a Department of Clinical Child and Family Studies, and Amsterdam Public Health , Vrije Universiteit Amsterdam , Amsterdam , The Netherlands.
b Department of Child and Adolescent Studies, Utrecht University, and Department of Psychiatry , University Medical Center Utrecht , Utrecht , The Netherlands.
Child Neuropsychol. 2019 Jul;25(5):573-598. doi: 10.1080/09297049.2018.1495186. Epub 2018 Jul 16.
Executive Functions (EFs) have been associated with aggression in children and adolescents. EFs as higher-order cognitive abilities are assumed to affect cognitive functions such as Social Information Processing (SIP). We explored SIP skills as a mediating mechanism linking EFs to aggression in adolescents with mild to borderline intellectual disability (MBID with IQ from 50-84), a high risk group for aggressive behaviors and EF impairments. A total of 153 adolescents (M = 15.24, SD = 1.35; 54% male) with MBID participated. Focused attention, behavioral inhibition, and working memory were tested with multiple neurocognitive tasks to define latent EF constructs. Participants responded to a video-based SIP task. A latent construct for aggression was defined by caretaker, teacher, and adolescent self-reports of aggression (Child Behavior Check List, Teacher Report Form, and Youth Self Report). Structural equation modeling was performed to test mediation. Results were consistent with mediation of the relation between focused attention and aggression by SIP, namely via hostile interpretations and self-efficacy for aggression. Behavioral inhibition was linked to aggression, but this relation was not mediated by SIP. The relation between working memory and aggression was mediated by SIP, namely via hostile interpretations, aggressive response generation and via self-efficacy for aggressive responses. Bearing the cross-sectional design in mind, support was found for SIP skills as a mechanism linking EFs, in particular focused attention and working memory, to aggression, providing a viable explanation for the high vulnerability of adolescents with MBID for aggression.
执行功能 (EFs) 与儿童和青少年的攻击性有关。EFs 作为高阶认知能力，被认为会影响社会信息处理 (SIP) 等认知功能。我们探索了 SIP 技能作为一种中介机制，将 EFs 与轻度至边缘智力障碍 (MBID，智商在 50-84 之间) 青少年的攻击性联系起来，MBID 青少年是具有攻击性行为和 EF 损伤高风险的群体。共有 153 名 MBID 青少年 (M = 15.24, SD = 1.35; 54% 为男性) 参与了研究。使用多种神经认知任务测试集中注意力、行为抑制和工作记忆，以定义潜在的 EF 结构。参与者对基于视频的 SIP 任务做出反应。通过看护者、教师和青少年自身的攻击性报告 (儿童行为检查表、教师报告表和青少年自我报告) 来定义攻击性的潜在结构。使用结构方程模型来测试中介作用。结果与集中注意力和 SIP 之间的关系通过 SIP 进行中介，即通过敌对解释和攻击性的自我效能来中介，这一结果是一致的。行为抑制与攻击性有关，但这种关系不是通过 SIP 来中介的。工作记忆与攻击性的关系通过 SIP 进行中介，即通过敌对解释、攻击性反应生成和攻击性反应的自我效能来中介。考虑到横截面设计，支持 SIP 技能作为将 EFs（特别是集中注意力和工作记忆）与攻击性联系起来的一种机制，为 MBID 青少年具有高攻击性易感性提供了一种可行的解释。
