Is Defensive Behavior a Subtype of Prosocial Behaviors?

Links between self-regulation patterns and prosocial behavior trajectories from middle childhood to early adolescence: a longitudinal study

Prosocial behavior that conforms to social norms and serves the good of others requires particularly high self-regulatory competences, because it is often in contrast with one's own interests. It is unknown which self-regulatory competences are particularly important for prosocial-behavior development and whether they may distinguish between children on different prosocial-behavior trajectories. This longitudinal study examined differences in self-regulatory competences, including inhibition, emotional reactivity, planning behavior, emotion regulation, working-memory updating, affective decision making, flexibility, and delay of gratification, between trajectories of prosocial behavior in 1,657 German 6- to 13-year-olds (52% female). LCGA suggested four trajectories of stable high, stable low, increasing, and decreasing prosocial behavior. MANOVAs showed differences between trajectories in inhibition and emotional reactivity at all three measurement points, as well as planning behavior at the second measurement point. Early patterns of these self-regulatory skills may help identifying children at risk for impaired long-term prosocial-behavior development and should primarily be addressed by prevention and intervention measures.

They Are Not All the Same: Defenders of Ethnically Victimized Adolescents

Developing a comprehensive understanding of adolescents' defending behaviors in peer victimization incidents is crucial, as these behaviors are instrumental in preventing victimization in schools. Despite recent efforts to examine various defender subgroups and their characteristics, the heterogeneity in defending behaviors within the context of ethnic victimization remains unclear. To address this gap in knowledge, the current study examined naturally occurring subgroups of defenders in ethnic victimization incidents and investigated whether these subgroups differ in their socio-cognitive skills, class norms, and social status within peer relationships. The sample included adolescents in Sweden (N = 1065; Mage = 13.12, SD = 0.41; 44.5% females). Cluster analysis yielded four distinct subgroups: victim-oriented defenders (41.3%), hybrid defenders (23.5%), bully-oriented defenders (9.8%), and non-defenders (25.4%). Hybrid and victim-oriented defenders had higher levels of perspective taking skills and positive attitudes toward immigrants than non-defenders. All three defender subgroups perceived their classroom climate as more socially cohesive than non-defenders. All four subgroups did not significantly differ in their peer status. These findings emphasize the importance of fostering inclusive class norms and implementing classroom practices that facilitate the development of perspective taking skills among students. Such effort can enhance adolescents' active defending behaviors in instances of ethnic victimization.

Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions

Prior research provided evidence for retrospective and prospective judgements of immanent justice in adults, but the developmental origins of judgements of immanent justice remain unknown. Both retrospective and prospective judgements were investigated in preschool age, using explicit and implicit measures. In Experiment 1, 2.5- and 4-year-olds were first shown events in which one agent distributed resources fairly or unfairly, and then they saw test events in which both distributors were damaged by a misfortune. Later, they were presented with a verbal task, in which they had to respond to two questions on evaluation of the deservingness, by using explicit measures. All children were likely to approve of deserved outcomes when deeds and outcomes were congruent (i.e., unfair distributor-misfortune), and only older ones were likely to disapprove when they were incongruent (i.e., fair distributor-misfortune). In Experiment 2, 4-year-olds after seeing familiarization events of Experiment 1, were presented with two verbal questions to explore prospective judgements of immanent justice, by using explicit measures. In Experiment 3, 4-year-olds were first shown familiarization events of Experiment 1 and listened to respective narratives, then before the outcome was revealed they were assessed with a reaching task to investigate prospective judgements of immanent justice, by using implicit measures. Children reached the image depicting a bad outcome for the unfair distributor, and that illustrated a good outcome for the fair distributor. The results of the last two experiments demonstrated a fine ability to make prospective judgements at 4 years of life, and found that they were to be more prone to apply immanent justice reasoning to positive outcomes following good actions. Taken together, these results provide new evidence for preschoolers' retrospective and prospective judgements of immanent justice.

Keeping distance or getting closer: How others' emotions shape approach-avoidance postural behaviors and preferred interpersonal distance

Understanding the influence of emotions on social interactions is important for a global understanding of the dynamics of human behavior. In this study, we investigated the interplay between emotions, spontaneous approach or avoidance tendencies, and the regulation of interpersonal distance. Fifty-seven healthy adults participated in a three-part experiment involving exposure to approaching or withdrawing emotional faces (neutral, happy, sad, fearful, disgusted, angry). The sequence began with an initial computerized stop-distance task, followed by a postural task in which participants' approach or avoidance tendencies were quantified via center of pressure (CoP-Y) displacements on a force platform, and concluded with a final computerized stop-distance task. Our findings revealed a gradient in postural responses, with the most forward CoP-Y displacements for neutral and happy faces, indicative of approach tendencies. These were followed by lesser forward displacements for sad and fearful faces, and most pronounced backward displacements for disgusted and angry faces, indicating avoidance. Furthermore, we observed modulations in participants' preferred interpersonal distance based on emotional cues, with neutral and happy faces associated with shorter distances, and disgusted and angry faces linked to larger distances. Despite these similar results, no direct correlation was found between CoP-Y and preferred interpersonal distance, underscoring a dissociation between spontaneous and voluntary social behaviors. These results contribute to a better understanding of how emotional expressions shape social interactions and underscore the importance of considering emotional cues, postural action tendencies, and interpersonal distance in facilitating successful social interactions.

Psychosocial factors as predictors of aggressive behaviors among primary school learners

The study investigated psychosocial factors as predictors of aggressive behaviors among primary school learners in Ekiti State, Nigeria. The study used a survey research design. All public primary school learners in Ekiti State formed the target population. A sample size of one thousand three hundred and fifty (1350) respondents was selected using a multistage sampling procedure, consisting of 641 males (47.5%) and 709 females (52.5%), ages 9-13 years, who participated in the study. A self-report instrument tagged "Learners' Aggressive Behaviours Questionnaire" (α indexes of .81, .70, .77, and .84 for the four components respectively) was used for data collection. The data were analyzed using multiple regression analysis at a 5% level of significance. The empirical findings revealed that parenting styles, peer influence, and self-control significantly predicted learners' aggressive behavior. Recommendations for curbing aggressive behavior among learners were highlighted.

Attachment and prosocial behavior in middle childhood: The role of emotion regulation

There is a lack of research on the development of prosocial behavior in middle childhood. The current study addressed this gap through the application of attachment theory; attachment security has been shown to promote prosocial behavior in early childhood, and emotion regulation may be an important intervening variable in this association. A sample of 199 children (aged 6-12 years) reported on their attachment internal working models for the mother-child and father-child relationships, parents reported on child emotion regulation and emotional lability/dysregulation, and children completed a sticker donation task to assess their prosocial behavior. Child emotional lability/dysregulation served as an intervening variable in the association between father-child attachment security (communication and trust) and greater sticker donation. Mother-child and father-child attachment security was also associated with child emotion regulation, but emotion regulation was not associated with sticker donation. Findings suggest that secure attachment may foster prosocial behavior toward peers in middle childhood primarily by reducing dysregulated responses to the distress of others.

The impact of low birthweight in infant patterns of regulatory behavior, mother-infant quality of interaction, and attachment

It remains unclear whether infants born preterm are more likely to develop an insecure attachment with their mothers. In this study, instead of using gestational age criteria, we observe attachment in infants born with very low birthweight. Although the collinearity between gestational age and birthweight is high, infants born with very low birthweight for their gestational age tend to stay more days in NICU and to have more comorbidities than other infants with the same gestational age. Thus, we wonder about the impact of low gestational birth (per se) in infants' regulatory behavior, the quality of mother-infant interactions, and attachment security. The participants are 71 infants' weight lower than 1599 g of gestational weight (varying between 23 and 34 weeks of gestational) and their mothers. Dyads were observed in free play and during Face to Face Still-Face paradigm with infants at 3 months of corrected age. At 12 months of corrected age, mother-infant attachment was observed during Strange Situation. Results indicate that infants with low/very low gestational birthweight have high levels of insecure attachment (70 %) and non-positive patterns of regulatory behavior (64 %). Maternal and infant interactive behavior is highly associated with infant attachment. In turn, maternal interactive behavior is associated with gestational age, birthweight, and number of days in NICU.

Young Children’s Conceptualisations of Kindness: A Thematic Analysis

Although there is much interest in the development of prosocial behaviour in young children, and many interventions that attempt to cultivate kindness in children, there is a paucity of research exploring children’s lived experiences of kindness and including their voices. In this study, children’s understanding of kindness is approached through qualitative interviews using puppets. Interviews were conducted with 33 children aged 5-6 years in 3 schools in the United Kingdom. Through thematic analysis, 4 themes were developed: (a) doing things for others, (b) relating with others, (c) rules and values, and (d) kindness affects us. These themes are examined in light of current thinking on prosocial and sociomoral development, and several key insights are highlighted, including types of prosocial behaviour, social connection, kindness-by-omission and defending, in-group bias, universal kindness versus personal safety, self-image, and a desire to improve the condition of society. These findings have implications for future research on prosocial development and for the design of kindness-based interventions, as well as providing an ecologically valid method of inquiry for use with young children.

Infants' preferences for approachers over repulsers shift between 4 and 8 months of age

Despite its adaptive value for social life, the emergence and the development of the ability to detect agents that cause aversive interactions and distinguish them from potentially affiliative agents (approachers) has not been investigated. We presented infants with a simple interaction involving two agents: one of them (the "repulser") moved toward and pushed the other (the "approacher") which reacted by simply moving toward the repulser without contacting it. We found that 8-month-olds (N = 28) looked longer at the approacher than at the repulser (Experiment 1), whereas 4-month-olds (N = 30) exhibited no preference (Experiment 2). To control for low-level cues (such as the preference for the agent that moved after the contact), two new groups of 4- and 8-month-old infants were presented with a series of interactions in which the agents inverted their social roles. Older infants (N = 30) manifested no preference for either agent (Experiment 3), while younger infants (N = 30) looked longer at the first agent to move (Experiment 4). Our results indicated that 8-month-olds' preferences for the approacher over the repulser depended on social information and were finely tuned to agents that display prosocial rather than antisocial behavior. We discuss these findings in light of the development and adaptive value of the ability to negatively evaluate repulsers, to avoid choosing them as partners.

Theory of Mind and Concealing vs. Forthcoming Communication in Adolescence

Concealing information requires that adolescents manage the information that they share, which requires cognitive skills, for example, theory of mind (ToM). This study explored motivations for concealment that early adolescents (N = 90, M = 12.81 years, SD = 5.10 months, range 12–14 years, and 58% female) endorsed concealing or disclosing to friends and parents, in relation to their theory of mind. We found that adolescents broadly endorsed disclosure to both parents and friends, even when it might mean they would face consequences, be impolite (by not protecting another’s feelings), or face negative identity-related emotions. We found that ToM ability was associated with a tendency to endorse being forthcoming and sharing information with both friends and parents. These findings provide new insight into how the relation between ToM and concealment may change with age, specifically how in early adolescence it may foster open communication rather than concealment as is the case in early and middle childhood.

Emotion regulation in blind and visually impaired children aged 3 to 12 years assessed by a parental questionnaire

Emotion regulation develops from the earliest years of a child's life and mostly through visual information. Considering the importance of emotion regulation in daily life situations, it is important to study the effect of visual experience on the development of this ability. This study is the first to examine the effect of visual experience and age in emotion regulation by comparing groups of children with different visual status and age. For this purpose, after testing the reliability and consistency of the French version of Emotion Regulation Checklist (ERC-vf) with 245 parents of blind, visually impaired and sighted children aged 3-5, 6-8 or 9-12 years, we conducted analyses on the effect of visual status and age on emotion regulation composite scores. The first result confirmed that the ERC-vf can be reliably used on populations of blind and visually impaired children. The second result revealed an effect of visual status on ER composite scores of emotion regulation: Blind children and visually impaired children each had significantly lower composite scores than sighted children. Moreover, the effect of age and the interaction between age and visual status were not significant on ER composite scores. The ER subscale results suggest, however, that age may have a variable effect for blind and visually impaired children as blind children's scores become lower and those of visually impaired children become equal to sighted children with age. The results of our study may help the children's entourage to better adapt their interactions in a context of visual impairment.

Children Consider Procedures, Outcomes, and Emotions When Judging the Fairness of Inequality

Children tend to view equal resource distributions as more fair than unequal ones, but will sometimes view even unequal distributions as fair. However, less is known about how children form judgments about inequality when different procedures are used. In the present study, we investigated children's consideration of procedures (i.e., resource-distributing processes), outcomes (i.e., the distributions themselves), and emotions (i.e., the emotional reactions of those receiving the resources) when judging the fairness of unequal resource distributions. Participants (N = 130, 3- to 8-year-olds) were introduced to a Fair Coin (different color on each side) and an Unfair Coin (same color on both sides). In two between-subjects conditions, they watched a researcher flip either the Fair or Unfair Coin in order to distribute resources unequally between two child recipients. Participants then rated the fairness of this event, provided verbal justifications for their ratings (coded for references to procedures and/or outcomes), and rated the emotional state of each recipient (from which an Emotion Difference Score was computed). Results revealed that participants rated the event as more fair in the Fair Coin than the Unfair Coin condition. References to the outcome in children's justifications predicted lower fairness ratings, while references to the procedure only predicted lower ratings in the Unfair Coin condition. Greater Emotion Difference Scores predicted lower fairness ratings, and this effect increased with age. Together, these results show that children consider procedures, outcomes, and emotions when judging the fairness of inequality. Moreover, results suggest age-related increases in consideration of recipients' emotions makes inequality seem less fair, even when fair procedures are used. Implications for the development of fairness are discussed.

How the Custom Suppresses the Endowment Effect: Exchange Paradigm in Kanak Country

In this paper, Knetsch's exchange paradigm is analyzed from the perspective of pragmatics and social norms. In this paradigm the participant, at the beginning of the experiment, receives an object from the experimenter and at the end, the same experimenter offers to exchange the received object for an equivalent object. The observed refusal to exchange is called the endowment effect. We argue that this effect comes from an implicature made by the participant about the experimenter's own expectations. The participant perceives the received item as a gift, or as a present, from the experimenter that cannot be exchanged as stipulated by the social norms of western politeness common to both the experimenter and the participant. This implicature, however, should not be produced by participants from Kanak culture for whom the perceived gift of a good will be interpreted as a first act of exchange based on gift and counter-gift. This exchange is a natural, frequent, balanced, and indispensable act for all Kanak social bonds whether private or public. Kanak people also know the French social norms that they apply in their interactions with French people living in New Caledonia. In our experiment, we show that when the exchange paradigm takes place in a French context, with a French experimenter and in French, the Kanak participant is subject to the endowment effect in the same way as a French participant. On the other hand, when the paradigm is carried out in a Kanak context, with a Kanak experimenter and in the vernacular language, or in a Kanak context that approaches the ceremonial of the custom, the endowment effect is no longer observed. The same number of Kanak participants accept or refuse to exchange the endowed item. These results, in addition to providing a new explanation for the endowment effect, highlight the great flexibility of decisions according to social-cultural context.

Neural computations in children's third-party interventions are modulated by their parents' moral values

One means by which humans maintain social cooperation is through intervention in third-party transgressions, a behaviour observable from the early years of development. While it has been argued that pre-school age children's intervention behaviour is driven by normative understandings, there is scepticism regarding this claim. There is also little consensus regarding the underlying mechanisms and motives that initially drive intervention behaviours in pre-school children. To elucidate the neural computations of moral norm violation associated with young children's intervention into third-party transgression, forty-seven preschoolers (average age 53.92 months) participated in a study comprising of electroencephalographic (EEG) measurements, a live interaction experiment, and a parent survey about moral values. This study provides data indicating that early implicit evaluations, rather than late deliberative processes, are implicated in a child's spontaneous intervention into third-party harm. Moreover, our findings suggest that parents' values about justice influence their children's early neural responses to third-party harm and their overt costly intervention behaviour.

The Autism Detection in Early Childhood Tool: Level 2 autism spectrum disorder screening in a NICU Follow-up program

OBJECTIVE

Children born preterm are at increased risk for autism spectrum disorder (ASD). However, early diagnosis of ASD is challenging because conventional screening Level 1 tools are less reliable in this population. We sought to determine whether the Autism Detection in Early Childhood (ADEC) and Child Behavior Checklist (CBCL) could accurately identify children at risk for ASD in a NICU Follow-up setting and thus facilitate referral for formal ASD evaluation.

METHOD

Children aged 18-36 months were recruited from a NICU Follow-up program. All children received presumptive diagnoses based on DSM-5 criteria and were screened for ASD risk with the ADEC and CBCL. Children scoring in the "at risk" range on either tool were referred for a full diagnostic ASD evaluation.

RESULTS

Sixty-nine patients (median birth weight 1140 g; median gestational age 28 weeks) were included with 18 designated "at risk" for ASD. Nine (13 %) scored "at risk" on the ADEC and 12 (17 %) on the CBCL. Thirteen children underwent diagnostic ASD evaluation with 9 receiving a formal diagnosis of ASD. The ADEC demonstrated the best performance (sensitivity 89 %, specificity 98 %). The CBCL was less sensitive (sensitivity 50 %, specificity 90 %). Requiring elevated scores on both the CBCL and ADEC was specific but not sensitive (sensitivity 33 %, specificity 100 %).

CONCLUSION

The ADEC performed well in identifying children at risk for ASD within this high-risk NICU cohort, adding benefit as an autism-specific screening tool over the CBCL alone.