An Attributional Analysis of Peer and Family Aggression

攻击性的一个重要煽动者是认为他人应对影响自己的令人厌恶的事件负责。 这种认知评价产生愤怒，愤怒反过来又引起反社会反应。在这项研究计划中，一系列相互关联的调查将阐明这些认知和情感的侵略决定因素，建议方法，以促进公开的敌意的变化。 该提案采用了实验室和实地方法;研究了一系列攻击性人群，包括虐待性照顾者和化身青年;并考虑了各种与攻击有关的现象。 一系列的调查研究了其他人负责的想法是否在具有攻击性的学龄男孩中特别突出。 第二组研究调查了责任的推断如何受到群体成员身份和内群体与外群体地位的影响。 第三组研究则考察了攻击性青年的印象管理技能，特别是他们对可能减轻责任感和减少愤怒的解释（如忏悔和合法借口）的理解、使用和接受。 这些基本的过程和机制，然后纳入虐待照顾者和化身青少年的研究。 在前一组人群中，我们研究了他们倾向于让幼儿对消极行为负责（即，认为他们是带着消极的意图进行的），这种推断导致的愤怒的强度，以及环境中的压力源影响这些判断和情绪的方式。 最后，干预，包括推断他人的责任，充分理解和使用的帐户，推断外群体责任的长期后果的原则设计，与化身青少年为目标，这40节课的节目。 干预措施还纳入了对与成就有关的结果承担自我责任的原则。 因此，从实验室研究的原则是用来试图改善犯罪青少年的社会和学术行为。 攻击性行为破坏了家庭凝聚力、学生教育和邻里依恋的目标。 在这个研究项目中，我们研究了一些导致攻击性行为的想法和情绪。 该研究包括各种攻击性人群（学校中的攻击性儿童，化身青少年和虐待照顾者）;发生在实验室以及自然环境（如学校）中;并以干预计划结束，试图减少化身青少年之间的后续攻击。 指导这项研究的基本思想是，攻击性在一定程度上是由让他人为影响自己的负面事件负责的倾向所煽动的。 这反过来又会引起愤怒和反社会反应。 此外，责任和负面影响的推断特别是对外群成员表达，部分原因是在理解，使用和接受合法借口和供词方面存在缺陷。 在实验室研究中，研究了让他人为负面事件负责的倾向的显著性，研究了内群体-外群体区别的影响以及沟通忏悔和合法借口的功能。 这些侵略的决定因素也被认为是在虐待照顾者，环境压力对侵略性思维和情绪的可能加剧的影响进行了调查。然后，干预，包括推断他人的责任，充分理解和使用的帐户，如供词和合法的借口，推断外群责任的长期后果的原则设计。 被监禁的青少年罪犯是这个40课计划的目标。 干预措施还纳入了对与成就有关的成功和失败负责的原则。 因此，从实验室研究中获得的理解是用来试图改善犯罪青少年人口的学术和社会行为。

An important instigator of aggression is the thought that others are responsible for aversive events that impact on the self. This cognitive appraisal produces anger, which, in turn, gives rise to antisocial responses. In this program of research, a series of interrelated investigations will elucidate these cognitive and affective determinants of aggression, suggesting methods to foster changes in overt hostility. The proposal incorporates laboratory and field methodologies; examines a range of aggressive populations, including abusive caregivers and incarcarated youths; and considers a variety of aggression-related phenomena. One series of investigations examines whether thoughts that others are responsible are particularly salient among aggressive school-aged boys. A second set of studies investigates how inferences of responsibility are influenced by group membership and ingroup versus outgroup status. A third set of studies then examines the impression management skills of aggressive youths, particularly their understanding, use, and acceptance of accounts (such as confession and legitimate excuses) that might mitigate perceptions of responsibility and reduce anger. These basic processes and mechanisms are then incorporated into the study of abusive caretakers and incarcarated adolescents. Among the former population, we examine their propensity to hold young children responsible for negative actions (i.e., see them as undertaken with negative intentions), the intensity of anger as a result of this inference, and the manner in which stressors in the environment affects these judgments and emotions. Finally, an intervention that incorporates principles about inferring responsibility in others, a full understanding and use of accounts, and the long term consequences of inferring outgroup responsibility is devised, with incarcarated adolescents as targets of this 40-lesson program. The intervention also incorporates principles of self-responsibility for achievement-related outcomes. Thus, principles from laboratory research are used in an attempt to improve both the social and academic behavior of delinquent adolescents. Aggressive behavior undermines the goals of family cohesion, student education, and neighborhood attachment. In this program of research, we examine some of the thoughts and emotions that give rise to aggressive behaviors. The research includes a variety of aggressive populations (aggressive children in school, incarcarated youths, and abusive caregivers); takes place in the laboratory as well as in natural settings (such as the school); and concludes with an intervention program attempting to reduce subsequent aggression among incarcarated adolescents. The basic idea guiding the research is that aggression is in part instigated by the tendency to hold others responsible for negative events that impact on oneself. This, in turn, gives rise to anger and antisocial responses. Furthermore, inferences of responsibility and negative affects are particularly expressed toward outgroup members, and are in part fostered by shortcomings in the understanding, use, and acceptance of legitimate excuses and confessions. In laboratory research, the salience of the propensity to hold others responsible for negative events is examined, and the impact of ingroup-outgroup distinctions as well as the function of communicating confessions and legitimate excuses are studied. These determinants of aggression also are considered in abusive caretakers, where the possible exacerbating effects of environmental stressors on aggressive thinking and emotions are investigated. Then, an intervention that incorporates principles about inferring responsibility in others, a full understanding and use of accounts such as confession and legitimate excuses, and the long term consequences of inferring outgroup responsibility is devised. Incarcarated adolescent offenders are the targets of this 40-lesson program. The intervention also incorporates principles of self-responsiblity for achievement-related success and failure. Thus, understanding gained from laboratory research is used in an attempt to improve both the academic and social behaviors in a population of delinquent adolescents.