There is an ongoing debate on the role of socialization in the development of infants’ helping. Although opportunities for the socialization of early helping are rare in problem solving (bystander intervention), there are many opportunities for socialization in participation (working alongside others), and infants’ experiences of participation could socialize problem solving indirectly. The present study links participation and problem solving conceptually by drawing on a Hebbian concept of indirect learning and through a study examining mothers’ communicative cues in both forms of helping. Forty mother-infant dyads engaged in two semi-structured helping tasks, a participation task and a problem-solving task at five, eight, and ten months of age. Mothers’ communicative cues and infants’ return of the object were examined using coding schemes adapted from prior research. Mothers used similar communicative cues (reaches, give-me gestures, and verbal requests) in both tasks, and more maternal scaffolding contributed to greater object handover. Infants showed higher object handover in participation tasks. The findings, framed in Tomasello's neo-Vygotskian account of prosocial development, offer a synthesis of the debate on the role of socialization where prosocial behavior emerges first between people, and then becomes individualized.

中文翻译：

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母亲的沟通线索和婴儿帮助的发展：将生命第一年的参与和问题解决联系起来

关于社会化在婴儿帮助能力发展中的作用一直存在争论。虽然早期帮助的社会化机会在问题解决（旁观者干预）中很少见，但在参与（与他人一起工作）中社会化的机会却很多，而婴儿的参与经历可以间接地使问题解决社会化。本研究通过利用间接学习的赫布概念并通过研究检查母亲在两种帮助形式中的沟通线索，从概念上将参与和解决问题联系起来。四十名母婴二人在五个月、八个月和十个月大时参与了两项半结构化帮助任务、一项参与任务和一项解决问题任务。使用根据先前研究改编的编码方案来检查母亲的交流线索和婴儿返回物体。母亲们在这两项任务中使用了类似的交流线索（伸手、给我的手势和口头请求），并且更多的母亲支架有助于更大的物体交接。婴儿在参与任务中表现出较高的物体交接能力。这些发现以托马塞洛新维果茨基主义对亲社会发展的解释为框架，提供了关于社会化作用的辩论的综合，其中亲社会行为首先出现在人与人之间，然后变得个性化。