Séguin J R, Pihl R O, Harden P W, Tremblay R E, Boulerice B
Psychology Department, McGill University, Montréal, Québec, Canada.
J Abnorm Psychol. 1995 Nov;104(4):614-24. doi: 10.1037//0021-843x.104.4.614.
Cognitive-neuropsychological tests were given to adolescent boys (N = 177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile-lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive-neuropsychological functions.
对青少年男性（N = 177）进行了认知神经心理学测试，以调查与身体攻击相关的过程。因子分析产生了4个因子，分别代表言语学习、附带空间学习、触觉侧向能力和执行功能。在6岁、10岁、11岁和12岁时对身体攻击进行了评估，并划分出3组：稳定攻击性组、不稳定攻击性组和非攻击性组。即使在逐步分析中使用其他因子作为额外协变量，作者也仅发现执行功能因子的主效应；非攻击性男孩的表现优于稳定攻击性和不稳定攻击性男孩。协变量家庭逆境和焦虑仅与言语学习因子相关。这项研究强调了相对于其他认知神经心理功能而言，执行功能缺陷在身体攻击表达中的重要性。
