). Our results highlight how rhythmic interactions, which are prominent in joint musical engagements and synchronized activity, influence prosocial behavior between preschool peers.

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Section: Introductionsupporting

confidence: 73%

Section: Introductionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Joint Rhythmic Movement Increases 4-Year-Old Children’s Prosocial Sharing and Fairness Toward Peers

Rabinowitch

Meltzoff

2017

Front. Psychol.

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“…Prososyal davranışlar konusunda çocukların yardım etme davranışları daha çok incelenmiş olmakla birlikte paylaşma, teselli etme ve işbirliği kurma gibi prososyal davranış türleri de sıkça araştırılmaktadır (Örn. Pettygrove, Hammond, Karahuta, Waugh ve Brownell, 2013;Rabinowitch ve Meltzoff, 2017;Yu, Zhu ve Leslie, 2016). Prososyal davranışların çok yönlü ve karmaşık bir yapısının olması cevaplanması gereken birçok soruyu beraberinde getirmektedir.…”

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Do Young Children Help to Benefit for Others?

Aydın¹,

Acun²

2018

Nesne

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ÖZAraştırmalar, yardım davranışının çocuklarda 12 ay gibi erken bir dönemden itibaren görülmeye başlandığını ortaya koymaktadır. Ancak küçük yaşlardaki çocukların yardım davranışlarının başkalarına fayda sağlamak için mi, yoksa başka nedenlerden dolayı mı yapıldığı açık değildir. Bu problemi test etmek için araçsal yardım etme görevi kullanılarak yetişkinin yere düşen nesneye ihtiyacı olup olmadığı ile nesnenin kendiliğinden yere düştüğü ve yetişkin tarafından düşürüldüğü dört farklı koşul oluşturulmuştur. Denek içi desene sahip çalışmada farklı koşullar tek bir senaryoda birleştirilmiş ve karşıt dengeleme yapılmıştır. Çalışmaya yaşları 18-38 ay arasında değişen 43 çocuk (22 kız, 21 erkek) katılmıştır. Çalışmanın bulguları, çocukların nesneye ihtiyaç olan durumlarda olmayan durumlara göre anlamlı olarak daha fazla yardım ettiklerini göstermiştir. Ancak, yetişkinin nesneyi düşürme işinin faili olup olmamasının yardım etme davranışında anlamlı bir farklılık yaratmadığı bulunmuştur. Ayrıca, erkek çocuklarının nesneyi yetişkinin düşürmüş olduğu koşullarda ihtiyaç olup olmadığı fark etmeksizin kız çocuklarına kıyasla daha fazla yardım ettikleri bulunmuştur. Sonuçlar, çocukların araçsal yardım etme davranışlarının başkalarının ihtiyacını gözeterek gerçekleştirildiğini destekler niteliktedir. Young Children Help by ConsideringOther's Needs ABSTRACTResearches revealed that helping behaviors emerge as early as after children's first birthday of their life. However, in young children, it is not clear whether these behaviors are performed in order to benefit other(s) or for another reasons. To study this problematic, an instrumental helping task was used and four different conditions were designed depending on whether the adult needs for the falling object or not and whether the object falls spontaneously or the object is dropped by adult. In the within-subject design study, different conditions were combined in a scenario and counter-balanced. Forty-three children (22 girl, 21 boy) aging between 18-38 months participated in the study. The results of the study indicated that children helped significantly more in the need conditions than in the no-need conditions. However, there was no significant difference in children's helping behavior either the agent of the falling object is an adult or not. Results also showed that, regardless of need or no-need conditions, boys were more likely to help the adult than girls in the conditions in which adult is an agent of the falling object. These results are in line with researches that point out children's instrumental helping behaviors may occur by considering other's needs.

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Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

Fram,

Liu,

Lense

2024

Autism Research

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Rhythm is implicated in both social and linguistic development. Rhythm perception and production skills are also key vulnerabilities in neurodevelopmental disorders such as autism which impact social communication. However, direct links between musical rhythm engagement and expressive communication in autism is not clearly evident. This absence of a direct connection between rhythm and expressive communication indicates that the mechanism of action between rhythm and expressive communication may recruit other cognitive or developmental factors. We hypothesized that social interactions, including general interpersonal relationships and interactive music‐making involving children and caregivers, were a significant such factor, particularly in autism. To test this, we collected data from parents of autistic and nonautistic children 14–36 months of age, including parent reports of their children's rhythmic musical engagement, general social skills, parent–child musical interactions, and expressive communication skills. Path analysis revealed a system of independent, indirect pathways from rhythmic musical engagement to expressive communication via social skills and parent–child musical interactions in autistic toddlers. Such a system implies both that social and musical interactions represent crucial links between rhythm and language and that different kinds of social interactions play parallel, independent roles linking rhythmic musical engagement with expressive communication skills.

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Synchronized movement experience enhances peer cooperation in preschool children

Cited by 103 publications

References 28 publications

Joint Rhythmic Movement Increases 4-Year-Old Children’s Prosocial Sharing and Fairness Toward Peers

Joint Rhythmic Movement Increases 4-Year-Old Children’s Prosocial Sharing and Fairness Toward Peers

Do Young Children Help to Benefit for Others?

Social interaction links active musical rhythm engagement and expressive communication in autistic toddlers

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