一项关于社会信息处理问题模式与外化行为的12年前瞻性研究。
A 12-year prospective study of patterns of social information processing problems and externalizing behaviors.
作者信息
Lansford Jennifer E, Malone Patrick S, Dodge Kenneth A, Crozier Joseph C, Pettit Gregory S, Bates John E
机构信息
Center for Child and Policy, Duke University, Durham, NC 27708, USA.
出版信息
J Abnorm Child Psychol. 2006 Oct;34(5):715-24. doi: 10.1007/s10802-006-9057-4.
This study investigated how discrete social information processing (SIP) steps may combine with one another to create distinct groups of youth who are characterized by particular patterns of SIP. SIP assessments were conducted on a community sample of 576 children in kindergarten, with follow-up assessments in grades 3, 8, and 11. At each age, four profiles were created, representing youth with no SIP problems, with early step SIP problems (encoding or making hostile attributions), with later step SIP problems (selecting instrumental goals, generating aggressive responses, or evaluating aggression positively), and with pervasive SIP problems. Although patterns of SIP problems were related to concurrent externalizing during elementary school, the consistency between cognition and future externalizing behavior was not as strong in elementary school as it was between grades 8 and 11. In some cases, youth characterized by the co-occurrence of problems in early and later SIP steps had higher externalizing scores than did youth characterized by problems in just one or the other.
本研究调查了离散社会信息加工（SIP）步骤如何相互结合，以形成具有特定SIP模式特征的不同青少年群体。对576名幼儿园儿童的社区样本进行了SIP评估，并在三年级、八年级和十一年级进行了随访评估。在每个年龄段，创建了四种类型，分别代表没有SIP问题的青少年、有早期步骤SIP问题（编码或做出敌意归因）的青少年、有后期步骤SIP问题（选择工具性目标、产生攻击性反应或对攻击持积极评价）的青少年以及有普遍SIP问题的青少年。虽然SIP问题模式与小学阶段同时出现的外化行为有关，但小学阶段认知与未来外化行为之间的一致性不如八年级和十一年级之间那么强。在某些情况下，以早期和后期SIP步骤同时出现问题为特征的青少年，其外化得分高于仅以其中一个或另一个问题为特征的青少年。
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