ATTRIBUTIONAL ANALYSIS OF PEER DIRECTED AGGRESSION

描述(改编自申请人的摘要)：本申请是一份 申请研究科学家发展奖(RSDA)。在第一个 应用程序的一部分，一项研究计划，以检查同龄人和家庭 从归因的角度概述了攻击性。根据这一点 分析，攻击性是他人思维的结果 对令人厌恶的事件和由此产生的愤怒负责 评估。提出了五个概念上相关的系列调查。 为了试图理解这些社会认知决定因素 并促进改变公开的敌意。在第一个系列中 研究，促进学龄儿童攻击性的认知过程 都被探索过。这些调查涉及建筑可达性和 检查责任是否推论和/或他人的信念 “坏的”很容易被模棱两可的挑衅所引发。一秒钟内 责任心推论的系列效应、内部效应和外部效应是 试图了解可能会加剧 群体间的暴力。第三个系列考虑的是母亲的攻击性 男孩表现出与他们的儿子相似的归因偏见，从而记录 一种解释家庭代际延续的机制 攻击性。第四组研究的重点是印象管理 侵略者的技能，尤其是他们的理解、使用和接受 减少责任感和减少愤怒的账户。 然后，将这些基本过程和机制应用于 对被监禁的青少年罪犯的干预。这一干预 结合了推断他人责任的原则，完整的 了解帐目的使用和验收，以及长期的 推断团队外责任的后果。同时合并的还有 成就相关成果的自我责任原则。 在申请的第二部分，候选人的长期职业生涯 描述了获奖期的目标和目标。长期的 目标侧重于使用归因理论来考察学术和社会 非裔美国青年的动机。获奖期的目标包括： (1)获得设计和统计方面的新方法和新技能 干预研究分析；(2)制定NIMH培训补助金 教育中的风险和预防研究；以及(3)发起一项关于 预防性干预研究中心。

DESCRIPTION (Adapted from applicant's abstract): This application is a request for a Research Scientist Development Award (RSDA). In the first part of the application, a research plan to examine peer and family aggression from an attributional perspective is outlined. According to this analysis, aggression is a consequence of thoughts that others are responsible for aversive events and the anger that results from this appraisal. Five conceptually related series of investigations are proposed in an attempt to understand these social cognitive determinants of aggression and to foster changes in overt hostility. In a first series of studies, the cognitive processes promoting aggression in school-aged boys are explored. These investigations relate to construct accessibility and examine whether responsibility inferences and/or beliefs that others are "bad" are readily primed by ambiguously caused provocation. In a second series, ingroup and outgroup effects on responsibility inferences are examined in an attempt to understand the processes that might exacerbate intergroup violence. A third series considers whether mothers of aggressive boys exhibit attributional biases similar to their sons, thereby documenting one mechanism to account for intergeneration continuity in family aggression. A fourth set of studies then focuses on impression management skills of aggressives, particularly their understanding, use, and acceptance of accounts that mitigate perceptions of responsibility and reduce anger. These basic processes and mechanisms are then brought to bear in an intervention with incarcerated adolescent offenders. This intervention incorporates principles about inferring responsibility in others, a full understanding of the use and acceptance of accounts, and the long-term consequences of inferring outgroup responsibility. Also incorporated are principles of self-responsibility for achievement-related outcomes. In the second part of the application, the candidate's long-term career objectives and goals for the award period are described. Long-term objectives focus on using attribution theory to examine academic and social motivation in African-American youth. Goals for the award period include: (1) acquiring new methodological and statistical skills in the design and analysis of intervention research; (2) developing an NIMH training grant in Risk and Prevention Studies in Education; and (3) initiating a proposal for a Preventive Intervention Research Center (PIRC).