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      A construct divided: prosocial behavior as helping, sharing, and comforting subtypes

      review-article
      Frontiers in Psychology
      Frontiers Media S.A.
      prosocial behavior, social-cognitive development, emotional development

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          Abstract

          The development and maintenance of prosocial, other-oriented behaviors has been of considerable recent interest. Though it is clear that prosocial behaviors emerge early and play a uniquely important role in the social lives of humans, there is less consensus regarding the mechanisms that underlie and maintain these fundamental acts. The goal of this paper is to clarify inconsistencies in our understanding of the early emergence and development of prosocial behavior by proposing a taxonomy of prosocial behavior anchored in the social-cognitive constraints that underlie the ability to act on behalf of others. I will argue that within the general domain of prosocial behavior, other-oriented actions can be categorized into three distinct types (helping, sharing, and comforting) that reflect responses to three distinct negative states (instrumental need, unmet material desire, and emotional distress). In support of this proposal, I will demonstrate that the three varieties of prosocial behavior show unique ages of onset, uncorrelated patterns of production, and distinct patterns of individual differences. Importantly, by differentiating specific varieties of prosocial behavior within the general category, we can begin to explain inconsistencies in the past literature and provide a framework for directing future research into the ontogenetic origins of these essential social behaviors.

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          Understanding and sharing intentions: the origins of cultural cognition.

          We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with others and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children's skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. The developmental outcome is children's ability to construct dialogic cognitive representations, which enable them to participate in earnest in the collectivity that is human cognition.
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            Equity, Equality, and Need: What Determines Which Value Will Be Used as the Basis of Distributive Justice?

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              Empathy and Moral Development

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                02 September 2014
                2014
                : 5
                : 958
                Affiliations
                [1]Department of Psychology, Center for Research in Human Development, Concordia University Montreal, QC, Canada
                Author notes

                Edited by: Amanda Williams, Dalhousie University, Canada

                Reviewed by: Virginia Slaughter, University of Queensland, Australia; Celia A. Brownell, University of Pittsburgh, USA

                *Correspondence: Kristen A. Dunfield, Department of Psychology, Center for Research in Human Development, Concordia University, Montreal, QC H4B 1R6, Canada e-mail: kristen.dunfield@ 123456concordia.ca

                This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology.

                Article
                10.3389/fpsyg.2014.00958
                4151454
                25228893
                3c2e6b8f-d0eb-4e2d-b3f8-bbe58939a079
                Copyright © 2014 Dunfield.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 09 March 2014
                : 12 August 2014
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 144, Pages: 13, Words: 0
                Categories
                Psychology
                Review Article

                Clinical Psychology & Psychiatry
                prosocial behavior,social-cognitive development,emotional development

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