Sozinova, I.M.; Sozinov, A.A.; Laukka, S.J.; Alexandrov, Y.I. (2017) The prerequisites of prosocial behavior in human ontogeny. International Journal of Cognitive Research in Science, Engineering and Education 5(1), pp. 57-64, doi: 10.5937/IJCRSEE1701057S
The prerequisites of prosocial behavior in human ontogeny
|Author:||Sozinova, Irina M.1; Sozinov, Alexey A.2,3; Laukka, Seppo J.4;|
1Institute of Psychology, Russian Academy of Sciences, Russian Federation
2Institute of Psychology, Russian Academy of Sciences
3State Academic University of the Humanities, Russian Federation
4University of Oulu, Learning Research Laboratory (LearnLab), Finland
5Department of Psychology, National Research University Higher School of Economics
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe202103086788
Association for the Development of Science, Engineering and Education,
|Publish Date:|| 2021-03-08
Understanding the development of moral attitudes toward unrelated individuals from different social groups may provide insights into the role of biological and cultural factors in prosocial behavior. Children (3–11 years old, N=80) were presented with moral dilemmas describing a conflict of interests between a con-specific (human) and another species (animals or aliens). Participants were asked to evaluate the behavior of a human in terms of ‘good’ and ‘bad’, and to choose whom they would help: a human aggressor who benefits at the expense of a victim in vital need, or the victim. Results showed that the older children preferred to help non-human victims significantly more often than the younger children. The evaluation of human actions was related to the proportion of such preferences. These findings are discussed from the perspectives of kin selection theory, group selection theory and the system-evolutionary approach. The implications of the study for moral education are suggested.
International journal of cognitive research in science, engineering and education
|Pages:||57 - 64|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
The research has been supported by the Russian Science Foundation under Grant [number 14-28-00229] for Institute of Psychology Russian Academy of Sciences.
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