Objective: It was examined whether physically and relationally aggressive children exhibit deficits in social information processing.
Method: 193 preschool children (mean age: 55 months) were presented with hypothetical social situations in order to assess responses that indicate deficient social information processing (hostile attribution of intent, generation of aggressive responses, positive evaluation of aggression and aggressive response selection).
Results: Physically aggressive children attributed more hostile intent, generated more aggressive responses, selected more aggressive reactions and had more overall deficits in social information processing than children who were not physically aggressive. Relationally aggressive children, on the other hand, did not show any problems in social information processing.
Conclusions: The social information processing model does not explain relationally aggressive behavior. To prevent or reduce physical aggression, social information processing should be promoted among children of preschool age.
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| http://dx.doi.org/10.1024/1422-4917/a000034 | DOI Listing |
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Article Synopsis
- Early childhood relationships with caregivers and peers are crucial for social development, but the impact of childhood aggression on these relationships is under-researched.
- In a study with 114 preschool children, it was found that relational aggression led to better teacher-child closeness and more positive peer interactions, while physical aggression resulted in negative outcomes like peer rejection.
- The findings suggest that relational aggression may not always harm relationships and can even have some favorable effects, challenging the typical belief that all forms of aggression are detrimental to relationship quality.
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