An Attributional Analysis of Childhood Aggression

摘要 众所周知，攻击性儿童往往认为 由他人故意造成的模棱两可的负面事件。 这样的判断会激起敌对的报复。 这个强大 在目前的研究中阐述了经验发现，使用 归因理论来阐明攻击的动力， 引导创建归因干预， 非裔美国学龄男孩被贴上侵略性的标签。 在 七项研究，社会计量程序将用于确定 攻击性男性和非攻击性受试者的配对组。 从社会心理学中提取的实验室范式将被 用于调查意图判断的前因， 责任 将研究的主题包括：a）是否 攻击性儿童过度归因于他人的敌对意图， 攻击性和非攻击性环境; B）可能性 该种族（即，被认为是偏见）被黑人使用 作为判断自我责任的归因线索; （c）攻击性儿童是否理解沟通 策略和借口，用来减轻愤怒， 他人 这些发现将用于创建一个 旨在减少非洲人之间敌对行为的干预措施 美国男孩被贴上侵略性的标签。 干预将是 在实际的学校环境中进行测试，并指导其发展 通过相信认知的变化（即，归于 意图）应该导致感觉和行为的变化， 逻辑上遵循这个因果推论。

ABSTRACT It is known that aggressive children tend to perceive ambiguous negative events as intentionally caused by others. Such judgments then provoke hostile retaliation. This robust empirical finding is elaborated in the current research, using attribution theory to illuminate the dynamics of aggression and to guide the creation of an attributional intervention with African American school-aged boys labeled as aggressive. In seven studies, sociometric procedures will be used to identify aggressive males and matched groups of nonaggressive subjects. Laboratory paradigms taken from social psychology will then be used to investigate the antecedents of judgments of intent and responsibility. Among the topics to be examined are: a) whether aggressive children over-attribute hostile intent to others in both aggressive and nonaggressive contexts; b) the likelihood that race (i.e., perceived prejudice) is used by black subjects as an attributional cue in judgments of self-responsibility; and c) whether aggressive children understand the communication strategies and excuses that are used to mitigate anger from others. These findings will then be used to create an intervention designed to reduce hostile behavior among African American boys labeled as aggressive. The intervention will be tested in an actual school setting and its development is guided by the belief that a change in cognition (i.e., attribution to intent) should lead to changes in the feelings and behavior that logically follow this causal inference.