Egan S K, Monson T C, Perry D G
Department of Psychology, Florida Atlantic University, Boca Raton 33431, USA.
Dev Psychol. 1998 Sep;34(5):996-1006. doi: 10.1037//0012-1649.34.5.996.
This study examined whether social cognitions that have been assumed to influence aggression actually forecast change in aggressive habits over time. Participants were 189 3rd- through 7th-grade boys and girls; data on social cognitions and social behaviors were collected in the fall and spring of the school year. Aggression-encouraging cognitions assessed in the fall indeed promoted aggression over the school year, but such developments hinged critically on child sex and on initial (fall) levels of aggression and victimization. Results illustrate the principle that cognitions affect behavioral development mainly when the child's transactions with the social environment support the use of the cognitions as guides for behavior.
本研究探讨了那些被认为会影响攻击性的社会认知是否真的能预测攻击性行为习惯随时间的变化。研究参与者为189名三至七年级的男女生；在学年的秋季和春季收集了关于社会认知和社会行为的数据。秋季评估的鼓励攻击性行为的认知确实在整个学年促进了攻击性行为，但这种发展关键取决于儿童的性别以及攻击行为和受欺负行为的初始（秋季）水平。研究结果说明了这样一个原则：认知主要在儿童与社会环境的互动支持将认知用作行为指导时，才会影响行为发展。
