Prosocial Research Articles

Examining the Transition from Single Words to Phrase Speech in Children with ASD: A Systematic Review.

"Functional speech" by 5years of age is widely established as increasing the probability of long-term positive outcomes across a range of domains for autistic individuals. While terms such as "functional" or "useful" speech are often used, what defines these terms is not well established. Furthermore, most research focusing on language development has emphasized the transition from little or no language to use of single words, but much less is known about the transition from single words to phrase speech, which could be equally important. The verb lexicon is foundational to the development of simple, generative phrases and has been linked to prosocial behaviors and general developmental outcomes including better social communication skills, socioemotional reciprocity, and nonverbal communication in autistic children. The current systematic review synthesized information from 20 independent samples to characterize autistic children who transitioned from single words to phrase speech. On average, 48% of the pooled sample transitioned to phrase speech during the study periods. Results were highly variable across studies. Participants under the age of 5years were more likely to transition to phrases than participants over the age of 5. Though average standard scores were above 50, children who transitioned to phrases generally demonstrated below average adaptive and cognitive skills and moderate-high ASD symptomatology. Variable measures of cognition made it difficult to ascertain patterns in cognitive skills; nonetheless, nonverbal IQ emerged as a salient predictor of the transition to phrases across studies. More research is needed to better understand who transitions beyond single words, clinical benchmarks on the way to generative phrase speech and the factors that predict this transition. Such information can be used to inform clinical decision making and develop or improve targeted interventions based on individual communication profiles. This could make the use of phrases more likely for a greater number of autistic individuals, increasing the likelihood that these individuals communicate independently and effectively with others.

Children in sync: exploring how interpersonal synchrony experience induces cooperation between child peers.

Synchronous interpersonal movements induce positive prosocial behaviors in adults and children. The processes that underlie this are debated. Here, we investigate the extent to which visual cues available during synchrony experience-particularly shared facial expressions and mutual eye contact-are necessary. Pairs of same-sex 4-year-olds (N = 216 children; 50% girls; 81% white) from the US were randomly assigned to synchronized versus asynchronized swinging experience. Access to visual information was experimentally manipulated by using a transparent versus translucent barrier between the children. The translucent barrier acted as a visual filter preventing children from monitoring facial cues while still enabling them to see whether the partner was swinging in synchrony. After the swinging experience, all pairs of children were administered the same tests of cooperation. The children administered synchronous movement performed better on the cooperation tasks, and there was no significant difference as a function of barrier transparency. This suggests that the positive effects of synchrony do not require visual resolution of the partner's social-emotional facial cues. These findings advance our understanding about factors contributing to synchrony-induced cooperation between children.

Advancing holistic development in college student athletes: Probing prosocial behavior, gratitude, and the satisfaction of basic psychological needs

Advancing holistic development in college student athletes: Probing prosocial behavior, gratitude, and the satisfaction of basic psychological needs

Pupil size and iris brightness interact to affect prosocial behaviour and affective responses

ABSTRACT Despite the tight link between the visibility of the iris and pupil, the perceived effects of these two have been studied largely in isolation. We demonstrate, across two experimental studies, that the effects of perceived pupil size are dependent on the visibility of the iris. In a first study, our participants donated more and had more positive impressions of portraits of non-human primates when these were manipulated to appear having larger pupils. Post-hoc inspection of our data suggested that the difference was greater for species with more conspicuous irises. In a second study, we concomitantly manipulated iris brightness and pupil size. Brighter irises and larger pupils elicited greater donations. Participants rated photographs with brighter irises as cuter, more attractive and friendlier, but only when they had dilated pupils. Our results have methodological implications for studies manipulating eye appearance, and help interpret results from previous studies.

Positive Resources of School Class Communities—Determinants of Student Satisfaction

The aim of this study was to determine the factors affecting students’ satisfaction with their class community by measuring the contributions of “positive” resources: either the socio-demographic and individual characteristics of students, or common characteristics of the class community. The research was conducted anonymously using multiple questionnaires on a sample of 267 students attending the higher grades (5th–8th grades) of primary schools from an urban area of the city of Split. It was determined that social cohesion and prosocial behaviour within the class community were the strongest determinants and were also the most important positive resources of satisfaction with the class community. Individual psychological characteristics (especially self-esteem and hope) and the socio-demographic characteristics of students also played a significant role in explaining satisfaction with the class community, but their relative contribution was much weaker than social relations within the class community. The three types of psychological characteristics of the students were positively related to the degree of satisfaction with the class community, but this association was at a low level. More than half of the students were not completely satisfied with their class community. Furthermore, based on the five fundamental dimensions of intrinsic (IM) and extrinsic motivation (EM) within PE motivation, four types of students with different motivational characteristics were determined: the very low type; moderate type; very high IM and low EM type; and extremely high type. It is recommended that experts continue researching the relationship between psychological and social variables in class communities, as well as investigating the effectiveness of possible interventions aimed at the development and improvement of social relationships in the educational and sports talent development environment.

A bidirectional association between language development and prosocial behavior in childhood: Evidence from a longitudinal birth cohort in the United Kingdom.

This study investigated a developmental cascade between prosocial and linguistic abilities in a large sample (N = 11,051) from the general youth population in the United Kingdom (50% female, 46% living in disadvantaged neighborhoods, 13% non-White). Cross-lagged panel models showed that verbal ability at age 3 predicted prosociality at age 7, which in turn predicted verbal ability at age 11. Latent growth models also showed that gains in prosociality between 3 and 5 years were associated with increased verbal ability between 5 and 11 years and vice versa. Theory of mind and social competence at age 5 mediated the association between early childhood prosociality and late childhood verbal ability. These results remained robust even after controlling for socioeconomic factors, maternal mental health, parenting microclimate in the home environment, and individual characteristics (sex, ethnicity, and special educational needs). The findings suggest that language skills could be boosted through mentalizing activities and prosocial behaviors. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Adolescent empathy and epigenetic aging in adulthood: Substance use as a mediator.

Prosocial behavior during adolescence has been associated with better physical health, including slower epigenetic aging. However, little is known about the specific role of empathy in epigenetic aging and the mechanisms explaining this relationship. One such mechanism may be substance use, which is predicted by low empathy and contributes to accelerated epigenetic aging. Thus, the present study examined whether empathy during early adolescence predicts epigenetic aging in young adulthood and whether substance use in late adolescence and young adulthood mediates this effect. Participants included 343 individuals (58% female, 81% Black, 19% White) who were interviewed at mean ages of 13, 17, and 27 years. Participants self-reported their empathy at Time 1 and their alcohol, tobacco, and cannabis use at Times 2 and 3. At Time 3, epigenetic aging was assessed from salivary DNA using the GrimAge, DunedinPACE, and PhenoAge clocks. A regression analysis demonstrated that higher empathy in early adolescence uniquely predicted lower epigenetic aging on the GrimAge clock in young adulthood even after adjusting for environmental and sociodemographic risk factors. Mediation models revealed that the link between empathy and lower epigenetic aging on all three clocks was mediated by lower tobacco use. These results suggest that higher empathy during early adolescence may contribute to better health throughout the lifespan due to lower tobacco use and slower epigenetic aging. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Stay social, stay young: a bioanthropological outlook on the processes linking sociality and ageing.

In modern human societies, social interactions and pro-social behaviours are associated with better individual and collective health, reduced mortality, and increased longevity. Conversely, social isolation is a predictor of shorter lifespan. The biological processes through which sociality affects the ageing process, as well as healthspan and lifespan, are still poorly understood. Unveiling the physiological, neurological, genomic, epigenomic, and evolutionary mechanisms underlying the association between sociality and longevity may open new perspectives to understand how lifespan is determined in a broader socio/evolutionary outlook. Here we summarize evidence showing how social dynamics can shape the evolution of life history traits through physiological and genetic processes directly or indirectly related to ageing and lifespan. We start by reviewing theories of ageing that incorporate social interactions into their model. Then, we address the link between sociality and lifespan from two separate points of view: (i) considering evidences from comparative evolutionary biology and bioanthropology that demonstrates how sociality contributes to natural variation in lifespan over the course of human evolution and among different human groups in both pre-industrial and post-industrial society, and (ii) discussing the main physiological, neurological, genetic, and epigenetic molecular processes at the interface between sociality and ageing. We highlight that the exposure to chronic social stressors deregulates neurophysiological and immunological pathways and promotes accelerated ageing and thereby reducing lifespan. In conclusion, we describe how sociality and social dynamics are intimately embedded in human biology, influencing healthy ageing and lifespan, and we highlight the need to foster interdisciplinary approaches including social sciences, biological anthropology, human ecology, physiology, and genetics.

The well-being paradox: Comparing prosocial and self-kindness interventions for mental health benefits.

A growing body of literature supports the idea that prosocial behavior, or behavior done on behalf of another person, is beneficial to well-being. However, modern society often places a greater emphasis on self-care or "treating yourself" in the pursuit of well-being. To understand the effects of these differing forms of kindness (to others or the self), we conducted a 2-week intervention study in December 2020. Participants (N = 999) were randomly assigned to an other-kindness, self-kindness, or control condition. Participants in the other- and self-kindness groups were asked to perform three acts of kindness each week, while participants in the control condition were not. Of those who completed the intervention (N = 781), we found that participants in the other-kindness (vs. self-kindness and control) group experienced significant decreases in depression, anxiety, and loneliness from pre- to postintervention, offering compelling evidence for the mental health benefits of prosocial behavior. Unexpectedly, we also found that participants in the self-kindness (vs. other-kindness and control) group experienced significant increases in depression and anxiety. While the self-kindness group reported enjoying their acts of kindness more, the other-kindness group felt more connected. Overall, these findings reaffirm the benefits of prosocial behavior on well-being and suggest that self-kindness might not be as positive as it feels. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Prosocial Behavior of College Students: A Self-determination Perspective

Students’ prosocial behavior refers to self-determination motivation with the aim of helping others and a caring attitude. The purpose of this research study is to explore the role of college students’ prosocial behavior in terms of self-determination. The age of college students is in the early adulthood category. The research approach in this study is to use a qualitative approach with literature study techniques. The result of this study is that the role of students’ prosocial behavior in terms of self-determination is the existence of students’ autonomous interest and motivation to behave prosocially in real terms. Autonomous prosocial motivation is manifested as the regulation of prosocial behavior determined by the individual himself, the interest and pleasure to help others without coercion from others. However, individuals who are motivated to be prosocial because they want to avoid guilt and shame may cause individuals to experience more negative emotions. This study implies that the role of autonomous motivation as part of self-determination theory becomes strong evidence in individuals achieving desired goals, and specifically also evidence of individuals performing highly prosocial behavior. Keywords: college students, prosocial behavior, self-determination

Associations Between Sleep Health and Child Behavior at Age 6 Years in the INSIGHT Study.

Suboptimal sleep is associated with disruptive behaviors in childhood. We evaluate associations of mean and variability (SD) of sleep duration, quality, and timing with emotion regulation, impulsivity, and prosocial and antisocial behavior in children. Intervention Nurses Start Infants Growing on Healthy Trajectories, a randomized controlled trial designed for obesity prevention, compared a responsive parenting intervention delivered in the first 2.5 years after birth with a home safety control group. At age 6 years, children wore an actigraphy device for 7 days and participated in behavioral tasks evaluating behavioral control, emotion regulation, and prosocial and antisocial behaviors. Separate linear regression models examined associations between sleep and behavioral variables, adjusting for study group, child sex, and household income. Moderation analysis investigated whether the study group moderated relationships between sleep and positive age-appropriate behavior. Children (N = 143, age 6.7 ± 0.3 years) were predominantly non-Hispanic White (95%). Mean actigraphic sleep duration, quality, and timing were not associated with behavioral variables. By contrast, greater variability in sleep onset timing was associated with greater impulsivity (B = 0.85, p = 0.004) and poorer emotion regulation (B = -0.65, p = 0.01). Greater variability in sleep midpoint timing was associated with greater impulsivity (B = 0.80, p = 0.03). The study group moderated the effect of sleep onset variability on behavior; only the home safety control group exhibited a significant negative relationship between variability in sleep onset timing and emotion regulation (B = -1.28, p = 0.0002). Findings support the importance of consistency in sleep timing and how this may play a greater role in children's behavioral and emotional outcomes than mean actigraphic sleep duration and quality.

"Positive reinforcement helps breed positive behavior": Moderator Perspectives on Encouraging Desirable Behavior

The role of a moderator is often characterized as solely punitive, however, moderators have the power to not only execute reactive and punitive actions but also create norms and support the values they want to see within their communities. One way moderators can proactively foster healthy communities is through positive reinforcement, but we do not currently know whether moderators on Reddit enforce their norms by providing positive feedback to desired contributions. To fill this gap in our knowledge, we surveyed 115 Reddit moderators to build two taxonomies: one for the content and behavior that actual moderators want to encourage and another taxonomy of actions moderators take to encourage desirable contributions. We found that prosocial behavior, engaging with other users, and staying within the topic and norms of the subreddit are the most frequent behaviors that moderators want to encourage. We also found that moderators are taking actions to encourage desirable contributions, specifically through built-in Reddit mechanisms (e.g., upvoting), replying to the contribution, and explicitly approving the contribution in the moderation queue. Furthermore, moderators reported taking these actions specifically to reinforce desirable behavior to the original poster and other community members, even though many of the actions are anonymous, so the recipients are unaware that they are receiving feedback from moderators. Importantly, some moderators who do not currently provide feedback do not object to the practice. Instead, they are discouraged by the lack of explicit tools for positive reinforcement and the fact that their fellow moderators are not currently engaging in methods for encouragement. We consider the taxonomy of actions moderators take, the reasons moderators are deterred from providing encouragement, and suggestions from the moderators themselves to discuss implications for designing tools to provide positive feedback.

Sibling relationship qualities and prosocial behaviors in Asian Indian college students: Intervening roles of family respect values and empathy

Sibling relationship qualities and prosocial behaviors in Asian Indian college students: Intervening roles of family respect values and empathy

Moral stories reading with internal negative reinforcement enhance children’s sharing behavior

ABSTRACT Reading moral stories is crucial for children’s moral learning and development. The present study examined the effect of features of moral stories on children’s sharing behavior. Experiment 1 which involved 153 4-year-old children and 169 6-year-old children, utilized a 2 × 2 design to examine the effect of story value of reinforcement (positive vs. negative) and source of reinforcement (internal vs. external) in stories on children’s sharing behavior of 4-year-old and 6-year-old children. Our findings indicate a notable effect of internally driven negative reinforcement on sharing behaviors among 6-year-olds, particularly when the narrative prompted a feeling of guilt within the protagonist for not sharing. However, there was no significant difference in 4-year-olds. Experiment 2 considered the children’s reflection on the consequences of their actions, involved 131 6-year-old children and compared three conditions (moral stories with internal negative reinforcement, moral dilemma stories, and controlling conditions). The results showed that children in internal negative reinforcement condition exhibited more sharing behavior. In contrast, no significant differences were found between moral dilemma stories and controlling conditions. These findings highlight that feeling guilt can promote prosocial behavior among 6-year-old children.

Longitudinal relationship between adolescent emotional self-regulation and prosocial behavior toward powerful people: Disentangling between-person differences from within-person effects.

This study investigated the longitudinal effects between adolescent emotional self-regulation and prosocial behavior toward powerful people (i.e., actions aimed at benefiting or supporting individuals who hold significant influence or authority within a group or society), based on the perspective of positive socialization cycle. We recruited 543 Chinese adolescents (284 girls, M age at Time 1 = 11.27 years) and collected three waves of data over 3 years, each approximately 1 year apart (n Time 2 = 449, n Time 3 = 417). Traditional cross-lagged panel model was conducted to test the longitudinal relationship between emotional self-regulation and prosocial behavior toward powerful people. Then, a random-intercept cross-lagged panel model was performed to disentangle the between-person differences from the within-person predictive processes. The results showed that, emotional self-regulation in the previous year was positively associated with prosocial behavior toward powerful people in the next year, whereas earlier prosocial behavior toward powerful people was not predictive of subsequent emotional self-regulation. Findings advocate the domain-specific nature of self-regulation and prosocial behavior and deepen our understanding of the relationship between the two from the culture-specific perspective. This study also highlights the value of emotional self-regulation intervention as a viable way to promote adolescent prosocial development. Theoretical and empirical implications are discussed.

Elevated testosterone and prosocial behavior in female patients with borderline personality disorder independent of social exclusion

ObjectiveBorderline personality disorder (BPD) is marked by unstable relationships and fear of abandonment. Earlier studies suggest that patients with BPD are highly sensitive to social exclusion and show deficits in trust and cooperation. The hormone testosterone influences such prosocial behavior and regulates aggressive and caring behavior. Previous studies show elevated testosterone levels in female patients with BPD at baseline and after psychosocial stress, while results after social exclusion are missing. MethodWe investigated the effects of social exclusion on prosocial behavior (sharing and punishment) and salivary testosterone in female patients with BPD. Ninety-eight patients with BPD and 98 healthy females matched for menstrual cycle were randomly assigned to an overinclusion or exclusion condition of the virtual ballgame Cyberball. Afterwards, participants played two games in which they could share money with a fictional player ("dictator game") and accept or reject (= punish) offers from a player ("ultimatum game"). ResultsFemale patients with BPD displayed higher testosterone levels than the control group before and after Cyberball. Social exclusion did not affect testosterone levels. Patients with BPD exhibited more prosocial behavior by sharing more money than controls and punished co-players for unfair offers equally often. ConclusionWe replicated previous findings of elevated testosterone in female patients with BPD and showed that it is not affected by experimentally induced social exclusion. Regardless of social exclusion, patients with BPD showed more prosocial behavior, which may reflect a status-seeking strategy to secure their social standing.

Longitudinal Relationships among Parenting, Prosocial Behaviors, and Emotional Problems: Examining Between- and Within-Person Associations in Adolescents.

Although bidirectional associations between parenting and adolescents' social and emotional outcomes have been investigated, how parental warmth and harsh parenting as two different parenting dimensions, adolescents' prosocial behaviors, and emotional problems were longitudinally and bidirectionally related at between- and within-person levels remains unclear. With a three-wave longitudinal design, the present study examined these associations by employing the random-intercept cross-lagged panel model. Data from 606 Chinese adolescents (Mage = 13.80 years, SD = 0.52, at T1; 45.7% girls) were collected at six-month intervals over one year, and participants completed questionnaires assessing their perception of parenting, prosocial behaviors, and emotional problems online. The results indicated that parental warmth and harsh parenting were significantly associated with adolescents' prosocial behaviors and emotional problems at the between-person level. At the within-person level, adolescents' more prosocial behaviors at T1 predicted later within-person decreases in their emotional problems at T2, which in turn predicted subsequent increased prosocial behaviors and more parental warmth at T3. Additionally, a higher level of harsh parenting at T2 unidirectionally predicted more adolescents' emotional problems at T3. These findings highlighted the developmental cascade processes among adolescents' prosocial behaviors, emotional problems, and parenting and the importance of fostering adolescents' prosocial behaviors in reducing their emotional problems and then promoting subsequent psychosocial adjustment and parent-child bonding.

Assessing the influence of self and collective efficacy on volunteering following a natural disaster

Following hurricane Katrina, many New Orleanians evacuated to Baton Rouge. Despite a significant outpouring of assistance, not everyone engaged in pro-social behaviors during this time. Some felt an obligation to help yet failed to donate their time to assist those displaced by the storm. Prior studies have examined pro-social behavior following a natural disaster as a product of self or collective efficacy. Analyzing data from interviews with Baton Rouge area residents two months after Katrina, we explore the role of self and collective efficacy on helping activity and volunteering in shelters for evacuees. This study advances the extant literature by exploring an interactive model to provide a more accurate assessment of how self and collective efficacy work contemporaneously to influence different forms of pro-social behavior. Results suggest the likelihood of helping others or volunteering after a disaster are, in part, dependent on a nuanced combination of self and collective efficacy.

Animal-Assisted Interventions: Factors Affecting Donkey Behaviours and Attitude Toward Humans.

The relationship between humans and donkeys has ancient origins. In recent years, donkeys' involvement in Animal-Assisted Intervention (AAI) has grown, raising major concerns about their welfare during these activities. We investigated the factors affecting donkeys' behaviour during an AAI programme for migrants. We observed an effect of human distance from the animal, the interaction mode, and food presence on the animals' behaviours and attitudes toward humans. Moreover, we provide preliminary evidence of the effect of AAI on migrants' welfare and prosocial behaviours and offer insights into the issues to address in future studies.

LEGO®-Based Therapy in School Settings for Social Behavior Stimulation in Children with Autism Spectrum Disorder: Comparing Peer-Mediated and Expert Intervention

Background: LEGO®-based therapy is a social development protocol that uses LEGO® activities to support the development of a wide range of interaction skills, enhancing prosocial behaviors and mitigating the challenges associated with mental health difficulties and behavioral issues commonly observed in children with autism spectrum disorder (ASD). Objectives: This study aimed to explore the effects of LEGO®-based therapy on the social behavior and mental health of children with ASD, comparing stimulation mediated by expert and stimulation mediated by non-autistic peers. This study was approved by the Ethical Committee at Mackenzie Presbyterian University, ensuring adherence to ethical standards throughout the research process. Methods: This study involved 18 children with ASD, levels 1 or 2, with an intelligence quotient (IQ) above 70, and three typically developing peers, intelligence quotient (IQ) above 80, aged between 5 and 8 years old, of both sexes. Participants were randomized into three groups for stimulation (stimulation mediated by expert, by a non-autistic peer and control group). The measures were the Wechsler Abbreviated Scale of Intelligence, the Strengths and Difficulties Questionnaire (parent and teacher versions), the Inventory of Difficulties in Executive Functions, Regulation, and Aversion to Delay—Child Version, the Developmental Coordination Disorder Questionnaire, the Autism Behavior Checklist, and the Autistic Behavior Inventory. Results: After 14 sessions of 45 min in school settings, the participants of both groups (mediated by experts and non-autistic children) showed significant gains on social behavior. A statistically significant difference was observed between baseline sessions and probes (χ2 (5) = 25.905, p < 0.001). These gains were maintained in both follow-up points, 30 and 90 days after the completion of the stimulation sessions. Additionally, maladaptive behavior showed a significant decline when compared pre- and post-intervention. These improvements were sustained during follow-up assessments at 30 and 90 days. Conclusions: The results suggest that a structured intervention combined with peer-mediated stimulation may be an effective method for promoting adaptive and prosocial behaviors in children with ASD.