Lochman J E, Dodge K A
Department of Phychiatry, Duke University, Durham, North Carolina 27710.
J Consult Clin Psychol. 1994 Apr;62(2):366-74. doi: 10.1037//0022-006x.62.2.366.
This study examined social-cognitive processes of aggressive and nonaggressive boys at preadolescent and early adolescent age levels. The social-cognitive variables included processing of cues, attributions, social problem solving, affect labeling, outcome expectations, and perceived competence and self-worth. Results indicated that a wide range of social-cognitive processes is distorted and deficient for violent and moderately aggressive children, and that different types of social cognition contribute unique variance in discriminating among groups. Severely violent boys at both age levels had difficulties with cue recall, attributions, social problem solving, general self-worth, and a pattern of endorsing unusually positive affects that they may experience in different settings. Moderately aggressive boys shared some of the social-cognitive difficulties demonstrated by severely violent boys, but they also displayed indications that their aggression may be more planfully aimed to achieve expected outcomes. When the moderately aggressive and the violent boys differed from the nonaggressive boys on attributional biases and low perceived self-worth, a continuum existed with violent boys displaying more extreme social-cognitive dysfunctions than the moderately aggressive boys. These findings carry implications for cognitive-behavioral intervention with severely violent and moderately aggressive youths.
本研究考察了青春期前和青春期早期攻击性男孩与非攻击性男孩的社会认知过程。社会认知变量包括线索加工、归因、社会问题解决、情感标签、结果预期以及感知能力和自我价值。结果表明，暴力和中度攻击性儿童的广泛社会认知过程存在扭曲和缺陷，并且不同类型的社会认知在区分不同群体方面贡献了独特的差异。两个年龄组的严重暴力男孩在线索回忆、归因、社会问题解决、总体自我价值以及认可他们在不同情境中可能体验到的异常积极情感模式方面存在困难。中度攻击性男孩存在一些严重暴力男孩所表现出的社会认知困难，但他们也显示出其攻击行为可能更有计划地旨在实现预期结果的迹象。当中度攻击性男孩和暴力男孩在归因偏差和低自我价值感方面与非攻击性男孩不同时，存在一个连续体，暴力男孩表现出比中度攻击性男孩更极端的社会认知功能障碍。这些发现对严重暴力和中度攻击性青少年的认知行为干预具有启示意义。
