New Developments in Developmental Research on Social Information Processing and Antisocial Behavior

Abstract

The Special Section on developmental research on social information processing (SIP) and antisocial behavior is here introduced. Following a brief history of SIP theory, comments on several themes-measurement and assessment, attributional and interpretational style, response evaluation and decision, and the relation between emotion and SIP-that tie together four new empirical investigations are provided. Notable contributions of these studies are highlighted.

From Causes of Aggression to Interventions

“…Indeed, as highlighted previously, if people's actions are goal directed then the outcome of their actions is only likely to be valued if their goal is met (Fontaine, 2010). Indeed, as highlighted previously, if people's actions are goal directed then the outcome of their actions is only likely to be valued if their goal is met (Fontaine, 2010).…”

A Quantitative Exploratory Evaluation of the Circle of Security‐parenting Program With Mothers in Residential Substance‐abuse Treatment

“…Milner (, 2003) developed the social information processing model of child physical abuse to help explain the cognitive and behavioral processes behind child physical maltreatment. Social information processing also has been used to explain aggressive social behavior in other contexts, such as children's peer interactions (Crick & Dodge, ), intimate partner violence (Dodge, ), and antisocial behavior in youth (Fontaine, ). Although these models vary, they are similar in that they all take social interactions that are happening in real time and break them down into sequential cognitive and behavioral steps (Dodge, ; Milner, ).…”

“…Research has repeatedly supported social information processing constructs as a framework for understanding the emotional, cognitive, and behavioral factors in aggressive social interactions (Arsenio, ; Dodge, ). Researchers have found distinct patterns of social information processing that are associated with more aggressive behaviors (Fontaine, ). In general, parents with databases that contain a history of maltreatment or harsh discipline have significantly more hostile attributions and risk for CM that do those without a personal history of maltreatment or harsh discipline (Berlin et al., ; Dixon, Hamilton‐Giachritsis, & Browne, ), and parents who are at risk for CM have more reactive emotional processes than do those parents who are not at risk for CM (Lorber & O'Leary, ; Martorell & Bugental, ; Rodriguez & Richardson, ).…”

Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD

“…Following the sequence of the Social Information Processing Model (Crick & Dodge, 1994; Fontaine, 2010), accurately detecting social cues in conversation is the first step that influences children’s eventual display of socially skilled behavioral responses. Studies involving North American samples suggest that children with ADHD are impaired in this process.…”

“…Once children accurately detect and encode social cues in conversations, the next step is to generate and ultimately, to enact socially skilled, effective responses toward peers (Crick & Dodge, 1994; Fontaine, 2010). For example, children must respond with comments that follow the topic of conversation to keep communication going.…”