Sharing in the Second Year of Life

Rheingold, Harriet L.; Hay, Dale F.; West, Meredith J.

doi:10.2307/1128454

Cited by 208 publications

(69 citation statements)

References 5 publications

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“…Although few three-year-old children have experienced complex social networks outside the home, such children have at least two years of experience engaging in prosocial behavior, mostly within the familial environment (Eisenberg & Fabes, 1998;Rheingold, Hay, & West, 1976). The present studies therefore rule out formal moral instruction and experience in complex social institutions as sources of the cooperative principles, but they cannot tease apart the effects of children's own observational learning, directions from parents and other adults, feedback from other children, and intrinsically guided developmental processes.…”

Section: Discussionmentioning

confidence: 99%

Foundations of cooperation in young children

2008

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Observations and experiments show that human adults preferentially share resources with close relations, with people who have shared with them (reciprocity), and with people who have shared with others (indirect reciprocity). These tendencies are consistent with evolutionary theory but could also reflect the shaping effects of experience or instruction in complex, cooperative and competitive societies. Here we report evidence for these three tendencies in 3.5 year old children, despite their limited experience with complex cooperative networks. Three pillars of mature cooperative behavior therefore appear to have roots extending deep into human development.A central problem for biology and social science concerns the development of cooperation

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Section: Discussionmentioning

confidence: 99%

Foundations of cooperation in young children

2008

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“…Young children's prosocial proclivities are apparent not only in their helping and sympathizing but also in their sharing behaviors. Naturalistic observations suggest that as early as 8 months of age, infants may show or give toys to parents, other infants, siblings, and strangers, even when resources are low (e.g., Hay 1979, Rheingold et al 1976). With development, sharing becomes increasingly selective: Even 12-monthold infants make some distinctions between recipients of their prosocial actions, being more likely to share objects with their peers and with their own mothers than with the peers' mothers (Young & Lewis 1979).…”

Section: Toddlers' Second-personal Moralitymentioning

confidence: 99%

Origins of Human Cooperation and Morality

Tomasello

Vaish

2013

Annu. Rev. Psychol.

615

404

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From an evolutionary perspective, morality is a form of cooperation. Cooperation requires individuals either to suppress their own selfinterest or to equate it with that of others. We review recent research on the origins of human morality, both phylogenetic (research with apes) and ontogenetic (research with children). For both time frames we propose a two-step sequence: first a second-personal morality in which individuals are sympathetic or fair to particular others, and second an agent-neutral morality in which individuals follow and enforce group-wide social norms. Human morality arose evolutionarily as a set of skills and motives for cooperating with others, and the ontogeny of these skills and motives unfolds in part naturally and in part as a result of sociocultural contexts and interactions.

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“…to direct a person's attention, share experiences, request things, or inform. Among typically developing infants, positive affect is associated more with sharing experiences in joint attention than with instrumental gaze following or requesting Kasari, Sigman, Mundy, & Yirmiya, 1990;Mundy, Kasari, & Sigman, 1992; also Adamson & Bakeman, 1985;Bruner, 1981;Rheingold, Hay, & West, 1976!. Thus, sometimes but not always, joint attention serves as both the means to and expression of sharing experiences of the world with others, where sharing entails intersubjective contact and emotional connectedness between people~Hob-son, 1989people~Hob-son, , 1993 From very early in life, infants also show the ability to imitate, for example, translating what they see in other people's faces to their own facial expressions~Field, Woodson, Greenberg, & Cohen, 1982;Kugiamutsakis, 1998;Meltzoff & Moore, 1997!.…”

Section: Joint Attention and Imitation In Early Typical Developmentmentioning

confidence: 99%

Identification: The missing link between joint attention and imitation?

Hobson

2007

Develop. Psychopathol.

106

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In this paper we outline our hypothesis that human intersubjective engagement entails identifying with other people. We tested a prediction derived from this hypothesis that concerned the relation between a component of joint attention and a specific form of imitation. The empirical investigation involved "blind" ratings of videotapes from a recent study in which we tested matched children with and without autism for their propensity to imitate the self-0other-orientated aspects of another person's actions. The results were in keeping with three a priori predictions, as follows:~a! children with autism contrasted with control participants in spending more time looking at the objects acted upon and less time looking at the tester;~b! participants with autism showed fewer "sharing" looks toward the tester, and although they also showed fewer "checking" and "orientating" looks, they were specifically less likely to show any sharing looks; and, critically,~c! within each group, individual differences in sharing looks only! were associated with imitation of self-other orientation. We suggest that the propensity to adopt the bodily anchored psychological stance of another person is essential to certain forms of joint attention and imitation, and that a weak tendency to identify with others is pivotal for the developmental psychopathology of autism.

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Sharing in the Second Year of Life

Cited by 208 publications

References 5 publications

Foundations of cooperation in young children

Foundations of cooperation in young children

Origins of Human Cooperation and Morality

Identification: The missing link between joint attention and imitation?

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