Children Sustain Cooperation in a Threshold Public-Goods Game Even When Seeing Others' Outcomes.

Many societal challenges are threshold dilemmas requiring people to cooperate to reach a threshold before group benefits can be reaped. Yet receiving feedback about others' outcomes relative to one's own (relative feedback) can undermine cooperation by focusing group members' attention on outperforming each other. We investigated the impact of relative feedback compared to individual feedback (only seeing one's own outcome) on cooperation in children from Germany and India (6- to 10-year-olds, N = 240). Using a threshold public-goods game with real water as a resource, we show that, although feedback had an effect, most groups sustained cooperation at high levels in both feedback conditions until the end of the game. Analyses of children's communication (14,374 codable utterances) revealed more references to social comparisons and more verbal efforts to coordinate in the relative-feedback condition. Thresholds can mitigate the most adverse effects of social comparisons by focusing attention on a common goal.

Young dictators-Speaking about oneself decreases generosity in children from two cultural contexts.

Sharing of resources is a common feature of human societies. Yet, there is substantial societal variation in children's generosity, and this variation emerges during middle childhood. Societal differences in self-construal orientation may be one factor influencing the ontogeny of generosity. Here, we examine anonymous Dictator Game sharing in 7-and-8-year-olds from two distinct societies: India and the UK (N = 180). We used self-construal manipulations to investigate whether priming self- or other-focused conversations would differentially influence children's generosity. There were no differences in generosity between populations. While a significant reduction in generosity was found following self-priming in both societies, other-priming was ineffectual. The findings are discussed in relation to experimental features and the role of anonymity and reputational concerns.

The proximate regulation of prosocial behaviour: towards a conceptual framework for comparative research.

Humans and many other animal species act in ways that benefit others. Such prosocial behaviour has been studied extensively across a range of disciplines over the last decades, but findings to date have led to conflicting conclusions about prosociality across and even within species. Here, we present a conceptual framework to study the proximate regulation of prosocial behaviour in humans, non-human primates and potentially other animals. We build on psychological definitions of prosociality and spell out three key features that need to be in place for behaviour to count as prosocial: benefitting others, intentionality, and voluntariness. We then apply this framework to review observational and experimental studies on sharing behaviour and targeted helping in human children and non-human primates. We show that behaviours that are usually subsumed under the same terminology (e.g. helping) can differ substantially across and within species and that some of them do not fulfil our criteria for prosociality. Our framework allows for precise mapping of prosocial behaviours when retrospectively evaluating studies and offers guidelines for future comparative work.

Mealtime conversations between parents and their 2-year-old children in five cultural contexts.

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).