Developmental Precursors of Young School-Age Children's Hostile Attribution Bias

Autor/inn/en	Choe, Daniel Ewon; Lane, Jonathan D.; Grabell, Adam S.; Olson, Sheryl L.
Titel	Developmental Precursors of Young School-Age Children's Hostile Attribution Bias
Quelle	In: Developmental Psychology, 49 (2013) 12, S.2245-2256 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032293
Schlagwörter	Psychological Patterns; Attribution Theory; Bias; Child Development; Longitudinal Studies; Social Cognition; Theory of Mind; Intelligence Quotient; Self Control; Aggression; Cognitive Ability; Predictor Variables; Preschool Children; Structural Equation Models; Correlation; Young Children + Suchen Sie Ihr Suchwort? Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Kognition; Intelligenzquotient; Selbstbeherrschung; Denkfähigkeit; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Frühe Kindheit
Abstract	This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning, effortful control, and peer aggression. Preschoolers (N = 231) with a more advanced theory-of-mind, better emotion understanding, and higher IQ made fewer hostile attributions of intent in the early school years. Further exploration of these significant predictors revealed that only certain components of these capacities (i.e., nonstereotypical emotion understanding, false-belief explanation, and verbal IQ) were robust predictors of a hostile attribution bias in young school-age children and were especially strong predictors among children with more advanced effortful control. These relations were prospective in nature--the effects of preschool variables persisted after accounting for similar variables at school age. We conclude by discussing the implications of our findings for future research and prevention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01