ATTRIBUTIONAL ANALYSIS OF PEER DIRECTED AGGRESSION

描述（改编自申请人摘要）：本申请是 研究科学家发展奖（RSDA）。 上 申请书的一部分是一项研究计划， 从归因的角度侵略概述。 根据该 分析，侵略是一种思想的后果，其他人是 对令人厌恶的事件和由此产生的愤怒负责 评价 提出了五个概念上相关的系列调查 为了理解这些社会认知决定因素， 侵略和促进公开的敌意的变化。 在第一系列的 研究，认知过程促进学龄男孩的攻击性 被探索。 这些调查涉及建筑的可达性， 检查是否责任推断和/或信念，其他人是 “坏”很容易被模棱两可的挑衅所引发。 在第二 系列，内群体和外群体对责任推理的影响是 试图了解可能加剧 群体间暴力 第三个系列研究的是， 男孩表现出与他们的儿子相似的归因偏见，从而记录了 一种解释家庭代际连续性的机制 侵略 第四组研究则集中在印象管理上 攻击者的技能，特别是他们的理解，使用和接受 减轻责任感和减少愤怒的账户。 这些基本的过程和机制，然后承担在一个 干预被监禁的青少年罪犯。 这种干预 包含了推断他人责任的原则，一个完整的 了解帐户的使用和接受，以及长期 推断外群体责任的后果。 还纳入了 对成就相关结果的自我负责原则。 在申请的第二部分，候选人的长期职业生涯 说明了授标期间的目的和目标。 长期 目标是利用归因理论来检查学术和社会 非裔美国青年的动机。 奖励期的目标包括： (1)获得新的方法和统计技能， 干预研究的分析;（2）开发NIMH培训补助金， 教育风险及预防研究;及（3）提出建议， 预防干预研究中心（PIRC）。

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).