This paper describes the production of three 30-second prosocial television spots and the evaluation of the effects of these spots on children's behavior. The psychological process of observational learning was used to conceptualize the way television viewing influences children's behavior; the three stages of observational learning (exposure,…

Recent worldwide studies on the viewing habits of children emphasize the large amount of time spent viewing television and the potential influence that television has to shape the behavior of children. Extensive research has investigated the short and long term effects of viewing television violence, and the results, though complex, suggest that…

This study attempts to demonstrate factors governing reciprocity of helping behavior in nursery school children. A time sampling method with a pre-set 10 category system was used to record the psychological and task helping behavior of 19 preschool children (mean age 5 1/2 years) over a 2-month period. Each child also completed a sociometric…

The effects of rewards and expectations of future rewards on sharing were examined with 180 Israeli boys at three age levels (ages 6-7, 9-10, and 12-13). A relation between moral judgment and behavior was found. (BRT)

Reports research on the effects of television on the prosocial behavior of young children. (MS)

The relation of amount of adult-directed activity to children's social, play, and task behaviors was examined for 141 children in 13 Head Start classes. (JMB)

The present study was designed to investigate the relationship between children's cognitive understanding of the concept of "kindness" and their performance on tasks requiring cooperative and helping behavior. Subjects were 184 preschool, kindergarten, fifth and sixth grade children. (BD)

An unweighted and two weighted measures of children's giving were used in two experiments designed to enhance children's prosocial development. This paper describes the rationale for the construction of the measures, presents data on test-retest reliability and validity as well as treatment outcomes for the two experiments. (Author/LMO)

In a second follow-up study of sibling interaction, 24 pairs of same-sex siblings and 24 pairs of mixed-sex siblings were observed in their homes 18 months after the first follow-up and 3 years after the initial observations. The patterning of interaction was similar to that observed earlier. (Author/DR)

Observed role relationships and behaviors that characterize interactions of preschool-aged sibling pairs and school-aged sibling pairs. Seven roles were operationalized and observed: teacher, learner, manager, managee, helper, helpee, and observer. Instances of prosocial and agonistic behavior were also observed in unstructured naturalistic…

Marked individual differences found among 2- to 3-year-olds in comments about their infant siblings were correlated with differences in comments 3 to 4 years later. Differences in behavior toward sibs at the earlier date were correlated with differences in mothers' accounts of sibling's relationships at 6 years of age. (Author/RH)

Review of the literature suggests that hair color influences the quality of interpersonal interactions. Results of a factorially designed study show that while women helped confederates equally regardless of their gender, men helped women more than they helped men. Hair color of confederates was not shown to affect helping behavior. (Author/ABB)

Aggressive and prosocial peer interactions were observed in 38 preschool-age children. Attractive girls received more prosocial and fewer aggressive advances than unattractive girls. There was no differential treatment of boys related to attractiveness. Results are discussed in relationship to possible developmental implications and their parallel…

Examines groups of conduct-disordered and normal children in order to (1) test the potential usefulness of observational techniques in assessing therapeutic outcomes and (2) identify possible differences between deviant children and normal peers in aggressive and prosocial behavior. (RH)

Students must demonstrate not only academic ability but also social competence as they develop to become involved members of society. This guide for teachers, parents, and other professionals addresses the necessity for teaching students social competence as they also learn their core academic material. The program starts with solid lessons in…