The modeling of sharing: Effects associated with vicarious reinforcement, symbolization, age, and generalization

Sharing behavior in middle childhood

“…Ugurel-Semin's findings concur with Wright's findings (Wright, 1942a) in her early study of gener osity and equity versus fairness. Newer studies (Elliott & Vasta, 1970;Midlarsky & Bryan, 1967) substantiate the results of the older studies.…”

“…There is also some evidence that power and nurturance of the model affect sharing behavior (Grusec, 1971); that the model's actions but not his words affect sharing behavior (Bryan, Redfield, & Mader, 1971;Bryan & Walbek, 1970a, 1970b; that degree of sharing by the model affects degree of shar ing in the observer (Presbie & Coiteux, 1971); that self-praise by the model and praise of the model by the experimenter affect sharing (Elliott & Vasta, 1970;Harris, 1970;Presbie & Coiteux, 1971); that verbalization by the model of what he is doing affects sharing (Elliott & Vasta, 1970); and that role playing of sharing affects sharing behavior (Staub, 1971). …”

Currency value moderates equity preference among young children

“…From classic work in child development (Piaget, 1932;Damon 1977Damon , 1980 as well as more recent studies (Olson & Spelke, 2008), we know that children as young as 3 years of age are aware of an equal split as a norm for dividing resources. Some researchers (Henrich et al, 2005) point to research on imitative altruism (e.g., Bryan, 1971;Elliot & Vasta, 1970;Presbie & Coiteux, 1971) to argue that children model their altruistic behavior on adult behavior in their cultures. While children may learn norms for equity from others, the current research demonstrates that they do not rigidly apply such norms.…”

Normal Peer Models and Autistic Children's Learning

“…These behaviors have included sharing (Elliot & Vasta, 1970;Hartup & Coates, 1967;Igelmo, 1976); sex role behaviors (Kobasigawa, 1968;Miran, 1975); self-reinforcement (Bandura & Kupers, 1964); problem-solving (Clark, 1965;Debus, 1970;Ridberg, Parke, & Hetherington, 3 1981, 141, 3-12 NUMBER I (SPRING 198 1) 1971); and emotional behaviors (Bandura, Grusec, & Menlove, 1967;Bandura & Menlove, 1968). The beneficial effects of peer modeling with normal children has invited serious consideration of the possibility that such models might also facilitate learning in handicapped children (Snyder, Apolloni, & Cooke, 1977).…”