Friendship and aggressiveness as determinants of conflict outcomes in middle childhood.

Sancilio, Michael; Plumert, Jodie M.; Hartup, Willard W.

doi:10.1037/0012-1649.25.5.812

Cited by 54 publications

(50 citation statements)

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“…Since then, over 100 studies have documented this phenomenon in aggressive youth and adults from a wide variety of populations, and a meta-analysis (de Castro, Veerman, Koops, Bosch, & Monshouwer, 2002) has revealed a robust phenomenon with a strong mean effect size. In community populations, the finding has been reported among: rejected-aggressive elementary school boys (Guerra & Slaby, 1989;Lochman, 1987;Sancilio, Plumert, & Hartup, 1989;Waas, 1988), and girls (Feldman & Dodge, 1987), European American aggressive children (Dell Fitzgerald & Asher, 1987), African American children (Graham & Hudley, 1994), Latino children (Graham, Hudley, & Williams, 1992), Dutch children (Comodeca & Goossens, 2004), and aggressive junior high school youth (Dodge & Tomlin, 1987).…”

Section: Hostile Attributional Bias and Aggressive Behaviormentioning

confidence: 87%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

591

493

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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Section: Hostile Attributional Bias and Aggressive Behaviormentioning

confidence: 87%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

591

493

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“…Such an examination may contribute to knowledge about the ways in which close relationships influence emotional, socialcognitive, and behavioral functioning. Sancilio, Plumert, and Hartup (1989) found no attribution differences between friends and non-friends for ambiguous situations; however, the sample comprised only aggressive and non-aggressive boys and did not include girls and shy/withdrawn children. Moreover, friendships were determined from unilateral nominations rather than the reciprocal friendship nominations that are required for the identification of a dyadic relationship (Rubin, Bukowski, & Parker, 1998).…”

mentioning

confidence: 99%

Social Information Processing and Coping Strategies of Shy/Withdrawn and Aggressive Children: Does Friendship Matter?

et al. 2006

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The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of 5 th and 6 th graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions and coping responses.The ways in which children process information about social situations and others' behaviors have been the subject of much scrutiny in the social-cognitive and developmental psychology literatures. For example, Crick and Dodge (1994) proposed that when children find themselves in social company, and when a dilemma confronts them, they first encode and interpret social cues and information; next, they access their cognitive repertoires, decide upon, and evaluate possible responses to the given situation; and lastly, they select and enact the chosen response. Researchers who have applied this model have typically reported that aggressive or rejected children attribute hostile intent to the actions of others (e.g., "The child did X on purpose to hurt or harm me."), even when the behaviors leading to untoward consequences may be objectively appraised as having an ambiguous cause (e.g., Dodge et al., 2003).More recently, Lemerise and Arsenio (2000) integrated emotional experiences within Crick and Dodge's (1994) social information processing model. For example, aggressive children's emotional reactions to problematic social situations might include frustration or anger. These emotions, in turn, may influence the information attended to, the information recalled, and the ways children respond to negative events befalling them. Non-aggressive children, particularly those who may be described as socially wary and withdrawn, may view interpersonal situations such as peer group entry as stressful and anxiety-producing; in their case, avoidance evoked by fear or wariness may be the social consequence. Thus, an inability to regulate emotional arousal under certain circumstances could influence several steps of the information processing and behavioral enactment process.Whereas the majority of attention has been devoted to the study of aggression (see Orobio de Castro, Veerman, Koops, Bosch, & Monshouwer, 2002), social information-processing models have also been proposed as being relevant for the understanding of peer victimization (Graham & Juvonen, 1998), childhood anxiety (Bell-Dolan, 1995;Daleiden & Vasey, 1997;Suarez & Bell-Dolan, 2001), and childhood/adolescent depression (e.g., Garber, Keiley, & Martin, 2002). Although not al...

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“…Some research indicates that the hostile intent bias may be dependent on certain situational variables (Akhtar & Bradley, 1991;Dodge & Coie, 1987;Dodge & Frame, 1982;Dodge & Somberg, 1987;Sancilio et aL, 1989). There is some evidence that this bias is specific to retaliatory/reactive aggression, as opposed to aggression with a proactive goal (Dodge & Coie, 1987).…”

Section: Aggression and Attention Deficit/hyperactivity Disordermentioning

confidence: 99%

“…Aggressive children also make errors in their interpretations of intent in response to accidental provocation . This hostile attribution bias (Nasby, Hayden, & DePaulo, 1979) has been foimd in aggressive boys (Dodge, 1980;Quiggle et aL, 1992), aggressive girls (Feldman & Dodge, 1987), aggressive emotionalfy^ disturbed boys in residential treatment (Nasby et aL, 1979), aggressive boys in a psychiatric outpatient program (Nfilich & Dodge, 1984), adolescent boys and girls (Dodge & Tomlin, 1987), and middle-school children (Sancilio, Plumert, & Hartup, 1989). Aggressive children also display hostile attnbutional bias in contrived sitiiations such as a peer knocking down a subject's block tower (Steinberg & Dodge, 1983), and wrecking a subject's puzzle (Dodge, 1980), thus extending research from 6 vignettes to actual peer encounters.…”

Section: Aggression and Attention Deficit/hyperactivity Disordermentioning

confidence: 99%

“…Aggressive children also display hostile attnbutional bias in contrived sitiiations such as a peer knocking down a subject's block tower (Steinberg & Dodge, 1983), and wrecking a subject's puzzle (Dodge, 1980), thus extending research from 6 vignettes to actual peer encounters. Aggressive children's intent attributions also seem to be based on fewer cues (Dodge & Newman, 1981), and cues presented last (Le., they displayed a recency bias; Dodge & TomKn, 1987).Some research indicates that the hostile intent bias may be dependent on certain situational variables (Akhtar & Bradley, 1991;Dodge & Coie, 1987;Dodge & Frame, 1982;Dodge & Somberg, 1987;Sancilio et aL, 1989). There is some evidence that this bias is specific to retaliatory/reactive aggression, as opposed to aggression with a proactive goal (Dodge & Coie, 1987).…”

mentioning

confidence: 99%

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Social information processing in children: sequential relations and syndrome specificity

Jordison

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This manuscript has been reproduced from the microfilm master. UMI fihns the text directly fi'om the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, ^^diile others may be from any type of computer printer.The quality of this reproductioii is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one &q)osure and is included in reduced form at the back of the book.Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI NOTE TO USERSThis reproduction is the best copy available Signature was redacted for privacy.Signature was redacted for privacy.Signature was redacted for privacy.Signature was redacted for privacy.iii INTRODUCTIONSocial maladjustment in childhood has been linked to later life dfficuhies such as dropping out of school, criminal behavior, aduh psychopathology (Parker & Asher, 1987;Robins, 1966Robins, , 1979, and suicide (Cairns, Peterson, & Neckerman, 1988). Aggressive maladjustment has also been found to be stable over time (Coie & Dodge, 1983;Olweus, 1979). Social information processing (SIP) models have been useful in studying socially conqjetent and incompetent behaviors that are thought to underlie current and later maladjustment (Crick & Dodge, 1994;Dodge, 1986;Dodge & Price, 1994). Con^aring social information processing patterns of socially adjusted and maladjusted children may lead to a better understanding of particular difBcuhies that contribute to maladjustment, and that may be amenable to intervention (Crick & Dodge, 1994). It was the goal of this study to expand upon current research in the area of SIP patterns by examining four of the SIP stages Attention Deficit/Hyperactivity Disorder (ADHD). This study also examined one overlooked process, the role of emotion, in the SIP model By advancing the understanding of unique SIP patterns within and among various subgroups of children, this study can provide a framework to assist parents, teachers, and consultants in developing more successful interventions for children-A majority of the research on social information processing in children has focused on aggression (Dodge & Coie, 1987;Dodge & Crick, 1990;Dodge et aL, 1986;Lochman & ...

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Friendship and aggressiveness as determinants of conflict outcomes in middle childhood.

Cited by 54 publications

References 25 publications

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Social Information Processing and Coping Strategies of Shy/Withdrawn and Aggressive Children: Does Friendship Matter?

Social information processing in children: sequential relations and syndrome specificity

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