Infants’ Use of Looking, Reaching, Pointing, and Language to Seek Help in Problem Solving Contexts

We examined the relationship between help-seeking and problem-solving in 67 infants (3-21 months) when a desired toy was out of reach, with or without the possibility of solving the problem independently. We measured three aspects of help-seeking: multi-modality (e.g., reach for toy while looking at parent), sustained sequential behavior (e.g., long stare at toy followed by long stare at experimenter), and rapid switching between means and ends (e.g., look back and forth). ANOVA results showed help-seeking was significantly less likely when the problem could be solved independently (p's < .01). No differences were found between boys and girls, despite gender stereotypes about agency (problem-solving) and communion (help-seeking). Our findings indicate infants are much less likely to seek help when they have the opportunity to attempt problem-solving independently, shedding light on the early development of help-seeking, problem-solving, and their social context.