Attentional Processes in Children's Overt and Relational Aggression

Autor/inn/en	Arsenault, Darin J.; Foster, Sharon L.
Titel	Attentional Processes in Children's Overt and Relational Aggression
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 58 (2012) 3, S.409-436, Artikel 6 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Aggression; Video Technology; Stimuli; Elementary School Students; Attention; Cognitive Processes; Social Cognition; Correlation; Recall (Psychology); Regression (Statistics); Intelligence Quotient; Intelligence Tests; Scores; Hypothesis Testing; California; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Anreizsystem; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Soziale Kognition; Korrelation; Abberufung; Regression; Regressionsanalyse; Intelligenzquotient; Intelligence test; Intelligenztest; Hypothesenprüfung; Hypothesentest; Kalifornien
Abstract	This study examined attention and memory processes assumed by the social information-processing model to be biased in aggressive children. We also explored whether similar biases were associated with overt and relational aggression. A total of 96 fourth through sixth graders saw videos of overtly and relationally aggressive child actors and afterward recalled video content. Participants' reaction times were also measured as they shifted attention from video content to neutral stimuli. Hierarchical regression analyses showed that, after controlling for processing of nonaggressive stimuli, peer-nominated relational aggression was significantly related to attention shifting and free recall for relationally aggressive videos; results were significant after controlling for overt aggression. Peer-nominated overt aggression was related to attention for overtly aggressive videos, but not when relational aggression was controlled. IQ and general attention problems did not explain results. The results suggest that relationally aggressive children are particularly fixated on relationally aggressive events, perhaps because of the socially nuanced nature of relational aggression. (Contains 4 tables and 3 footnotes.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10