Gouze K R
J Abnorm Child Psychol. 1987 Jun;15(2):181-97. doi: 10.1007/BF00916348.
This study examined the relationship between two cognitive processing variables--attention and social problem solving--and aggression in preschool-age boys. The 43 participants were administered two selective attention tasks that assess children's tendency to focus on aggressive versus cooperative social situations, the Preschool Interpersonal Problem Solving Test developed by Shure and Spivack, and the information and block design subtests of the Wechsler Preschool and Primary Scale of Intelligence. Aggressive behavior was measured by teacher ratings and observational data. Results indicated that, in contrast to their nonaggressive peers, aggressive preschool boys tend to focus their attention on aggressive social interactions in their environment. They also provide aggressive solutions to hypothetical interpersonal conflict situations more often than their less aggressive peers. Intelligence does not appear to play a mediating role in these relationships. Implications of these results for understanding and remediating aggressive behavior in young boys are discussed.
本研究考察了两个认知加工变量——注意力和社会问题解决能力——与学龄前男孩攻击行为之间的关系。43名参与者接受了两项选择性注意力任务，这些任务评估儿童关注攻击性与合作性社会情境的倾向、由舒尔和斯皮瓦克开发的学龄前人际问题解决测试，以及韦氏学龄前及初小儿童智力量表的信息和积木设计子测验。攻击行为通过教师评分和观察数据来衡量。结果表明，与非攻击性同伴相比，攻击性学龄前男孩倾向于将注意力集中在周围环境中的攻击性社会互动上。他们也比攻击性较弱的同伴更频繁地为假设的人际冲突情境提供攻击性解决方案。智力似乎在这些关系中不发挥中介作用。讨论了这些结果对理解和纠正幼儿攻击行为的意义。
