The effects of mimicry on pro-social sharing were investigated among 4-year-olds. During the priming phase, the experimenter either copied the actions of the children directly or responded contingently to their actions. The effect of mimicry on sharing behavior was assessed by the children’s performance on the resource allocation task. Results indicated that mimicry did not influence sharing above and beyond a positive interaction, with low levels of sharing found in both conditions. Experiment 2 was designed to determine whether the lack of communication during the priming phase of Experiment 1 was responsible for the levels of sharing found. During the priming phase, the experimenter either spoke to the children while they played, or did not. Results indicated that communication did not influence pro-social sharing, as the levels of sharing were no higher than those found in Experiment 1. Other influencing factors such as the nature of mimicry are discussed.

The effects of mimicry on pro-social sharing were investigated among 4-year-olds. During the priming phase, the experimenter either copied the actions of the children directly or responded contingently to their actions. The effect of mimicry on sharing behavior was assessed by the children’s performance on the resource allocation task. Results indicated that mimicry did not influence sharing above and beyond a positive interaction, with low levels of sharing found in both conditions. Experiment 2 was designed to determine whether the lack of communication during the priming phase of Experiment 1 was responsible for the levels of sharing found. During the priming phase, the experimenter either spoke to the children while they played, or did not. Results indicated that communication did not influence pro-social sharing, as the levels of sharing were no higher than those found in Experiment 1. Other influencing factors such as the nature of mimicry are discussed.

The actor-observer effect suggests that actors attribute to the situation while observers attribute to the actor's disposition. This effect has come under scrutiny because of an alternative perspective that accounts for anomalous finding. This alternative, called the contextual perspective, suggests that actors and observers foreground different aspects of the context because of a relationship with the context, and has roots in Gestalt psychology and phenomenology. I manipulated a researcher's prompt and the presence of a distressed confederate as the context for attributions, and hypothesized that actors and observers would differ on attributions to choice, situation, and disposition because of presence of a distressed confederate. Actors were presented with either a distressed or non-distressed confederate and either a prompt to leave, a prompt to stay, or no prompt. For example, some actors experienced a distressed confederate and were asked to leave while others experienced a non-distressed confederate and were asked to stay. Actors then made a decision to either stay and help the confederate or leave. Observers watched one of ten videos, each of one actor condition in which the actor either stayed or left (five actor conditions by 2 options of stay or leave). Actors' and observers' choice, situational, and dispositional attributions were analyzed using factorial MANOVAs. Actors and observers foregrounded the distressed confederate when making attributions to choice, situation, and disposition. Furthermore, observers' attributions to choice were also influenced by the actor's behavior. These findings support the contextual perspective since context does influence actors' and observers' attributions.

The purpose of this study was to determine the relationship between perceived child rear ing practices and the moral character or pro-social behavior of students in their late teens and early twenties. A questionnaire was administered to forty - eight students to test their moral character which was the dependent variable on the following traits : ambitious , broadminded , capable , cheerful , clean , courageous , forgiving , helpful , honest , imaginative , independent , intellectual , logical, loving , obedient , polite, responsible and self- controlled. The child rearing practices used by the mothers and fathers were also tested as the independent predictor variables according to the following terms : autonomy , coercion, companionship , guilt , inconsistency, love withdrawal, over protection, physical affection, positive reasoning , and support . A similar questionnaire was also sent to the parents of these students as king the mother and father to rate their student ' s moral character and also how they fee l they raised their son or daughter. The results indicate fathers influence their daughter ' s moral character as much as do mothers. However , using the above moral character variables and child rearing practices variables , fathers only slightly influence their sons and mothers have no significant influence over their sons. Parental child rearing techniques influencing the females the most are : low amounts of physical affection and autonomy from both parents, low amounts of support from the mother , and low amounts of guilt from the father . Also, high amounts of companionship and inconsistency from both parents are strong influences on moral character high ratings. Those child rearing techniques promoting high moral character in males are low amounts of over protection and high amounts of love withdrawal from fathers. It also appears the way children perceive their parents rearing them is in most cases not the way parents feel they raised their children. Also , the way children view their own character traits is not the same way the parents view it in most cases .

Le concept d’affectivité (LAMY, HDR (2011)) est une variable indépendante dont Lamy, Guéguen& Fischer-Lokou (2008, 2009,2010) vont mesurer les effets par évocation sémantique sur le comportement pro social. Comme l’évocation sémantique du concept de liberté (Gueguen & Pascual, 2000, 2002), le concept d’affectivité facilite l’action. Amorcer sémantiquement un concept par la violence testée par Todorov et Bargh (2002), une phrase (Banaji, Hardin & Rothman, 1993), un objet (McCall et Belmont, 1996), permet de modifier les jugements voire les comportements de l’individu (Devine, 1989 ; Bargh, Chen et Burrows, 1996). Nous testons les effets de l’amorçage du concept d’affectivité par un mot sur le comportement pro-social. Six expérimentations sont conduites pour explorer cette hypothèse. Les résultats montrent que le comportement pro-social est facilité lorsque que le concept d’affectivité est amorcé visuellement par le mot « AIMER » pour obtenir un acte de don, qu’il y ait interaction ou non avec l’individu ; de même l’influence de ce concept introduit oralement dans une phrase, facilite la production du comportement attendu. Le symbole de l’affectivité exprimé par un flyer en forme de cœur, permet d’obtenir un don plus fréquemment qu’un flyer de forme rectangulaire. Enfin, le verbe « AIMER » comparé à l’expression symbolique d’un cœur rouge apposé sur un tee-shirt, permet d’obtenir plus de don. La force du concept d’affectivité amorcé par le mot « AIMER » introduit dans l’environnement de l’individu visuellement sur un tee-shirt dans une demande explicite ou implicite d’aide ou oralement introduit dans la phrase d’interaction avec l’individu, facilite le comportement attendu. La théorie des réseaux sémantiques explique ces résultats. La perspective de ce travail est de tester ce concept d’affectivité chez l’enfant, dans d’autres cultures, d’explorer le lexique mental afin d’identifier les concepts susceptibles d’influencer positivement l’action pro-sociale. / The concept of affectivity (LAMY, HDR (2011)) is an independent variable that Lamy, Guéguen &Fischer-Lokou (2008, 2009,2010) will measure the effects by semantic evocation on pro-socialbehavior. As the semantic evocation of the concept of freedom (Gueguen & Pascual, 2000, 2002),the concept of affectivity facilitates action. Semantic Beginning of a Concept by Violence Tested byTodorov and Bargh (2002), a sentence (Banaji, Hardin & Rothman, 1993), an object (McCall and Belmont, 1996) makes it possible to modify the judgments or behaviors of the individual (Devine, 1989; Bargh, Chen and Burrows, 1996). We test the effects of the initiation of the concept of affectivity by a word on pro-social behavior. Six experiments are conducted to explore this hypothesis. The results show that pro-social behavior is facilitated when the concept of affectivity is visually initiated by the word "LOVE" in order to obtain an act of giving, whether or not there is an interaction with the individual; Similarly, the influence of this concept introduced orally into a sentence facilitates the production of the expected behavior. The symbol of affectivity expressed by a flyer in the shape of a heart, makes it possible to obtain a gift more frequently than a flyer of rectangular form. Finally, the verb "AIMER" compared to the symbolic expression of a red heart affixed on a tee-shirt, makes it possible to obtain more donation. The force of the concept of affectivity initiated by the word "LOVE" introduces into the environment of the individual visually on a tee shirt in an explicit or implicit request for help or orally introduced in the phrase of interaction with the " Individual, facilitates the expected behavior. The theory of semantic networks explains these results. The perspective of this work is to test this concept of affectivity in children, in other cultures, to explore the mental lexicon in order to identify the concepts likelyto positively influence the pro-social action.

No description available.

Envy, as a result of upward social comparisons, is an unpleasant emotion that occurs when a consumer sees others as being more advantaged than him- or herself, in terms of achievements and/or possessions. Envy may drive the envious consumer to 'compete' with the envied-target through purchase of similar or better products; for that reason, envy is frequently used in advertising to motivate consumers to buy better products. While envy may be good for businesses as it may promote economic growth through the “keeping up with the Joneses” mechanism, envy tends to bring destructive behavior to consumers, especially in the long run. Departing from the view to maintain consumer welfare, we argue that envy should be reduced or perhaps, temporarily deactivated. Through a series of studies, we attempt to see if envy, as an emotion, can be transformed into an object upon which physical actions can be performed to destroy it, which thus reduces or temporarily deactivates envy. Furthermore, we want to see if any of these actions, assuming that envy is reduced or temporarily deactivated as a result, would lead consumers to adopt more pro-social behavior, as opposed to typical destructive behavior of envy. / Business Administration/Marketing

Vagal tone, a measure of parasympathetic activity via the vagus nerve, is known to be associated with positive emotion because it promotes social engagement and self-soothing behavior. Heart rate variability (HRV), especially high frequency oscillation, is a direct measure of vagal tone, and has been used in previous studies to test the correlation between vagal tone and positive emotion. This study aims to determine if the two major oscillations of heart rate variability, high frequency (HF-HRV) and low frequency (LF-HRV) can predict pro-social behavior, which is classified as giving donations to charities. Baseline LF- and HF-HRV levels were recorded, and compared to how much each participant donated after watching several donation appeals by charities. Results showed there was no significant difference in either LF- or HF-HRV levels between donors and non-donors. A negative correlation was found between both LF and HF-HRV levels and donation behavior, contradicting research that predicts a positive correlation between the two variables. There was no significant effect of gender on donation amount. This research gives insight in to how physiological changes can affect psychological processes, such as emotional expression.

No description available.

In an everchanging world where information flows freely and we are continually awash with new truths, we need to equip our children and our youth with the ability to face it with confidence and knowledge. To understand values such as democracy and the equal value of all, reflection and argumentation must take place in the room. Our young people must be able to communicate, critically examine and take a position on arguments. Our young people also need to be able to create trusting relationships and develop other pro-social skills. The school is an arena that has the mission to educate and equip our young people with these skills. The educational system must therefore create opportunities for our pupils to become part of their word not just a person in the world. Key to philosophical dialogue as a method, on which this intervention study is based, is the common exploration of different perspectives and arguments. To listen to and show respect for the thoughts and opinions of others but still, in a constructive way, dare to challenge each other's thoughts and ideas. The purpose of this study was to investigate whether a series of six conversations, based on the model of philosophical dialogue, contributed to students experiencing an increased sense of participation in conversations with each other and the teacher. To investigate this, the special education authority's (SPSM) definition of participation was used through the six aspects of the participatory model (Delaktighetsmodellen), accessibility, belonging, autonomy, recognition, engagement, and co-operation. The study involved two intervention groups and two control groups; the two intervention groups participated in the philosophical dialogue series. Before the intervention started, the groups conducted a pre-survey and after the intervention was completed, a final survey was carried out. The results of the surveys were analyzed and after that a respondent validation was carried out with some of the participants. In comparison with previous studies, this study is considered a short intervention. The results of this study showed that even a short series of philosophical dialogue had a bearing on students' sense of participation. Not for the intervention group as a whole but for some of the participants. Participants described that with these dialogues they have gotten to know each other better and gained an increased sense of security. The participants also told us that it has been fun to talk to each other and to listen to other people's opinions and share their own with others. / I en föränderlig värld där informationen flödar fritt och vi översköljs av nya sanningar kontinuerligt krävs det att vi rustar våra barn och ungdomar att möta den med tillförsikt och kunskap. För att förstå värden som demokrati och allas lika värde måste reflektionen och argumentationen ta plats i rummet. Våra unga måste kunna kommunicera, kritiskt granska och ta ställning till argument. Våra unga behöver också kunna skapa tillitsfulla relationer och utveckla andra prosociala färdigheter. Skolan är en arena som har uppdraget att utbilda och rusta våra unga med dessa färdigheter. Skolan måste därför skapa möjligheter för våra elever att bli delaktiga i sin omvärld. Centralt för metoden filosofiska samtal, som denna interventionsstudie bygger på, är det gemensamma utforskandet av olika perspektiv och argument. Att lyssna till och visa respekt för andras tankar och åsikter men ändå, på ett konstruktivt sätt, våga utmana varandras tankar och idéer. Syftet med denna studie var att undersöka om en serie på sex samtal, baserade på modellen filosofiska samtal, bidrog till att eleverna upplevde en ökad känsla av delaktighet i samtal med varandra och läraren. För att undersöka detta användes specialpedagogiska skolmyndighetens definition av delaktighet genom Delaktighetsmodellens sex aspekter, tillgänglighet, tillhörighet, autonomi, erkännande, engagemang, och samhandling. I studien deltog två interventionsgrupper och två kontrollgrupper, de två interventionsgrupperna deltog i den filosofiska samtalsserien. Innan interventionen startade gjorde grupperna en förenkät och efter att interventionen avslutades genomfördes en slutenkät. Resultatet av enkäterna analyserades och efter det genomfördes en respondentvalidering med några av deltagarna. I jämförelse med tidigare forskning är denna studie att betrakta som en kort intervention. Resultatet av denna studie visade att även en kort serie med filosofiska samtal har betydelse för elevers känsla av delaktighet. Inte för interventionsgruppen som helhet men hos några av deltagarna. Deltagare beskrev att de i och med dessa samtal hade lärt känna varandra bättre och fått en ökad känsla av trygghet. Deltagarna berättade också att det var roligt att få samtala med varandra och att få lyssna på andras åsikter och få delge sina egna till andra.