Thinking of me: Self-focus reduces sharing and helping in seven- to eight-year-olds

Weltzien, Sandra; Marsh, Lauren E.; Hood, Bruce M.

doi:10.1371/journal.pone.0189752

Cited by 13 publications

(8 citation statements)

References 80 publications

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“…However, these effects were based on a correlational design, capitalizing on individual differences in the valuation of creations. Further evidence indicates that Endowment Effects can be strengthened through self-construal priming in North American adults (Maddux et al, 2010) and British children (Weltzien et al, 2018).…”

Section: Theoretical Accounts Of the Ikea Effectmentioning

confidence: 99%

The influence of collaboration and culture on the IKEA effect: Does cocreation alter perceptions of value in British and Indian children?

Marsh¹,

Gil²,

Kanngießer³

2022

Developmental Psychology

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Creating objects can increase our evaluation of them, even when we compare them to physically identical copies (IKEA effect). Here we evaluate the influence of collaboration on the IKEA effect in two societies—the United Kingdom and India. One hundred twenty-eight 5-to-6-year-old children (48% female, 50% British middle class, 50% Indian middle class) assembled toys in pairs. Half of the children collaborated to assemble a single toy and half assembled their own toy. In both societies, children demonstrated an IKEA effect (η 2 p = .19), valuing their own creation over an identical copy. This was the case regardless of whether children collaborated or worked independently. In summary, it seems that the IKEA effect is a potent bias that is present in diverse societies and is insensitive to others’ contributions in a collaborative environment.

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Section: Theoretical Accounts Of the Ikea Effectmentioning

confidence: 99%

The influence of collaboration and culture on the IKEA effect: Does cocreation alter perceptions of value in British and Indian children?

Marsh¹,

Gil²,

Kanngießer³

2022

Developmental Psychology

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“…We believe that investigating the direct effect of natural cues on preschoolers' actual behavior is an important emerging avenue for research in a changing society where preschoolers increasingly participate in multilingual groups. An important question for future research is to investigate how interventions, such as techniques that encourage children to practice perspective taking [66] or to imagine how a recipient of help feels [67] promote prosocial behaviors in classrooms.…”

Section: Plos Onementioning

confidence: 99%

The effect of language on prosocial behaviors in preschool children

Somogyi¹,

Tran²,

Guellaï³

et al. 2020

PLoS ONE

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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 5year-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.

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“…This procedure was adapted from measures of spontaneous helping behavior used in bystander intervention studies (Latane & Dabbs, 1975). Helping, as one of the components of prosocial behavior, is evident early in development, and is more other-focused when compared to, for example, sharing (Weltzien, Marsh, & Hood, 2018). Adaptations of the "Dropped Pencils" task have been successfully used in other studies as a measure of prosocial behavior (e.g., Dovidio & Morris, 1975;Kothgassner et al, 2017;Lefevor & Fowers, 2016;Twenge, Baumeister, DeWall, Ciarocco, & Bartels, 2007).…”

Section: Prosocial Behaviormentioning

confidence: 99%

Parent–Infant Room Sharing During the First Months of Life: Longitudinal Links With Behavior During Middle Childhood

Beijers¹,

Cassidy

Lustermans³

et al. 2018

Child Development

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Current recommendations encourage parent–infant room sharing for the first 6 months of life. This longitudinal study (N = 193) is the first to examine long‐term relations of early room sharing with three domains of child behavior: sleep, behavior problems, and prosocial behavior. Information on room sharing was collected daily for infants’ first 6 months. At ages 6, 7, and 8 years, outcomes were assessed with maternal and teacher questionnaires and behavioral observations. Early room sharing was not related to sleep problems or behavior problems. Additionally, more weeks of room sharing were positively related to higher maternal ratings of child sleep quality and more prosocial behavior. In conclusion, early room sharing appears to be related to positive, but not negative, behavior outcomes in middle childhood.

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Thinking of me: Self-focus reduces sharing and helping in seven- to eight-year-olds

Cited by 13 publications

References 80 publications

The influence of collaboration and culture on the IKEA effect: Does cocreation alter perceptions of value in British and Indian children?

The influence of collaboration and culture on the IKEA effect: Does cocreation alter perceptions of value in British and Indian children?

The effect of language on prosocial behaviors in preschool children

Parent–Infant Room Sharing During the First Months of Life: Longitudinal Links With Behavior During Middle Childhood

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