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[Social information processing in physically and relationally aggressive preschool children].

Johanna Helmsen1, Franz Petermann

  • 1Zentrum für Klinische Psychologie und Rehabilitation, Universität Bremen, Bremen. helmsen@uni-bremen.de

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Physically aggressive children show social information processing deficits, unlike relationally aggressive children. Promoting social information processing may help reduce physical aggression in preschoolers.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Childhood Aggression

Background:

  • Social information processing (SIP) is crucial for navigating social interactions.
  • Deficits in SIP are linked to aggressive behaviors in children.
  • The specific SIP deficits associated with different types of aggression (physical vs. relational) require further investigation.

Purpose of the Study:

  • To investigate social information processing (SIP) deficits in physically and relationally aggressive preschool children.
  • To determine if the SIP model adequately explains both forms of childhood aggression.

Main Methods:

  • 193 preschool children (mean age 55 months) participated.
  • Participants responded to hypothetical social scenarios.
  • Assessed SIP indicators: hostile attribution, aggressive response generation, aggression evaluation, and aggressive response selection.

Main Results:

  • Physically aggressive children exhibited significant SIP deficits, including hostile attribution and aggressive response selection.
  • Relationally aggressive children did not display notable SIP deficits.
  • Overall SIP deficits were more prevalent in physically aggressive children.

Conclusions:

  • The social information processing model does not fully account for relationally aggressive behavior.
  • Interventions promoting social information processing skills are recommended to mitigate physical aggression in preschoolers.