scholarly journals Prolonged NoGo P3 latency as a possible neurobehavioral correlate of aggressive and antisocial behaviors: A Go/NoGo ERP study

2021 ◽  
pp. 108245
Carl Delfin ◽  
Märta Wallinius ◽  
Malin Björnsdotter ◽  
Emily Ruzich ◽  
Peter Andiné
2019 ◽  
Francesco Margoni ◽  
Elena Nava ◽  
Luca Surian

Most cooperative interactions involve the expectation of mutual reciprocation and are based on interpersonal trust. Thus, understanding when and how humans acquire interpersonal trust can help unveiling the origins and development of children’s cooperative behavior. Here, we investigated whether prior socio-moral information about trading partners modulates the choice of preschool- (4-5 years) and school-age children (7-8 years) to share their own goods in a child-friendly version of the Trust Game. In this game, the trustee partner can repay the child’s initial investment or keep everything and betray the trustor. In two studies, we addressed whether trust is modulated by trustees exhibiting prosocial versus antisocial behaviors (Study 1, ‘helpers and hinderers’), or respect-based versus fear-based power (Study 2, ‘leaders and bullies’). Preschoolers trusted the leader more than the bully, and trusted the hinderer less than a neutral agent, but did not yet trust the helper more than the hinderer. The tendency to trust helpers more than hinderers increased with age as a result of the increased propensity to trust the prosocial agent. In Study 3, a group of preschoolers played the Dictator Game, a measure of pure generosity, with the same agents used for Study 1. Sharing rates were reliably lower than in Study 1, suggesting that the rates of investment in the trust game cannot be due solely to altruistic or indirect reciprocity motives. Overall, these findings indicate that, by age five, children understand complex cooperative exchanges and start relying on socio-moral information when deciding whom to trust.

2011 ◽  
Vol 42 (4) ◽  
pp. 509-522 ◽  
Rozumah Baharudin ◽  
Steven Eric Krauss ◽  
Siti Nor Yacoob ◽  
Tan Jo Pei

Christopher Cambron ◽  
Richard F. Catalano ◽  
J. David Hawkins

This chapter presents an overview of the social development model (SDM)—a general theory of human behavior that integrates research on risk and protective factors into a coherent model. The goal of this synthesis is to provide more explanatory power than its component theories. This chapter first specifies the model constructs and their hypothesized relationships to prosocial and antisocial behaviors. It then provides a synthesis of what has been learned from empirical tests of social development hypotheses for predicting pro- and antisocial behaviors. This chapter also highlights interventions derived from the SDM and summarizes their impact on pro- and antisocial behaviors. Finally, the chapter concludes by presenting future directions for SDM-based research.

Tina Malti ◽  
Joanna Peplak ◽  
Erinn Acland

Moral deeds often require sacrificing time, effort, and resources, yet we are still motivated to engage in such behaviors. What drives us to enact these positive, prosocial behaviors and to leave our selfish desires behind? Developmental scientists consider emotions in contexts of morality (i.e., moral emotions) important drivers behind other-oriented, fair, and responsible behaviors. In this chapter, the authors outline the core moral emotions, how they develop, and how they link to prosocial and antisocial behaviors across development. They begin by discussing their integrative theoretical framework for conceptualizing moral emotions. Afterwards, they introduce a taxonomy that distinguishes four key moral emotions based on two dimensions: valence (positive and negative) and orientation (self and other). Next, current cross-cultural research on the development of these emotions is discussed, followed by a review of research on how the four emotions are associated with prosocial and antisocial behaviors from infancy to adolescence. The authors then outline the fundamental components that are involved in emotional experiences and conclude by highlighting promising future directions for developmental research.

Psychotherapy ◽  
2015 ◽  
Vol 52 (1) ◽  
pp. 93-102 ◽  
Kristine Tiernan ◽  
Sharon L. Foster ◽  
Phillippe B. Cunningham ◽  
Patricia Brennan ◽  
Elizabeth Whitmore

1997 ◽  
Vol 68 (5) ◽  
pp. 924-934 ◽  
Kang Lee ◽  
Catherine Ann Cameron ◽  
Fen Xu ◽  
Genyao Fu And ◽  
Julie Board

2020 ◽  
Vol 46 (7) ◽  
pp. 1156-1168 ◽  
Anna Maria C. Behler ◽  
Catherine S. J. Wall ◽  
Adriana Bos ◽  
Jeffrey D. Green

Two studies examined how envy influences prosocial and antisocial behavior. In Experiment 1, participants in an envious state (relative to a neutral state) were less helpful: They picked up fewer dropped pencils in their immediate vicinity. We expanded upon these findings by examining how envy affected both helping and harming behavior in a competitive scenario. In Experiment 2, individuals in envious or neutral states assigned puzzle tasks to another student in a prisoner’s dilemma style scenario. Prosocial and antisocial behaviors were assessed via the difficulty of the assigned puzzles (easy puzzles were considered helpful and difficult puzzles were harmful). We hypothesized that experiencing envy would result in greater motive to harm as well as greater likelihood of engaging in harmful behavior. The hypothesis was supported, suggesting that envy has detrimental ramifications that go beyond the individual and extend to interpersonal relationships.

Sign in / Sign up

Export Citation Format

Share Document