Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys

Castro, Bram Orobio de; Merk, Welmoet; Koops, Willem; Veerman, J.W.; Bosch, J.D.

doi:10.1207/s15374424jccp3401_10

Cited by 246 publications

(267 citation statements)

References 36 publications

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“…Emotion was measured in terms of arousal reactivity by Williams, Lochman, Phillips, and Barry (2003) who found that moderately aggressive boys exhibited increased heart rate and increased hostile attributions when a threat was introduced. In a test of Lemerise and Arsenio's (2000) theoretical model including emotion, hostile attributions, and aggression, boys' report of their own anger was related positively to their hostile attributions, as well as to their aggression (Orobio de Castro, Merk, Koops, Veerman, & Bosch, 2005). In this same study, boys' interpretation of a peer as appearing angry was related to increased hostile attributions.…”

Section: Hostile Attributions and Emotionmentioning

confidence: 61%

Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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Hostile attributions are acknowledged as an important part of maladaptive social information-processing that results in aggression in children. Literature suggests the largest effect size between aggressive behavior and hostile attributions is found when hostile attributions are measured using staged situations rather than commonly used vignette-based measures (Orobio de Castro et al., 2002), but few, if any, studies have investigated hostile attributions as they occur in real-time. The current study uses an interactive, video racing game along with a verbal and nonverbal response procedure to measure hostile attributions while children are playing against a presumed peer. A sample of 75 children between the ages of 10 and 13 played the game while their parents were asked to rate their child's reactive and proactive aggression. It was expected that the new real-time measure of hostile attributions would predict reactive aggression, but not proactive aggression. The predictive ability of the new measure was compared with that of the traditional, vignette-based measure of hostile attributions.Participants played a computer video game created for this study by racing their car against a presumed peer, though the opponent's car was actually computer-operated and preprogrammed to ambiguously provoke participants by crashing into their car. A visual prompt appeared on screen to elicit real-time attribution responses, either verbally or nonverbally, after each of eight crashes and at eight non-crash moments.iii Participants' hostile attributions using the nonverbal and verbal response procedures were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Multiple regression indicated that the real-time measure was a significant predictor of reactive aggression, while the vignette-based measure was not. The results of this study illustrate how hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisal process described in previous literature. These findings can be used to identify specific appraisal deficits in children at risk for aggressive behavior, which could enhance preventive interventions by more precisely targeting these cognitions and more effectively preventing aggression. iv LIST OF ABBREVIATIONS AND SYMBOLS αCronbach's index of internal consistency; probability of a Type I error

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Section: Hostile Attributions and Emotionmentioning

confidence: 61%

Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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“…Therefore, future research regarding negative and aggressive interpretation bias might include more implicit, real life measurements. Thirdly, the reactive aggression scale is part of a self-report questionnaire, which does not evoke emotional responses or cognitions in real life [3]. Future research might focus on more real life provocation methods, for instance using Virtual Reality techniques.…”

Section: Discussionmentioning

confidence: 99%

“…According to the social information-processing model of Crick and Dodge [1][2][3], aggressive behaviour arises from a tendency to interpret other people's intentions as hostile and aggressive. This tendency is also present in ambiguous, non-provoking or threatening situations, were others' intentions are benign [4][5][6].…”

Section: Study 1 Introductionmentioning

confidence: 99%

“…In contrast, proactive aggression constitutes instrumental, predatory characteristics and is not a response to provocation but a way to reach a certain goal [1,9]. Individuals characterized by this type of aggression expect their behaviour to lead to positive advances and are not engaged in possible negative consequences of their behaviour for others [3]. During different steps of the social information-processing model certain biases are expected to cause different types of aggression.…”

Section: Study 1 Introductionmentioning

confidence: 99%

“…During different steps of the social information-processing model certain biases are expected to cause different types of aggression. Research has demonstrated that incorrect encoding and incorrect interpretation (step 1 and 2) relate to reactive aggression [1,3,12,13], while proactive aggression relates more to the formulation of atypical interaction goals (Step 3) [14], generating aggressive strategies (step 4) [12], generating a limited diversity of strategies (Step 5) [15], and a positive evaluation of using aggressive behaviour (Step 6) [16].…”

Section: Study 1 Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Don’t you Dare Look at me, or else: Negative and Aggressive Interpretation Bias, Callous Unemotional Traits and Type of Aggression

Cima¹

2014

J Child Adolesc Behav

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The aim of the present study was to examine whether there is a relation between a negative/aggressive interpretation bias, different types of aggression, and callous-unemotional traits in (delinquent) juveniles. We examined this research question in 2 different studies. The first study examines the relationship between a social negative interpretation bias with different types of aggression and callous-unemotional traits in 42 juvenile delinquent boys from a Juridical Youth Institution Centre and 29 healthy juvenile controls from a local high school in the Netherlands. Results showed that a negative interpretation bias was related to callous-unemotional traits, but specifically within the delinquent group. In the second study we examined this research question in more detail, using 3 different groups and two different measurements of a negative and aggressive interpretation bias (i.e., explicit vs. implicit measurement, respectively). This second study included 88 male participants ranging from 13 to 25 years. Subjects were now recruited from a local high school (healthy controls), an education project (at risk group) and from a Juridical Youth Institution (juvenile group). In the three different groups, there emerged different meaningful correlates. While in the healthy control group there were no significant correlates of a negative interpretation bias, for the two other groups some meaningful correlates were found. Within the at risk group, an aggressive interpretation bias was related to reactive aggression. Within the delinquent group, a negative interpretation bias was significantly related to reactive aggression, while an aggressive interpretation bias was significantly related to proactive aggression. So over the two studies, specifically within the delinquent groups, a negative interpretation bias seems positively related to aggression and callous-unemotional traits. These findings might indicate that the tendency to make negative or aggressive interpretations of potential innocuous situations might form an important mechanism underlying the relation between aggressive acts and the presence of elevated aggression and callous unemotional traits.

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Cognitive–Behavioral Factors and Anger in the Occurrence of Aggression and Violence

Novaco

2017

The Wiley Handbook of Violence and Aggression

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Aggression is harm‐doing behavior, and violence is physical aggression having societal significance. Aggressive behavior has survival preservation and extended social system value functions. The acquisition, development, and maintenance of aggression can be understood in terms of cognitive social information processing. Human aggression is largely shaped and sustained by cognitive networks and is typically driven by anger, an affective response to survival threats or otherwise stressful experiences and demarcated by neurophysiological arousal and antagonistic cognitions, such as hostile attributions. Threat perception is intrinsic to anger activation. Cognitive processing of provoking experiences can alternatively prolong or disengage anger, the behavioral expression of which is governed by social rules. Anger dysregulation heightens violence and is present in various forms of psychopathology. Violent behavior can be reduced by cognitive–behavioral interventions that target perception and processing of aversive experiences, foster prosocial skills, and enhance anger self‐regulation.

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Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys

Cited by 246 publications

References 36 publications

Real‐time hostile attribution measurement and aggression in children

Real‐time hostile attribution measurement and aggression in children

Don’t you Dare Look at me, or else: Negative and Aggressive Interpretation Bias, Callous Unemotional Traits and Type of Aggression

Cognitive–Behavioral Factors and Anger in the Occurrence of Aggression and Violence

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