The Learning of Sharing Behavior

Doland, Dilman J.; Adelberg, Kathryn

doi:10.2307/1127247

Cited by 41 publications

(14 citation statements)

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“…Few test competing formulations with the objective of illuminating the concept of reinforcement itself. Some reinforcement studies that bear on issues of these kinds are considered in other sections of this review (60,75,115,140,141,190,217,288,289) . Here will be discussed studies addressed to basic issues of general interest.…”

Section: Social Processes and Personality Developmentmentioning

confidence: 99%

Developmental Psychology

Flavell¹,

Hill²

1969

Annu. Rev. Psychol.

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age R2 for age when it was considered alone was .158, but the value was reduced to only.035 after the variation in a composite measure of perceptual speed was controlled. These results therefore suggest that almost 807o (i.e., [. I 58 -.035 ]l I 58 = .778) ofthe age-related variance in certain measures offluid cognition is associated with variations in perceptual speed.The research reported in this article was designed with two major goals in mind. One goal was to examine the generality of the speed-mediation phenomenon by including measures of memory in addition to measures of fluid or process aspects of cognition. Extending the research in this direction is ofinterest, because less convincing support for a mediational effect of speed was found with m€asures reflecting memory functioning in the partial correlation analyses reported in Salthouse (l 985a). That is, partialing a measure ofprocessing speed had a smaller effect on the correlations between age and measures of memory than it did on the correlations between age and measures of other types of cognitive functioning. Moreover, additional analyses on the data from the Salthouse et al. (1988) project similar to those summarized in Table I also revealed weaker attenuation ofthe age relations ficr measures representing memory functioning than for measures representing other types of cognitive functioning. For example, the attenuation was only 63.8Vo for a measure of the accuracy of reproducing the identities of items in a matrix, only 4'l .59o for a measure of the accuracy of reproducing the positions of items in a matrix, and only l6.7vo for a measure of paired-associate memory.The smaller attenuation of the age-related memory differences after control of measures of speed raises the possibility that quickness of mental operations may be a less important factor in the age differences in traditional memory tests than in cognitive tests assessing reasoning or spatial abilities. Although this speculation is plausible on the basis ofthe available results, stronger evidence ofthe differential influence ofspeed on cognitive and memory measures is desirable before one can conclude that speed factors have a minimal role in the relations between age and memory. One type of evidence that would be relevant in this regard would be a discovery that substantial age-related effects remained after statistical control of a measure of perceptual speed, or equivalently, a finding that the Speed Mediation of Adult Age Differences in Cognition Timothy A. Salthouse Previous research has established that a large proportion of the adult age-related variance in various measures offluid or process cognition is reduced when statistical control procedures such as hierarchical regression are used to eliminate variation in measures ofperceptual speed. This finding was confirmed in the present study and was extended to include paired-associate and free-recall measures of memory in addition to measures of reasoning and spatial abilities. Most of the speed mediation was associated with s...

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Section: Social Processes and Personality Developmentmentioning

confidence: 99%

Developmental Psychology

Flavell¹,

Hill²

1969

Annu. Rev. Psychol.

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“…14. Més refor~os del seus pares pel que fa a la seva conducta pro-social (AZRIN i LINDSLEY, 1956;DOLAND, 1967).…”

Section: Introductionunclassified

Family Educational Background of the Pro-social Behavior in Children Aged 13/14 Years

Olivar

2009

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Entre les dimensions del comportament huma que possibiliten i afavoreixen la convivencia social lliure i justa davant de I'escalada de violencia, una de les que esta copsant cada vegada més interds és la del comportament pro-social o altruista. Des de la perspectiva de I'educador o del professional de la salut mental una qüestib d'interds seria la de condixer quins poden ser els requisits conductuals de I'esmentat comportament i, sobretot, si pot ser apres o entrenat i, en aquest cas, els patrons educatius idonis. Per respondre a aquestes qüestions, aquest article presenta un primer treball de camp que tracta de verificar les possibles diferencies conductuals i els antecedents educatiu-familiars entre 87 nens molt pro-socials (MPS) i 87 nens poc pro-socials (PPS) extrets d'una mostra total de 519 individus de 82 d'EGB. Les hipotesis presentades sorgeixen d'anteriors revisions (ROCHE 1982 i 1985) de variables del comportament pro-social. Els resultats permeten, en general, confirmar determinades directrius proposades per a un Perfil Educatiu per a la Pro-socialitat (P. E. P.).

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“…Assuming that the marbles had reinforcement value, then the faster the child obtained them, the faster his drive to obtain them was reduced, and the more he gave away. Doland and Adelberg (1967) also were interested in the way a child learns to share and why for some children it is more difficult. The authors studied sharing from a social-learning point of view, hypothesizing that sharing is an aspect of the child's behavior that is learned through social reinforcement.…”

Section: Sharing Behavior In Childrenmentioning

confidence: 99%

“…There is a very low interest in reports on positive behaviors. And yet some persons (e.g., Doland & Adelberg, 1967;Fischer, 1963;Harris, 1970;Hoffman, 1970;Presbie & Coiteux, 1971;Staub & Sherk, 1970) are aware that the more positive aspects of human behavior need to be understood. It cannot be assumed that negative and positive behaviors are dichotomous.…”

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confidence: 99%

“…Of those sharing studies cited in the literature, most could be clas sified as dealing with the learning of sharing through models (Harris, 1970;Rosenhan & White, 1967), rehearsal (Rosenhan & White, 1967), and reinforcement (Doland & Adelberg, 1967;Fischer, 1963;Harris, 1970;Midlarsky & Bryan, 1967); sharing as reciprocity (Harris, 1970;Staub & Sherk, 1970); the effects of dependency relationships on sharing , 1964Berkowitz, Klanderman, & Harris, 1964;; and the relationship of sharing to need for approval (Staub & Sherk, 1970), socio-economic status (Ugurel-Semin, 1952;Wasik, Senn, & Epanchin, 1969), and age, sex, and family size (Handlon & Gross, 1959;Ugurel-Semin, 1952). Thus it appears that there is a need for more research on the topic of sharing.…”

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confidence: 99%

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Sharing behavior in middle childhood

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The Learning of Sharing Behavior

Cited by 41 publications

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Developmental Psychology

Developmental Psychology

Family Educational Background of the Pro-social Behavior in Children Aged 13/14 Years

Sharing behavior in middle childhood

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