When Does Money Priming Affect Helping Behavior?
Bibliographic record
Abstract
The present research demonstrates how the ownership and authenticity of the money can affect people's behavior to accept or provide help. Through three experiments ( N = 260), this research illustrates novel explanations of some inconsistencies in the literature on money and helping behavior. In particular, this research shows that ownership increases (decreases) one's willingness to accept help with a problem-solving task when participants are primed with fake (real) money (Studies 1 and 2). However, the willingness to help others decreases (increases) when participants are primed with fake (real) money of their own (Studies 2 and 3). Further, this research shows that money's authenticity has an impact on purchase intentions as well as a desire to donate money to a not-for-profit organization (Study 3). Finally, results demonstrate that the pain of payment mediates this effect. Our findings suggest some (but not all) types of money reminders improve prosocial behavior.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| 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 teacher head, 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".