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Cognitive mediation and response generation in victimized children
Title
Cognitive mediation and response generation in victimized children.
Creator
Williard, Jean Carlisle, Florida Atlantic University
Abstract/Description
It was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if...
Show moreIt was hypothesized that victimized children are less able than other children to think of competent responses when in danger of being attacked by a peer. Two other factors hypothesized to influence the ability to generate competent responses were the subject's level of aggressiveness and the subject's sex. Subjects were 48 third through sixth graders. Children were read four scenarios describing provocative behavior toward them by a peer and asked to state all the things a child might do if the situation really happened. Results indicated that victim girls generated more incompetent responses than control girls (when controlled for redundancy), but victim status did not influence boy's data. Deficits were also found for high aggressive children and boys in their greater production (uncorrected for redundancies) of incompetent responses that were aggressive. It was concluded that victimized girls, but not boys may have cognitive deficits in response generation processes.
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Date Issued
1988
PURL
http://purl.flvc.org/fcla/dt/14483
Subject Headings
Social perception in children, Aggressiveness in children
Format
Document (PDF)
Children's perceptions of the consequences of aggression toward victimized peers
Title
Children's perceptions of the consequences of aggression toward victimized peers.
Creator
Williard, Jean Carlisle, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
In Study 1, fourth--through seventh-grade children (mean age = 11.5 years) were asked to estimate the likelihood that various outcomes would occur following hypothetical acts of aggression by themselves toward victimized and nonvictimized peers. Subjects were also asked to indicate how much they valued the occurrence of the outcomes. When the targets of the aggression were victimized peers, children were more likely to anticipate tangible rewards, more likely to expect signs of victim...
Show moreIn Study 1, fourth--through seventh-grade children (mean age = 11.5 years) were asked to estimate the likelihood that various outcomes would occur following hypothetical acts of aggression by themselves toward victimized and nonvictimized peers. Subjects were also asked to indicate how much they valued the occurrence of the outcomes. When the targets of the aggression were victimized peers, children were more likely to anticipate tangible rewards, more likely to expect signs of victim suffering, and less likely to anticipate retaliation than when aggressing against nonvictimized peers. Also, children placed greater value on securing tangible rewards but were less concerned by the thought of hurting or by the thought of their target retaliating when attacking a victimized peer than attacking a nonvictimized peer. This pattern was stronger for boys than for girls. Study 2 was designed to see what evaluative reactions fourth--through seventh-grade children (mean age = 11.3 years) would expect from themselves, from peers, and from teachers for aggression against victimized and nonvictimized peers. When contemplating aggressing against a victimized peer, children expected less disapproval from self and peers. A second purpose of Study 2 was to determine whether children were more likely to display hostile attributional bias toward victimized peers than toward nonvictimized peers. As predicted, hostile attributional bias was greater toward victimized peers than toward nonvictimized peers. Implications for theories of aggression, future areas of research, and for intervention with victimized children are discussed.
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Date Issued
1990
PURL
http://purl.flvc.org/fcla/dt/12259
Subject Headings
Psychology, Developmental, Psychology, Personality
Format
Document (PDF)