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COGNITIVE INTERPRETATION DEFICITS IN AGGRESSIVE AND VICTIM CHILDREN

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Date Issued:
1987
Summary:
Using Dodge's (1986) social information processing model of social competence, we examined the interpretation of social cues in 48 third through sixth grade children classified on the dimensions of aggression and victimization. It was hypothesized that both aggressive and victim children would show interpretation (attribution) deficits or biases as compared to controls. In order to test this hypothesis, subjects were administered a series of short stories. Four of these scenarios depicted ambiguous provocations and three depicted ambiguous prosocial acts directed toward the subject. The stories were designed to measure the extent to which children made negative, blaming attributions in response to the stories. The results provided partial support for the prediction. While victim children manifested no biases, the aggressive children did possess a hostile attributional bias. It was suggested that these children are distinct from each other and may possess very different biases that account for the observed behavioral differences.
Title: COGNITIVE INTERPRETATION DEFICITS IN AGGRESSIVE AND VICTIM CHILDREN.
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Name(s): HALLECK, BETH A.
Florida Atlantic University, Degree Grantor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1987
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 57 p.
Language(s): English
Summary: Using Dodge's (1986) social information processing model of social competence, we examined the interpretation of social cues in 48 third through sixth grade children classified on the dimensions of aggression and victimization. It was hypothesized that both aggressive and victim children would show interpretation (attribution) deficits or biases as compared to controls. In order to test this hypothesis, subjects were administered a series of short stories. Four of these scenarios depicted ambiguous provocations and three depicted ambiguous prosocial acts directed toward the subject. The stories were designed to measure the extent to which children made negative, blaming attributions in response to the stories. The results provided partial support for the prediction. While victim children manifested no biases, the aggressive children did possess a hostile attributional bias. It was suggested that these children are distinct from each other and may possess very different biases that account for the observed behavioral differences.
Identifier: 14392 (digitool), FADT14392 (IID), fau:11193 (fedora)
Note(s): Thesis (M.A.)--Florida Atlantic University, 1987.
Subject(s): Cognition in children
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/14392
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
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Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.