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dc.contributor.authorSchweinfurth, Manon K.
dc.date.accessioned2021-09-02T23:38:10Z
dc.date.available2021-09-02T23:38:10Z
dc.date.issued2021-03-20
dc.identifier.citationSchweinfurth , M K 2021 , ' Anybody watching? How others can affect helpful actions ' , Learning and Behavior , vol. 49 , pp. 5-6 . https://doi.org/10.3758/s13420-020-00443-4en
dc.identifier.issn1543-4494
dc.identifier.otherPURE: 269586207
dc.identifier.otherPURE UUID: 8e500fee-9359-4202-840c-70b793240715
dc.identifier.otherORCID: /0000-0003-2066-7892/work/79918472
dc.identifier.otherScopus: 85090247534
dc.identifier.otherWOS: 000565851700001
dc.identifier.urihttps://hdl.handle.net/10023/23891
dc.description.abstractA new study by Havlik et al. (Science Advances, 6(28), eabb4205, 2020) reveals that rats are less likely to help a conspecific in need in the presence of passive bystanders, but that they are more likely to help when there are active bystanders that engage in helping. This study highlights the social skills of rats and the role of bystanders on cooperation, raising a range of interesting questions that should be explored both theoretically and empirically.
dc.language.isoeng
dc.relation.ispartofLearning and Behavioren
dc.rightsCopyright © 2020 The Psychonomic Society, Inc. This work has been made available online in accordance with publisher policies or with permission. Permission for further reuse of this content should be sought from the publisher or the rights holder. This is the author created accepted manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.3758/s13420-020-00443-4en
dc.subjectNorway ratsen
dc.subjectCooperationen
dc.subjectHelpen
dc.subjectBystander effecten
dc.subjectBF Psychologyen
dc.subjectRC0321 Neuroscience. Biological psychiatry. Neuropsychiatryen
dc.subjectT-NDASen
dc.subject.lccBFen
dc.subject.lccRC0321en
dc.titleAnybody watching? How others can affect helpful actionsen
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.3758/s13420-020-00443-4
dc.description.statusPeer revieweden
dc.date.embargoedUntil2021-09-03


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