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ANTISOCIAL BEHAVIOR & SOCIAL REJECTION IN CHILDHOOD

反社会行为

基本信息

批准号：
3376880
负责人：
JOHN D COIE
金额：
$ 30.25万
依托单位：
DUKE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
1983
资助国家：
美国
起止时间：
1983-09-30 至 1992-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/3376880
关键词：
aggression angers attribution behavior test child behavior disorders conflict dyadic interaction interview male middle childhood (6-11) peer group persuasion social adjustment social behavior social behavior disorders social perception videotape /videodisc

项目摘要

This is a competing continuation proposal, based on recent findings by the PIs that most of boys' aggression occurs within a small number of dyadic relationships. The major aims of this project are: 1) to develop a reliable and valid method of identifying, aggressive dyadic relationships in boys' peer groups in the school setting; 2) to the relation between social information processing patterns (specifically, hostile attributional biases and motivational withdrawal) and dyadic aggressive behavioral exchanges; and 3) to examine the cognition-behavior relation temporally as boys come to be acquainted with each other. Three studies will be conducted. The first study is directed toward the reliable and valid identification of several types of dyadic relationships in boys' classroom peer groups. Peer, teacher, self-report, teacher diary, and direct observation methods will be employed to identify and validate different kinds of dyadic relationships, including mutually aggressive, asymmetrically aggressive, low-conflict, and unstable dyads. In the second study, boys in these dyadic relationships will interact with each other in experimental play groups conducted on five consecutive days. Boys' hostile attributional biases and motivational withdrawal toward dyadic partners will be related to their socially interactive behaviors with these partners in the free play setting of these groups. It is hypothesized that boys who display hostile attributional biases and motivational withdrawal toward a dyadic partner will aggress frequently and angrily toward that partner. In the third study, the temporal relation between social information processing patterns and aggressive behavior in dyads will be assessed by asking previously unacquainted boys to interact for five play sessions in consecutive days. Daily interviews will assess attributions and motivation toward dyadic partners. It is hypothesized that hostile attributional biases and motivational withdrawal will increase later aggressive conflicts. These studies will lead to a greater understanding of aggressive behavior in dyadic relationships and the role of social cognition in the development of aggressive conflicts. This work will also lead to preventive interventions aimed at reducing aggressive conflicts.

这是一个相互竞争的延续建议，其依据是 PI表明，大多数男孩的攻击性发生在少数的二元内，关系。本项目的主要目标是：1）开发一种可靠的和有效的方法来识别，攻击性的二元关系，在男孩的学校环境中的同伴群体; 2）社会关系信息处理模式（具体而言，敌对归因偏见和动机退缩）和二元攻击行为交换; （3）随着男孩的到来，对认知行为关系进行时间上的考察彼此熟悉将进行三项研究。第一项研究是针对可靠和有效的识别男生课堂同伴群体中的几种二元关系。同行，教师，自我报告，教师日记，和直接观察的方法将用于识别和验证不同类型的二元关系，包括相互攻击，不对称攻击，低冲突，不稳定的二分体。在第二项研究中，处于这种二元关系中的男孩会与在连续五天进行的实验游戏小组中互相交流。男生的敌对性归因偏差与动机退缩二元型伴侣将与他们的社会互动行为相关在这些团体的自由游戏环境中与这些伙伴一起。是假设那些表现出敌意归因偏见的男孩，对一个二元伴侣的动机退缩会经常发生，对那个合伙人生气。在第三项研究中，社会信息之间的时间关系处理模式和攻击行为的二人组将评估由让以前不认识的男孩互动五次游戏，连续几天。每日访谈将评估归因和动机两人搭档据推测，敌意归因偏见和动机退缩会增加后来的侵略性冲突这些研究将使人们对攻击性行为有更深入的了解以及社会认知在发展中的作用侵略性的冲突。这项工作还将导致预防性旨在减少侵略性冲突的干预措施。