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{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,11,20]],"date-time":"2023-11-20T12:36:13Z","timestamp":1700483773300},"reference-count":82,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2022,3,9]],"date-time":"2022-03-09T00:00:00Z","timestamp":1646784000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Developmental Science"],"published-print":{"date-parts":[[2023,1]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>We investigated children's positive emotions as an indicator of their underlying prosocial motivation. In Study 1, 2\u2010, and 5\u2010year\u2010old children (<jats:italic>N<\/jats:italic>\u00a0=\u00a064) could either help an individual or watch as another person provided help. Following the helping event and using depth sensor imaging, we measured children's positive emotions through changes in postural elevation. For 2\u2010year\u2010olds, helping the individual and watching another person help was equally rewarding; 5\u2010year\u2010olds showed greater postural elevation after actively helping. In Study 2, 5\u2010year\u2010olds\u2019 (<jats:italic>N<\/jats:italic>\u00a0=\u00a059) positive emotions following helping were greater when an audience was watching. Together, these results suggest that 2\u2010year\u2010old children have an intrinsic concern that individuals be helped whereas 5\u2010year\u2010old children have an additional, strategic motivation to improve their reputation by helping.<\/jats:p>","DOI":"10.1111\/desc.13253","type":"journal-article","created":{"date-parts":[[2022,2,22]],"date-time":"2022-02-22T06:23:35Z","timestamp":1645511015000},"update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Evidence for a developmental shift in the motivation underlying helping in early childhood"],"prefix":"10.1111","volume":"26","author":[{"ORCID":"http:\/\/orcid.org\/0000-0003-4780-6549","authenticated-orcid":false,"given":"Robert","family":"Hepach","sequence":"first","affiliation":[{"name":"Department of Experimental Psychology University of Oxford Oxford UK"}]},{"given":"Jan M.","family":"Engelmann","sequence":"additional","affiliation":[{"name":"Department of Psychology University of California Berkeley California USA"}]},{"given":"Esther","family":"Herrmann","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Portsmouth Portsmouth UK"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-7200-9499","authenticated-orcid":false,"given":"Stella C.","family":"Gerdemann","sequence":"additional","affiliation":[{"name":"Department of Research Methods in Early Child Development Leipzig University Leipzig Germany"},{"name":"Leipzig Research Center for Early Child Development Leipzig University Leipzig Germany"}]},{"given":"Michael","family":"Tomasello","sequence":"additional","affiliation":[{"name":"Department of Psychology and Neuroscience Duke University Durham North Carolina USA"},{"name":"Department of Developmental and Comparative Psychology Max Planck Institute of Evolutionary Anthropology Leipzig Germany"}]}],"member":"311","published-online":{"date-parts":[[2022,3,9]]},"reference":[{"key":"e_1_2_15_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/xge0000082"},{"key":"e_1_2_15_3_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0039211"},{"key":"e_1_2_15_4_1","doi-asserted-by":"crossref","unstructured":"Asaba M.&Gweon H.(2019). Young children infer and manage what others think of the self.","DOI":"10.31234\/osf.io\/yxhv5"},{"key":"e_1_2_15_5_1","first-page":"92","volume-title":"The Oxford handbook of moral development: An interdisciplinary perspective","author":"Banerjee R.","year":"2020"},{"key":"e_1_2_15_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdep.12189"},{"key":"e_1_2_15_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/1525
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