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The article discusses the methodology for assessing instrumental helping behavior in early childhood. The study involved 56 children aged 16 to 42 months. The average age was 31 ± 0.8 months. The level of instrumental helping behavior (LHB) was assessed using the Warneken and Tomasello test, in which the child needed to provide simple instrumental assistance to the experimenter who could not reach the fallen spoon. Points from 0 to 9 (0 – if the child did not give the item, 9 – if the item was given quickly) were assigned based on the time it took the child to provide assistance: 9p – the spoon is returned in 0.1–5.9 s; 8p. – 6.0–12.9 s, 7p. – 13.0–19.9 s, 6p. – 20.0–26.9 s, 5p. – 27.0–33.9s, 4p. – 34.0–40.9 s, 3 p. – 41.0–47.9 s, 2 p – 48.0–54.9 s, 1p. – 55.0–60.0 s. The group of children with low LHB included 18 people, the group with high LHB – 38. EEG was recorded in the following situations: the eye-opened resting state (the child watched a rotating colored ball on the monitor screen); as well as the child’s observation of the experimenter’ social action prior to helping him. The frequency range of the theta rhythm was determined individually, based on the frequency boundaries of the child’s individual mu rhythm. ANOVA was used for further statistical analysis of the reactivity of the theta rhythm amplitude in eye-opened resting state and observation of social action. Statistical analysis showed that children with low LHB showed lesser changes in theta rhythm during observation of social action in comparison with baseline values, i.e. the interaction of the SITUATION × LOCUS factors was observed, as well as a significant influence of the LOCUS factor. Post hoc test showed that the changes were correct for the Pz locus (p = 0.04). In children with high LHB, an increase in the amplitude of theta rhythm was found in loci Fp1 (p = 0.03), Fp2 (p = 0.01), P4 (p = 0.007), O1 (p = 0.02), O2 (p = 0.001). We assume that a larger activation of the theta rhythm may indicate the processing of observed emotionally significant information by children, as well as the processes of memory consolidation (children may have tried to recall their previous experience in a similar situation in the past). Consequently, the less time it took for the child to provide simple instrumental help, the more effectively they were involved in the observed situation and the better they understood the need for help from another person. |
