LAUSR

We examined age-related differences in evaluating reciprocal prosocial behavior (e.g., helping someone who has helped you) and unilateral prosocial behavior (e.g., helping someone who has previously refused your request for help). Participants were kindergarteners, second and fifth graders, and undergraduate students (N = 110). We examined the trait evaluations of reciprocal and unilateral prosocial protagonists, behavior predictions of the participants in reciprocal and unilateral situations, and behavior predictions of others (including reciprocal and unilateral protagonists and others known to the participants) in reciprocal and unilateral prosocial situations. Results revealed that most kindergarteners did not focus on whether help was reciprocal or unilateral, and there were no clear differences in trait evaluations or predicted reciprocal or unilateral prosocial behaviors. In contrast, older children and undergraduates tended to focus on the difference between reciprocal and unilateral help. They evaluated unilateral protagonists more positively than reciprocal protagonists, and they judged the likelihood that others would engage in unilateral prosocial behaviors as lower than the likelihood that they would engage in reciprocal behaviors. However, most participants, regardless of age, predicted that they themselves would act prosocially in both reciprocal and unilateral situations. We discuss how the current results have implications for research on age-related trends in evaluating reciprocity and morality.