Role Taking as a Predictor of Prosocial Behavior in Cross-Age Tutors

HUDSON, LYNNE M.; FORMAN, ELLICE A.; and BRION-MEISELS, STEVEN. Role Taking as a Predictor of Prosocial Behavior in Cross-Age Tutors. CHILD DEVELOPMENT, 1982, 53, 1320-1329. 18 middle-class second-grade boys and girls were identified as high or low role takers using a battery of tasks assessing their ability to infer another's intentions, thoughts, and feelings. Each child was videotaped teaching two same-sex kindergartners to make caterpillars with construction paper, scissors, glue, and crayons. Props were limited to maximize the likelihood of social conflict. 16 categories of prosocial behavior were coded from these 18 20-min videotaped observations. High and low role takers differed significantly on 8 dimensions, including several helping measures, providing options, and social problem solving. High and low role takers differed most in their responses to indirect requests for help. Correlational analysis revealed significant relationships among many social behaviors. Additional factors contributing to the variance in observed social behavior were discussed.