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dc.contributor.authorVaish, Amrisha
dc.contributor.authorCarpenter, Malinda
dc.contributor.authorTomasello, Michael
dc.date.accessioned2018-11-07T00:47:41Z
dc.date.available2018-11-07T00:47:41Z
dc.date.issued2016-11-07
dc.identifier214244841
dc.identifier495b51e0-354d-41cc-85eb-049e5d73800d
dc.identifier84994234891
dc.identifier000387436300011
dc.identifier.citationVaish , A , Carpenter , M & Tomasello , M 2016 , ' The early emergence of guilt-motivated prosocial behavior ' , Child Development , vol. 87 , no. 6 , pp. 1772-1782 . https://doi.org/10.1111/cdev.12628en
dc.identifier.issn0009-3920
dc.identifier.otherORCID: /0000-0003-3983-2034/work/64697980
dc.identifier.urihttps://hdl.handle.net/10023/16403
dc.descriptionAmrisha Vaish was supported by a Dilthey Fellowship from the Volkswagen and Fritz Thyssen Foundations.en
dc.description.abstractGuilt serves vital prosocial functions: It motivates transgressors to make amends, thus restoring damaged relationships. Previous developmental research on guilt has not clearly distinguished it from sympathy for a victim or a tendency to repair damage in general. The authors tested 2- and 3-year-old children (N = 62 and 64, respectively) in a 2 × 2 design, varying whether or not a mishap caused harm to someone and whether children themselves caused that mishap. Three-year-olds showed greatest reparative behavior when they had caused the mishap and it caused harm, thus showing a specific effect of guilt. Two-year-olds repaired more whenever harm was caused, no matter by whom, thus showing only an effect of sympathy. Guilt as a distinct motivator of prosocial behavior thus emerges by at least 3 years.
dc.format.extent11
dc.format.extent303950
dc.format.extent217100
dc.language.isoeng
dc.relation.ispartofChild Developmenten
dc.subjectGuilten
dc.subjectProsocial behavioren
dc.subjectSympathyen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleThe early emergence of guilt-motivated prosocial behavioren
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews. Centre for Social Learning & Cognitive Evolutionen
dc.identifier.doi10.1111/cdev.12628
dc.description.statusPeer revieweden
dc.date.embargoedUntil2018-11-07


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