Happily Unhelpful: Infants’ Everyday Helping and its Connections to Early Prosocial Development
Bibliographic record
Abstract
Young children's everyday helping in the home has received relatively little attention in research on prosocial behavior. Nevertheless, key features such as young children's cheerful participation in chores around the home, including in ways that make accomplishing these chores more difficult for parents, can reveal important facets of early prosocial development. The present study reports the results of an Internet (MTurk) survey of over 500 families with children aged 1-4 years about their children's prosocial tendencies, participation in nine common chores, whether children's helping attempts were helpful or not, and attributions about children's motives for helping. Consistent with much prior research, parents reported that children became more prosocial with age. The majority of parents reported children's participation in everyday helping is at times unhelpful. Parents attributed children's helping to a variety of motives and these too, changed with age. Fathers had somewhat different perceptions of children's everyday helping than mothers. Results are discussed in terms of how understanding everyday helping can contribute to ongoing debates in the literature about the roots of prosocial behavior.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".