CROSS GENERATIONAL INFLUENCES ON DEV OF AGGRESSION

拟议的研究旨在阐述我们对如何 环境/背景和个人/个人因素， 认知过程影响攻击性和 反社会行为在几代人和一生中的影响。通过 收集了856名受试者的儿童的社会心理数据， 之前在8岁（1960年），19岁（1971年）和30岁（1982年）时进行了研究， 通过收集关于这些主题的新数据，我们将能够解决几个问题。 理解人类攻击性发展的关键问题 行为及其代际传递。我们将能够 研究三个阶段中攻击行为的稳定性或变化， 几代人，在少数情况下甚至是四代人。此外，我们将 能够检查父子pars之间的连续性， 受试者从4岁到约24岁不等。特别感兴趣的将 是一代人的童年攻击性的程度， 预测未来的儿童攻击，以及在多大程度上， 攻击性或亲社会性的发展轨迹不同， 一代人的行为会影响攻击性，亲社会， 或其他行为。在一代人的时间里，我们将能够 评估40年来攻击性行为的轨迹， 从8岁的童年中期到48岁的中年。 这项研究将使我们能够更好地了解 攻击性和反社会性的持续性和变化的潜在过程 在生命周期内和跨代的行为。我们希望能找到 长期和跨代的侵略的实质性连续性。 然而，更重要的问题是，为什么会出现这种连续性， 调解什么，什么缓和它，什么可以改变一个轨迹， 发展出攻击性行为我们将研究在多大程度上， 攻击行为的持续性程度随着时间的推移和跨越 作为环境/背景连续性的产物 因素（例如，父母抚养子女的做法，社会经济背景， 电视观看环境）或个人/个性化因素 (e.g.,智力成就，社会能力，攻击相关 认知）。我们将确定这些背景和个人变量 这使得个体在以后的侵略性行为中处于更大或更小的风险中， 行为和那些促进或抑制侵略性的循环 跨代的行为。最后，我们将评估 认知，信息处理因素作为社会中介， 学习过程中，教师的孩子终身的攻击性习惯， 促进代际传播。

The proposed research is aimed at elaborating our understanding of how environmental/contextual and individual/ personal factors combined with cognitive processes to influence the transmission of aggressive and antisocial behavior across generations as well as over the life span. By collecting psychosocial data on the children of 856 subjects whom we have studied previously at ages 8 (1960), 19 (1971), and 30 (1982), and by collecting new data on the subjects, we will be able to address several critical issues for understanding the development of human aggressive behavior and its transmission across generations. We will be able to examine the stability or change in aggressive behavior across three generations or in few cases even four generations. Moreover, we will be able to examine continuity across parent-child pars in which the child subjects vary from 4 years old to about 24 years. Of special interest will be the degree to which childhood aggression in one generation is predictive of childhood aggression in the next, and the degree to which different trajectories in the development of aggressive or prosocial behavior in one generation affect the occurrence of aggressive, prosocial, or other behaviors in the next. Within one generation we will be able to evaluate the trajectory of aggressive behavior over a 40-year span from middle childhood at age 8 to middle-age at age 48. This study will enable us to derive a better understanding of the processes underlying continuity and change in aggressive and antisocial behavior within the life-span and across generations. We expect to find substantial continuity of aggression over time and across generations. However, the more important questions are why such continuity occurs, what mediates what, what moderates it, and what can deflect a trajectory of developing aggressive behavior. We will examine the extent to which the degree of continuity of aggressive behavior over time and across generations as a product of the continuity of environmental/contextual factors (e.g., parent childrearing practices, socioeconomic context, television viewing environment) or of personal/individualized factors (e.g., intellectual achievement, social competence, aggression-related cognitions). We will identify those contextual and individual variables that place individuals at greater or lesser risk for later aggressive behavior and those that promote or inhibit the cycle of aggressive behavior across generations. Finally, we will evaluate the role of cognitive, information-processing factors as mediators in a social- learning process that teachers children life-long aggressive habits and promotes transmission across generations.