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During their third year of life, toddlers become increasingly skillful at coordinating their actions with peer partners and they form joint commitments in collaborative situations. However, little effort has been made to explain interindividual differences in collaboration among toddlers. Therefore, we examined the relative influence of distinct individual, dyadic, and social factors on toddlers' collaborative activities (i.e., level of coordination and preference for joint activity) in joint problem-solving situations with unfamiliar peer partners (n = 23 dyads aged M = 35.7 months). We analyzed the dyadic nonindependent data with mixed models. Results indicated that mothers' expectations regarding their children's social behaviors significantly predicted toddlers' level of coordination. Furthermore, the models revealed that toddlers' positive mutual experiences with the unfamiliar partner assessed during an initial free play period (Phase 1) and their level of coordination in an obligatory collaboration task (Phase 2) promoted toddlers' preference for joint activity in a subsequent optional collaboration task (Phase 3). In contrast, children's mastery motivation and shyness conflicted with their collaborative efforts. We discuss the role of parents' socialization goals in toddlers' development toward becoming active collaborators and discuss possible mechanisms underlying the differences in toddlers' commitment to joint activities, namely social preferences and the trust in reliable cooperation partners.

In two experiments, the imitation of helping behavior in 16-month-olds was investigated. In Study 1 (N = 31), infants either observed an adult model helping or not helping another individual before they had the opportunity to assist an unfamiliar experimenter. In one of two tasks, more children helped in the prosocial model condition than in the no model control condition. In Study 2 (N = 60), a second control condition was included to test whether infants imitated the prosocial intention (no neediness control). Children in the prosocial model condition helped more readily than children in the no model condition, with the second control condition falling in between. These findings propose that modeling provides a critical learning mechanism in early prosocial development.

Adolescents tend to adopt behaviors that are similar to those of their friends, and also tend to become friends with peers that have similar interests and behaviors. This tendency towards homogeneity applies not only to conventional behaviors such as working for school and participating in sports activities, but also to risk behaviors such as drug use, oppositional behavior or unsafe sex. The current study aims at building an agent model to answer the following related questions: How do friendship groups evolve and what is the role of behavioral similarity in friendship formation? How does homogeneity among peers emerge, with regard to conventional as well as risk behaviors? On the basis of the theoretical and empirical literature on friendship selection and influences on risk behavior during adolescence we first developed a conceptual framework, which was then translated into a mathematical model of a dynamic system and implemented as an agent-based computer simulation consisting of simple behavioral rules and principles. Each agent in the model holds distinct property matrices including an individual behavioral profile with a list of risky (i.e., alcohol use, aggressiveness, soft drugs) and conventional behaviors (i.e., school attendance, sports, work). The computer model simulates the development, during one school year, of a social network (i.e. formation of friendships and cliques), the (dyadic) interactions between pupils and their behavioral profiles. During the course of simulation, the agents' behavioral profiles change on the basis of their interactions resulting in individual developmental curves of conventional and risk behaviors. These profiles are used to calculate the (behavioral) similarity and differences between the various agents. Generally, the model output is analyzed by means of visual inspection (i.e., plotting developmental curves of behavior and social networks), systematic comparison and by calculating additional measures (i.e., using specific social analysis software packages). Simulation results conclusively indicate model validity. The model simulates qualitative properties currently found in research on adolescent development, namely the role of homophily, the appearance of friendship clusters, and the increase in behavioral homogeneity among friends. The model not only converges with empirical findings, but furthermore helps to explain social psychological phenomena (e.g. the emergence of homophily among adolescents).

Previous research has shown that young children robustly display in-group favoritism; that is, they favor in-group over out-group members. Moreover, preschoolers also consider information on morality in their evaluations of others. In the present study, we integrated both aspects: In particular, fifty-six 4-to 6-year-old preschoolers were assigned to minimal groups and observed either prosocial or antisocial acts conducted by either an in-group or an out-group member. After observing these behaviors, children's liking and sharing were significantly higher for moral compared to immoral actors. In addition, children's liking and sharing were substantially higher for in-group compared to out-group actors. However, when children were directly asked to morally evaluate the actor's conduct, no in-group favoritism emerged: In particular, children evaluated immoral acts conducted by an in-group or an out-group agent as equally bad/wrong and similarly claimed that these acts deserve punishment. These findings demonstrate that preschoolers differentially weigh information on group membership and moral valence depending on the type of evaluation, namely sharing and liking versus explicit moral evaluations of others' conduct. K E Y W O R D Sin-group favoritism, moral impartiality, preschoolers, prosocial and antisocial behavior, social and moral evaluation | 1075 SCHUHMACHER And KÄRTnER | INTRODUC TI ONPrevious research has shown that preschool-aged children already show in-group favoritism; that is, they show more positive social evaluations of in-group versus out-group members in terms of their sharing behavior, explicit liking, instrumental helping, or attribution of positive traits (Abrams et al.

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