Causal Reasoning as a Function of Behavioral Consequences

Cohen, Esther A.; Gelfand, Donna M.; Hartmann, Donald P.

doi:10.2307/1129169

Cited by 19 publications

(6 citation statements)

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“…Threat of punishment was included to measure the extent to which parents instill a climate of fear and persistent anxiety to enlist young adults to comply with parental wishes (Barber, 1996; Schaefer, 1965). The use of threats has been shown to undermine the internalization of social values by reducing internal attributions for compliant behaviours (Cohen, Gelfand, & Hartmann, 1981; Lepper, 1983). Guilt-inducing criticisms was included to measure parents’ tendency to control young adults via guilt (Barber, 1996; Schaefer, 1965).…”

Section: Asvscp Componentmentioning

confidence: 99%

Validation of the Perceived Parental Autonomy Support Scale (P-PASS).

Mageau

Ranger

Joussemet

et al. 2015

Canadian Journal of Behavioural Science / Revue canadienne des

195

178

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Using a multidimensional perspective, the Perceived Parental Autonomy Support Scale (P-PASS) assesses autonomy-supportive and controlling parenting (Grolnick & Pomerantz, 2009). Two studies document the instrument's psychometric properties (Study 1, N ϭ 210, mean age ϭ 18.8 years; Study 2, N ϭ 315, mean age ϭ 18.5 years). Exploratory factor analyses first show that the P-PASS factor structure is best described by a 2-factor solution, 1 representing perceived autonomy support and the other, controlling parenting. Cronbach's alphas confirm the internal consistency of the P-PASS scales (␣ Ͼ .89), and correlation patterns with the Psychological Control Scale (Barber, 1996) and other parenting components (i.e., acceptance and monitoring) support convergent and divergent validity. Hierarchical regressions also show that perceived autonomy support predicts young adults' adjustment, above and beyond controlling parenting (Studies 1 and 2) and parental acceptance and monitoring (Study 2). Overall, these results suggest the P-PASS usefulness in studying perceived autonomy-supportive and controlling parenting.

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Section: Asvscp Componentmentioning

confidence: 99%

Validation of the Perceived Parental Autonomy Support Scale (P-PASS).

Mageau

Ranger

Joussemet

et al. 2015

Canadian Journal of Behavioural Science / Revue canadienne des

195

178

View full text Add to dashboard Cite

show abstract

“…Thus, they often do not understand that a person who assists a target whom everyone else also helps may not be especially kind, and they may respond more positively than older people to aid from such helpers (see Eisenberg, 1983). Young children also will judge a person's behavior as more kind if it is rewarded (or the helper anticipates a reward) than if the same behavior is unrewarded (the additive principle; Butzin & Dozier, 1986; E. A. Cohen, Gelfand, & Hartmann, 1981; DiVitto & McArthur, 1978; Karniol & Ross, 1979).…”

Section: Developmental Model Of Recipients' Reactions To Aidmentioning

confidence: 99%

A developmental model of recipients' reactions to aid.

Shell

Eisenberg

1992

Psychological Bulletin

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A developmental model of recipients' reactions to aid, which is based on the threat-to-self-esteem model (the dominant theoretical framework in the field), is presented. Various refinements of the threat-to-self-esteem model are proposed to extend its range of applicability and heuristic value to encompass the study of children's reactions to aid. The moderating influences of developmental changes in cognitions regarding self and others, as well as in children's social environment, are examined. Literature from a variety of sources that is relevant to children's reactions to aid, or to processes that may be involved, is reviewed and discussed in light of our model.

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“…However, use of the discounting principle appears to be related to social knowledge, particularly knowledge about motives. For example, children who recognize manipulative intent are more likely to use the discounting principle (Cohen, Gelfand, & Hartmann, 1981;Karniol & Ross, 1979). Thus, children's understanding of others' goals and motives may contribute to their ability to reason about multiple causal factors.…”

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confidence: 99%

Age-Related Changes in Children's and Adults' Explanations of Interpersonal Actions

Lovett

Pillow

2010

VGNT

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We investigated the content of children's and adults' explanations of interpersonal actions. Participants were 5-, 7-, and 9-year-old children, as well as adults, who were presented with 8 stories containing either prosocial or antisocial target actions, and asked to explain why each actor performed that action. In half of the stories, an interpersonal event preceded the action. Children and adults provided situational and mental-state explanations, but mental-state explanations were especially common for antisocial actions not preceded by an interpersonal event. With increasing age, participants explained prosocial actions by referring to the actor's goals, but referred to the actor's emotions and beliefs to explain antisocial actions. Finally, adults were most likely to mention psychological goals. These results suggest that (a) elementary school children provide a variety of explanations for interpersonal events; (b) children use different types of explanations flexibly, depending on the context and nature of the target action; (c) the frequency of different types of explanations for interpersonal actions changes during childhood; and (d) between middle childhood and adulthood, the recognition of psychological goals increases greatly.

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Causal Reasoning as a Function of Behavioral Consequences

Cited by 19 publications

References 0 publications

Validation of the Perceived Parental Autonomy Support Scale (P-PASS).

Validation of the Perceived Parental Autonomy Support Scale (P-PASS).

A developmental model of recipients' reactions to aid.

Age-Related Changes in Children's and Adults' Explanations of Interpersonal Actions

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