| This study attempts to apply principles from both behavioral and socio-psychological perspectives to examine the helping behavior of elementary-aged children. Specifically, the current study is designed to examine helping behavior of children and determine if responding corresponds to matching law. This study also examines characteristics of children relative to helping behavior rate. Twenty-seven participants, between the ages of 8 and 11 years, completed a demographic form, the Piers-Harris Self-Concept Scale, and were administered the Kaufman Brief Intelligence Test. In addition, two different helping situations were evaluated, an analogue condition (computer task) and a naturalistic condition (academic task). In both situations, environmental contingencies were manipulated and static characteristics of the participants were examined in relation to helping behavior.;Both situations of helping behavior were highly correlated. Results for the naturalistic condition showed that children helped less as the required number of problems completed to earn a nickel increased. Older children spent more time helping than did younger children. Furthermore, males allocated more time helping than did females. In the analogue condition, responding conformed to matching law given an equal schedule of reinforcement. When exposed to an unequal reinforcement schedule, participants engaged in undermatching. That is, children responded more on the key associated with the highly preferred peer even though they earned more reinforcers on the key associated with the non preferred peer. In addition, age differences were found. Finally, several significant relationships of both situations of helping behavior were found to be related to psychological constructs (e.g., physical appearance satisfaction, IQ scores, popularity, and anxiety). Results are discussed in relation to both perspectives of helping behavior. Implications for future research, as well as limitations, are discussed. |
