Abstract
Summary It was hypothesized that young children would choose to make or not to make donation responses on the basis of available information, some of which would be based on cognitive maturity, and some of which would be situational. Ninety preschool children were randomly assigned to nine treatment conditions which varied information regarding the value of a donation response both to the recipient and the donator. Results indicated that it was possible to lower donation rates, as compared to controls, by providing negative evaluations; it was not possible to raise them with positive evaluations. Results are discussed in terms of a synthesis of the differential predictions from learning and cognitive-developmental perspectives.
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