Olson S L
Department of Psychology, University of Michigan, Ann Arbor 48109.
J Abnorm Child Psychol. 1992 Jun;20(3):327-50. doi: 10.1007/BF00916696.
The development of impulsive-aggressive problem behavior and peer rejection was examined in sixty 4- to 5-year-old boys from low-income family backgrounds. Children's sociometric status and behavioral adjustment were assessed longitudinally at the beginning and end of the preschool year, and related to measures of peer interaction at three different points in time. Boys identified as socially rejected and aggressive in the beginning of the year were highly likely to be identified as such at the end of the year. Early in the preschool year, these children contributed to their own rejection by initiating socially aversive exchanges with peers. Although peers clearly perceived these problems, they did not reciprocate with counteraggression at first. However, as time passed, peers began to actively victimize these children, and most of the aggression on the part of victims became reactive in nature. Thus, the current findings strongly support a transactional model of the development of early peer rejection and conduct problems.
对60名来自低收入家庭背景的4至5岁男孩的冲动攻击性行为问题和同伴排斥的发展情况进行了研究。在学前学年开始和结束时，纵向评估了儿童的社会测量地位和行为适应情况，并将其与三个不同时间点的同伴互动测量结果相关联。年初被认定为被社会排斥且具有攻击性的男孩，在年末很可能仍被如此认定。在学前学年早期，这些孩子通过发起与同伴的社会厌恶交流而导致自己被排斥。尽管同伴们清楚地察觉到了这些问题，但起初他们并没有以反击来回应。然而，随着时间的推移，同伴们开始积极地欺负这些孩子，而且受害者的大多数攻击行为本质上变得具有反应性。因此，目前的研究结果有力地支持了早期同伴排斥和行为问题发展的交互模型。
