The Effect of Various Reward Situations on Children's Helping Behaviour

Joseph Guttmann; Daniel Bar-Tal; Pinchas Leiser

doi:10.1080/0144341850050107

The Effect of Various Reward Situations on Children's Helping Behaviour

Joseph Guttmann, Daniel Bar-Tal, Pinchas Leiser

Department of Special Education

Research output: Contribution to journal › Comment/Debate

Abstract

The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety-six boys from kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second-grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour.

Original language	English
Pages (from-to)	65-71
Number of pages	7
Journal	Educational Psychology
Volume	5
Issue number	1
DOIs	https://doi.org/10.1080/0144341850050107
State	Published - 1 Jan 1985

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Education
Developmental and Educational Psychology

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abstract = "The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety-six boys from kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second-grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour.",

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N2 - The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety-six boys from kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second-grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour.

AB - The present study examines the differential effect of three reward situations on children's helping behaviour. Ninety-six boys from kindergarten and second grade were put in one of four experimental conditions: (a) a tangible reward was promised for helping; (b) a social reward was promised for helping; (c) undefined reward was mentioned and (d) no reward was offered. The results indicated that more second-grade than kindergarten children helped and that the more concrete and tangible the reward offered, the more children helped. These results are discussed in the framework of the development of helping behaviour.

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The Effect of Various Reward Situations on Children's Helping Behaviour

Abstract

ASJC Scopus subject areas

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