Crick N R, Werner N E
Institute of Child Development, University of Minnesota, Minneapolis 55455, USA.
Child Dev. 1998 Dec;69(6):1630-9. doi: 10.1111/j.1467-8624.1998.tb06181.x.
Response decision processes of relationally and overtly aggressive children were assessed for both boys and girls. A hypothetical-situation instrument, adapted from past research, was used to assess children's evaluations of relationally aggressive and overtly aggressive responses to both relational and instrumental conflict situations for third-through sixth-grade children (n = 1,166). Findings revealed that both overtly aggressive boys and overtly aggressive girls evaluated overtly aggressive responses to instrumental conflict situations in relatively positive ways. Further, overtly aggressive girls, but not boys, evaluated overtly aggressive responses to relational conflict situations in relatively positive ways. Additionally, relationally aggressive boys evaluated relationally aggressive responses to instrumental conflict situations in relatively positive ways. Gender differences were also obtained. Boys evaluated overt aggression more positively, whereas girls evaluated relational aggression more positively. Implications of these findings for the role of gender, situation type, response type, and aggression type for our understanding of children's social information processing are discussed.
对关系型和公然攻击型儿童的反应决策过程进行了评估，涉及男孩和女孩。采用一种根据以往研究改编的假设情境工具，来评估三至六年级儿童（n = 1166）对关系型冲突情境和工具性冲突情境中关系型攻击和公然攻击反应的评价。研究结果显示，公然攻击型男孩和公然攻击型女孩对工具性冲突情境中的公然攻击反应评价相对积极。此外，公然攻击型女孩（而非男孩）对关系型冲突情境中的公然攻击反应评价相对积极。此外，关系型攻击型男孩对工具性冲突情境中的关系型攻击反应评价相对积极。还发现了性别差异。男孩对公然攻击评价更为积极，而女孩对关系型攻击评价更为积极。讨论了这些研究结果对于性别、情境类型、反应类型和攻击类型在我们理解儿童社会信息处理中所起作用的意义。
