Developmental Precursors of Young School-Age Children's Hostile Attribution Bias
Developmental Precursors of Young School-Age Children's Hostile Attribution Bias
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DOI：
10.1037/a0032293
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发表时间：
2013-12-01
影响因子：
4
通讯作者：
Olson, Sheryl L.
中科院分区：
文献类型：
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作者：
Choe, Daniel Ewon;Lane, Jonathan D.;Olson, Sheryl L.
这项前瞻性的纵向研究提供了证据的学龄前儿童的敌意归因偏见的前兆，一个主题，已收到很少的实证关注。我们检查了多个风险领域，包括对儿童社会认知、一般认知功能、努力控制和同伴攻击的实验室和观察评估。学龄前儿童（N = 231）具有更先进的心理理论，更好的情感理解，和更高的智商，在早期的学年，意图的敌意归因较少。对这些重要预测因素的进一步探索表明，只有这些能力的某些组成部分（即，非刻板情绪理解、错误信念解释和言语智商）是学龄儿童敌意归因偏差的强预测因子，尤其是在具有更高级努力控制的儿童中。这些关系是前瞻性的性质，学前变量的影响持续在学龄前的类似变量的会计后。最后，我们讨论了我们的研究结果对未来研究和预防的影响。
This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better emotion understanding, and higher IQ made fewer hostile attributions of intent in the early school years. Further exploration of these significant predictors revealed that only certain components of these capacities (i.e., nonstereotypical emotion understanding, false-belief explanation, and verbal IQ) were robust predictors of a hostile attribution bias in young school-age children and were especially strong predictors among children with more advanced effortful control. These relations were prospective in nature-the effects of preschool variables persisted after accounting for similar variables at school age. We conclude by discussing the implications of our findings for future research and prevention.