Socio-cognitive influences on the domain-specificity of prosocial behavior in the second year |
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| Affiliation: | 1. University of Münster, Münster, Germany;2. Free University of Berlin, Berlin, Germany;1. Ludong University, China;2. University of Pennsylvania, United States;3. Southeast University, China;4. Pecking University, China;1. Department of Psychology, Florida International University, United States;2. Departments of Computer Science and Electrical and Computer Engineering, Duke University, United States;3. Department of Psychology, University of Massachusetts Amherst, United States;1. Department of Psychology, University of Oslo, Norway;2. National Network for Infant Mental Health in Norway, The Center for Child and Adolescent Mental Health, Eastern and Southern Norway, Norway;3. The Center for Child and Adolescent Mental Health, Eastern and Southern Norway, Norway;4. Norwegian Centre for Violence and Traumatic Stress Studies, Norway;1. Washington State University, United States;2. Northern Illinois University, United States |
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| Abstract: | The main aim of this study was to explain the domain-specificity of early prosocial behavior in different domains (i.e., helping, comforting, and cooperation) by simultaneously assessing specific socio-cognitive factors (i.e., self-other-differentiation and joint attentional skills) that were hypothesized to be differentially related to the three domains of prosocial behavior. Based on a longitudinal study design, observational and parental report data were collected when toddlers (N = 42) from German urban middle-class families were 15 and 18 months of age. At 15 months, regression analyses indicated differential relationships between socio-cognitive development and prosocial behavior (i.e., joint attentional skills were positively related with helping and, as hypothesized, both joint attentional skills and self-other differentiation were positively related with cooperation). Furthermore, self-other differentiation at 15 months predicted increases in coordination between 15 and 18 months. Finally, between 15 and 18 months, parental reports of socio-cognitive measures increased significantly while behavioral measures of both socio-cognitive concepts and prosocial behavior were stable across time. In sum, these results support the theoretical assumption of domain-specific socio-cognitive influences that constitute differential development of prosocial behavior. Implications of the results for theory and future studies are discussed from different perspectives with a focus on an interference interpretation calling for the integration of socialization approaches to the study of prosocial development. |
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| Keywords: | Prosocial behavior Cooperation Domain-specificity Self-other differentiation Joint attentional skills |
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