Disentangling the impact of low cognitive ability and inattention on social behavior and peer relationships
Disentangling the impact of low cognitive ability and inattention on social behavior and peer relationships
复制标题
DOI：
10.1207/s15374424jccp2901_7
复制
发表时间：
2000-03-01
期刊：
影响因子：
--
通讯作者：
Bierman, KL
中科院分区：
文献类型：
--
作者：
Bellanti, CJ;Bierman, KL
调查了儿童入学时认知能力低下和注意力不集中对社会行为问题和同伴关系发展的共同和独特的贡献。幼儿园和一年级的认知能力、注意力不集中、亲社会和攻击行为的评估是为一个多地点收集的。规范样本。同伴关系的社会计量评估是在一年级结束时收集的。认知能力和注意力不集中都有助于预测社交行为和同伴关系。低认知能力对亲社会技能缺陷有特殊的预测作用，社会行为在认知能力与社会偏好之间起中介作用。注意力不集中预示着亲社会技能缺陷和攻击性-破坏性行为问题的增加。行为问题部分地调节了注意力不集中与社会偏好之间的关系。已识别的注意力不集中或认知能力低下的儿童亚组表现出不同的同伴问题模式，认知能力低(仅)组的低接受特征，以及注意力不集中和注意力不集中/低能力组的高厌恶评级特征。讨论了对早期干预和预防计划的设计的启示。
Examined the shared and unique contributions of low cognitive ability and inattention to the development of social behavior problems and peer relationships of children at the time of school entry. Kindergarten and first-grade assessments of cognitive ability, inattention and prosocial and aggressive behavior were collected for a multisite. normative sample. Sociometric assessments of peer relationships were collected at the end of first grade. Cognitive ability and inattention both contributed to the prediction of social behavior and peer relationships. Low cognitive ability was particular predictive of prosocial skill deficits, and social behavior mediated the relation between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior problems. Behavior problems partially mediated the relation between inattention and social preference. Identified subgroups of children with elevated levels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive ability (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the design of early intervention and prevention programs.