Effects of presence of another person and learning styles on donating behavior in children

Abstract

Forty-eight kindergarten children learned to play a lever pulling game and to donate reward (candy cards) won in the game to other children by means of observation of a model, direct instruction or model-observation plus direct instruction. They were then given a donating chance under presence and absence of another person. The fewest donation to other children occurred when the children performed after the direct instruction and under the absence. But it was not clear whether presence of another person reduced situational fear or worked as an external pressure in the children at their low levels of internalization. © 1980, The Japanese Psychological Association. All rights reserved.