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dc.contributor.authorPlötner, Maria
dc.contributor.authorOver, Harriet
dc.contributor.authorCarpenter, Malinda
dc.contributor.authorTomasello, Michael
dc.date.accessioned2015-01-15T10:31:02Z
dc.date.available2015-01-15T10:31:02Z
dc.date.issued2015-04-01
dc.identifier.citationPlötner , M , Over , H , Carpenter , M & Tomasello , M 2015 , ' Young children show the bystander effect in helping situations ' , Psychological Science , vol. 26 , no. 4 , pp. 499-506 . https://doi.org/10.1177/0956797615569579en
dc.identifier.issn0956-7976
dc.identifier.otherPURE: 161853133
dc.identifier.otherPURE UUID: 90fcce48-6fd9-40fb-9b06-fde90c27639b
dc.identifier.otherScopus: 84927607975
dc.identifier.otherWOS: 000352986600015
dc.identifier.otherORCID: /0000-0003-3983-2034/work/64698024
dc.identifier.urihttp://hdl.handle.net/10023/6002
dc.descriptionThe authors thank the ESRC for supporting Harriet Over (grant number ES/K006702/1).en
dc.description.abstractMuch research in social psychology has shown that otherwise helpful people often fail to help when bystanders are present. Research in developmental psychology has shown that even very young children help, and that others’ presence can actually increase helping in some cases. In the current study, in contrast, 5-year-old children helped an experimenter at very high levels when they were alone, but significantly less in the presence of bystanders who were potentially available to help. In another condition designed to elucidate the mechanism underlying the effect, children’s helping was not reduced when bystanders were present but confined behind a barrier and thus unable to help (a condition that has not been run in previous studies with adults). Young children thus show the bystander effect, and it is not due to social referencing or shyness to act in front of others, but rather to a sense of a diffusion of responsibility.
dc.language.isoeng
dc.relation.ispartofPsychological Scienceen
dc.rights© The Author(s) 2015. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at http://www.psychologicalscience.org/index.php/publications/journals/psychological_scienceen
dc.subjectBystander effecten
dc.subjectHelpingen
dc.subjectChildrenen
dc.subjectDiffusion of responsibilityen
dc.subjectProsocialityen
dc.subjectDevelopmental psychologyen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subjectBDCen
dc.subject.lccBFen
dc.titleYoung children show the bystander effect in helping situationsen
dc.typeJournal articleen
dc.description.versionPostprinten
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.doihttps://doi.org/10.1177/0956797615569579
dc.description.statusPeer revieweden
dc.identifier.urlhttp://pss.sagepub.com/content/26/4/499/suppl/DC1en


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