ANTISOCIAL BEHAVIOR & SOCIAL REJECTION IN CHILDHOOD

这是一个相互竞争的延续建议，基于 PIS认为，大多数男孩的攻击性发生在一小部分二元性 两性关系。该项目的主要目标是：1)开发可靠的 和有效的方法来识别男孩的攻击性二元关系 学校环境中的同伴群体；2)与社会的关系 信息加工模式(具体地说，敌意归因偏向 和动机退缩)和二元攻击性行为交流； 3)对男童成长过程中的认知-行为关系进行时间上的考察 相互认识。我们会进行三项研究。 第一项研究旨在可靠和有效地识别 男孩课堂同龄人群体中的几种类型的二元关系。Peer， 教师、自我报告、教师日记、直接观察法 被用来识别和验证不同类型的二元关系， 包括相互攻击性、非对称攻击性、低冲突和 不稳定的双星。 在第二项研究中，处于这种二元关系中的男孩将与 在连续五天的实验游戏小组中相互进行。 男生敌意归因偏差与动机退缩的关系 二元伴侣将与他们的社会互动行为相关 与这些合作伙伴一起在这些团体的自由游戏环境中。它是 假设表现出敌意归因偏见的男孩 对二元性伴侣的动机退缩会频繁地和 对着那个搭档怒气冲冲。 在第三个研究中，社会信息之间的时间关系 双胞胎的加工模式和攻击性行为将通过 要求以前不认识的男孩在五个游戏会话中进行互动 连续几天。每日访谈将评估归因和动机。 朝向二元合作者。据推测，敌意归因 偏见和激励性退缩会增加以后的攻击性 冲突。 这些研究将有助于更好地理解攻击性行为 二元关系和社会认知在发展中的作用 充满侵略性的冲突。这项工作还将导致预防 旨在减少侵略性冲突的干预措施。

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.