Peter J. Reschke, Laura M. Padilla-Walker, Laura A. Stockdale, Chicago Kylin Cox, Hailey Holmgren, Jeffrey L. Hurst, Kjersti Summers, Sarah M. Coyne, Gyuyi Kang (Brigham Young University)
Faculty Advisor: Reschke, Peter (Family, Home, and Social Science; Family Life)
After the first birthday, infants begin to help and share (Dunfield, 2014). However, there is little known about infants' selectivity in helping and sharing and whether these behaviors emerge due to socialization influence or natural tendencies. In this study, 230 infants (109 female, Mage= 1.47 years, SD =.27. Range = .95 years to 2.19 years) were randomly assigned to one of two conditions: (1) Instrumental helping (caregiver) and sharing (experimenter) or (2) instrumental helping (experimenter) and sharing (caregiver). Infants observed a target person (caregiver or experimenter) demonstrate a need (dropped pen = instrumental need; lack of sticker = material desire). Infants were given 60 seconds to respond and their prosocial behaviors (e.g. returning the pen, sharing stickers) were coded using a 5-point scale (see Vaish et al., 2009). Infants engaged in significantly more instrumental helping behaviors (M = 3.37) than sharing behaviors (M = 2.23) t(144) = 7.85, p < .001, 95% CI [0.85, 1.42], d = .87. Infants were also significantly more prosocial toward caregivers (M = 3 .22) than strangers (M = 2 .38). Infants helped the caregiver (M = 4.09) significantly more than the stranger (M = 2.65), t(310) = 7.49, p <.001, 95% CI [1.06, 1.81], d = 1.17. However, infants' sharing towards the caregiver (M = 2.35) and stranger (M = 2.11) did not differ, p =.32, 95% CI [-0.23, 0.71], d = .16. These results suggest that infants are selective in their helping behaviors but not their sharing behaviors in the second year of life. A multidimensional framework of prosocial development will be discussed.