Abstract
Summary In a test of the hypothesis that affective role-taking ability is related to the development of prosocial behaviors, two role-taking measures (The Social Sensitivity Test and the Affective Situation Test) and two measures of prosocial behaviors (The Social Behavior Scale and a Donation Task) were administered to 88 Anglo American and Mexican American kindergarten and second-grade boys and girls. The results indicate a negative relation of affective role-taking ability (as measured by the Affective Situation Test) to both forms of prosocial behavior. These findings together with other recent results support a differential development model regarding the relation of role-taking ability and prosocial behaviors; they fail to support the developmental synthesis model.
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