Bellanti C J, Bierman K L
Department of Psychology, Pennsylvania State University, University Park 16802, USA.
J Clin Child Psychol. 2000 Mar;29(1):66-75. doi: 10.1207/S15374424jccp2901_7.
Examined the shared and unique contributions of low cognitive ability and inattention to the development of social behavior problems and peer relationships of children at the time of school entry. Kindergarten and first-grade assessments of cognitive ability, inattention and prosocial and aggressive behavior were collected for a multisite, normative sample. Sociometric assessments of peer relationships were collected at the end of first grade. Cognitive ability and inattention both contributed to the prediction of social behavior and peer relationships. Low cognitive ability was particularly predictive of prosocial skill deficits, and social behavior mediated the relation between cognitive ability and social preference. Inattention predicted both prosocial skill deficits and elevated aggressive-disruptive behavior problems. Behavior problems partially mediated the relation between inattention and social preference. Identified subgroups of children with elevated levels of inattention or low cognitive ability showed different patterns of peer problems, with low acceptance characteristic of the low cognitive ability (only) group and high dislike ratings characteristic of the inattentive and inattentive/low-ability group. Implications are discussed for the design of early intervention and prevention programs.
研究了低认知能力和注意力不集中对儿童入学时社会行为问题发展及同伴关系的共同和独特影响。收集了来自多个地点的标准化样本在幼儿园和一年级时对认知能力、注意力不集中以及亲社会和攻击性行为的评估。在一年级末收集了同伴关系的社会测量评估。认知能力和注意力不集中都有助于预测社会行为和同伴关系。低认知能力尤其能预测亲社会技能缺陷，且社会行为介导了认知能力与社会偏好之间的关系。注意力不集中既预测了亲社会技能缺陷，也预测了攻击 - 破坏性行为问题的增加。行为问题部分介导了注意力不集中与社会偏好之间的关系。确定了注意力不集中程度较高或认知能力较低的儿童亚组，他们表现出不同的同伴问题模式，低认知能力（仅）组的特点是同伴接纳度低，注意力不集中组和注意力不集中/低能力组的特点是同伴厌恶评分高。讨论了对早期干预和预防项目设计的启示。
