The consequences of outgroup helping: Children's and adolescents' reasoning.

Journal of Experimental Child Psychology
Aline Hitti, Kelly Lynn Mulvey

Abstract

The goal of this study was to examine the consequences of helping an outgroup in an intergroup context where the threat to the ingroup and outgroup varied. Fourth and eighth graders (N = 126; fourth graders: Mage = 9.07 years, SD = 0.38; eighth graders: Mage = 12.84 years, SD = 0.34) were asked whether excluding an ingroup member who helped an outgroup by sharing equally or not was acceptable. Equal helping or outgroup helping occurred when the groups had equal need for a vital resource, the outgroup needed it more, or the ingroup needed it more. Overall, excluding the helpful ingroup member was viewed as unacceptable. It was least acceptable when the outgroup needed the help and was given more help than the ingroup. Exclusion was judged to be most acceptable when both groups needed the same amount of help, or the ingroup needed more help, but more help was given to the outgroup, and these findings were driven by fourth graders. Participants' social cognitions regarding perceptions of group interest, group identification, and approval of the helping act predicted their acceptability of excluding the helping member. Concerns for group loyalty were used to justify exclusion, but appeals to the emotional harm of exclusion, generos...Continue Reading

References

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Nov 4, 2015·Journal of Experimental Child Psychology·Kelly Lynn MulveyKathleen McGrath
Jul 18, 2016·Cognition·Laura ElenbaasMelanie Killen
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Oct 7, 2017·Cognitive Development·Leon LiMelanie Killen
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Apr 27, 2018·Journal of Experimental Child Psychology·Jellie Sierksma
Jul 7, 2018·Journal of Experimental Child Psychology·Harriet R TenenbaumMelanie Killen

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Citations

Mar 17, 2021·The British Journal of Developmental Psychology·Aline HittiMelanie Killen

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