University of Amsterdam, Department of Psychology, Nieuwe Achtergracht 129B, 1018 WS, Amsterdam, the Netherlands; Research Priority Area Yield, University of Amsterdam, Nieuwe Achtergracht 129B, 1018 WS, Amsterdam, the Netherlands.
Leiden University, Department of Psychology, Developmental and Educational Psychology, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands; Levvel, Academic Center of Child- and Adolescent Psychiatry, Fred. Roeskestraat 73, 1076 EC, Amsterdam, the Netherlands.
Res Dev Disabil. 2022 Jan;120:104143. doi: 10.1016/j.ridd.2021.104143. Epub 2021 Dec 4.
Adolescents with Mild Intellectual Disability (MID) or Borderline Intellectual Functioning (BIF) are highly susceptible to negative peer influence. However, research in typically developing adolescents shows that peers can also promote prosocial behavior, which is an opportunity for positive development.
The current study aimed to investigate the effect of peer influence on prosocial behavior in adolescents with MID or BIF.
In an experimental donation task, 40 adolescents with MID or BIF (M = 14.0, 40 % boys) were repeatedly asked how many of five coins they would like to donate to the group. The task had four consecutive within-subject conditions: alone, with virtual peers present, with virtual peer feedback, and alone again.
Results showed that adolescents made larger donations with virtual peers present, and even larger with peer feedback. This increase in donations sustained for subsequent decisions made alone. Finally, adolescents with BIF made larger donations with peer feedback compared to adolescents with MID.
Adolescents with MID or BIF are susceptible to peer influence on prosocial behavior, demonstrating the potential effect social context can have on promoting positive development.
轻度智力障碍（MID）或边缘智力功能（BIF）的青少年很容易受到负面同伴影响。然而，对普通发展中的青少年的研究表明，同伴也可以促进亲社会行为，这是积极发展的机会。
本研究旨在探讨同伴影响对 MID 或 BIF 青少年亲社会行为的影响。
在一项实验捐赠任务中，40 名 MID 或 BIF 青少年（M = 14.0，40%为男性）被反复问及他们愿意从五枚硬币中捐赠多少枚给群体。该任务有四个连续的被试内条件：单独、有虚拟同伴在场、有虚拟同伴反馈和再次单独。
结果表明，青少年在有虚拟同伴在场的情况下做出了更大的捐赠，而有同伴反馈时则做出了更大的捐赠。这种捐赠的增加在随后的单独决策中持续存在。最后，与 MID 青少年相比，BIF 青少年在有同伴反馈时做出了更大的捐赠。
MID 或 BIF 青少年容易受到同伴对亲社会行为的影响，这表明社会环境对促进积极发展具有潜在影响。
