The influence of interpersonal synchrony on helping behavior, social bonding, and empathy in children
Bibliographic record
Abstract
The current study examines the influence of interpersonal synchrony on typically developing 3-6-year-old children’s empathy and helping behavior. In a replication of a spontaneous helping task developed by Kirschner & Tomasello (2010), fish food is spilt on the way to an imaginary fish tank, creating an opportunity for child participants to help their play partner (adult or same-aged children) at the cost of the immediate gratification of feeding their own fish first. Cognitive and Affective empathy were measured in an emotion assessment task using a 7-point Likert scale. Both helping and empathy measures were assessed before and after the synchronization task, where children clapped to metronome sounds that were either in- or out- of synchrony. It was found that helping behavior and empathy were not significantly higher in the synchrony condition when compared with the asynchronous condition. Furthermore, pairwise comparisons of pre- and post- helping and empathy measures remained unchanged across synchronizing conditions, and no differences in the frequency of eye-contact and smiles¬ were found during the synchronization task. Although a trend emerged wherein children were more likely to help same-aged peers when compared with adult playmates, follow-up studies with modifications to the task are needed to optimize the performance of child playmates. While our findings do not show an effect of synchrony on enhancing the social connections and prosocial abilities in our current sample, further research is needed to explore possible age-related differences that may account for discrepancies observed between the current study and those reported in previous research.
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".