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dc.contributor.authorKarasewich, Tara
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2016-08-24 15:38:12.491en
dc.date.accessioned2016-08-25T18:15:42Z
dc.date.available2016-08-25T18:15:42Z
dc.date.issued2016-08-25
dc.identifier.urihttp://hdl.handle.net/1974/14746
dc.descriptionThesis (Master, Psychology) -- Queen's University, 2016-08-24 15:38:12.491en
dc.description.abstractPrevious research has examined young children’s ability to detect who would be most likely to provide help to others in a given situation, but little is known about their ability to intervene based on this knowledge in a real-life setting. In the current study, 48 three-year-old children chose between two actors to retrieve an out-of-reach object for the Experimenter; one actor was physically incapable of providing the object (blocked by a tall barrier), and one was capable. Participants’ looking behaviour between the two actors during the study was also recorded and analyzed as an additional, nonverbal measure of their prediction about who would help. Approximately half of the participants in the sample actively intervened on behalf of the Experimenter, but only after a direct request for help was made. Though the other participants did not engage in this helping behaviour, they chose the unblocked actor to help the Experimenter in a subsequent interview. Children also spent more time looking at the unblocked actor. Secondary analyses indicated that shyness prevented many children in the study from asking for help on behalf of the Experimenter from one of the actors. Finally, an unexpected side bias for looking behaviour toward the actors was found that has implications for how the study design could be improved for future research.en_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjecthelpingen_US
dc.subjectshynessen_US
dc.subjectlooking behaviouren_US
dc.subjectchild developmenten_US
dc.subjectprosocial behaviouren_US
dc.title"Can you ask her to help?" An examination of the factors that promote and discourage prosocial intervention in preschool childrenen_US
dc.typethesisen_US
dc.description.degreeMasteren
dc.contributor.supervisorKuhlmeier, Valerieen
dc.contributor.departmentPsychologyen


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