Lochman J E, Dodge K A
University of Alabama, Tuscaloosa 35487-0348, USA.
Dev Psychopathol. 1998 Summer;10(3):495-512. doi: 10.1017/s0954579498001710.
This study examined distorted self- and peer perceptions in aggressive and nonaggressive boys at preadolescent and early adolescent age levels. Subjects completed semantic differential ratings of themselves and of their peer partners following two brief dyadic discussion tasks with competitive inductions and a game-playing task with a cooperative induction. Subjects also rated their expectations for self- and peer behavior prior to the two competitive interaction tasks. Research assistants later rated videotapes of the interactions. Aggressive boys had more distorted perceptions of dyadic behavior as they overperceived aggression in their partners and underperceived their own aggressiveness. These distorted perceptions of aggression carried over for aggressive boys into the third interaction task with a cooperative induction, indicating these boys' difficulty in modulating these perceptions when the overt demand for conflict is no longer present in the situation. Results also indicated that aggressive boys' perceptions of their own behavior after the first interaction task is substantially affected by their prior expectations, in comparison to nonaggressive boys who rely more on their actual behavior to form their perceptions.
本研究考察了青春期前和青春期早期具有攻击性和无攻击性男孩对自我及同伴的认知偏差。在完成两项带有竞争诱导的简短二元讨论任务和一项带有合作诱导的游戏任务后，研究对象对自己和同伴进行了语义差异评级。研究对象还在两项竞争性互动任务之前对自己和同伴的行为期望进行了评级。之后，研究助手对互动的录像进行了评级。具有攻击性的男孩对二元行为有更多的认知偏差，因为他们高估了同伴的攻击性，而低估了自己的攻击性。这些对攻击性的认知偏差在具有攻击性的男孩身上延续到了带有合作诱导的第三个互动任务中，这表明当情境中不再有明显的冲突需求时，这些男孩在调节这些认知方面存在困难。结果还表明，与更多依赖实际行为来形成认知的无攻击性男孩相比，具有攻击性的男孩在第一次互动任务后对自己行为的认知受到其先前期望的显著影响。
