Citation

Lansford JE, Malone PS, Dodge KA, Crozier JC, Pettit GS, Bates JE. J. Abnorm. Child Psychol. 2006; 34(5): 715-724.

Affiliation

Center for Child and Policy, Duke University, Durham, NC 27708, USA. lansford@duke.edu

Copyright

(Copyright © 2006, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10802-006-9057-4

PMID

17053997

PMCID

PMC2753429

Abstract

This study investigated how discrete social information processing (SIP) steps may combine with one another to create distinct groups of youth who are characterized by particular patterns of SIP. SIP assessments were conducted on a community sample of 576 children in kindergarten, with follow-up assessments in grades 3, 8, and 11. At each age, four profiles were created, representing youth with no SIP problems, with early step SIP problems (encoding or making hostile attributions), with later step SIP problems (selecting instrumental goals, generating aggressive responses, or evaluating aggression positively), and with pervasive SIP problems. Although patterns of SIP problems were related to concurrent externalizing during elementary school, the consistency between cognition and future externalizing behavior was not as strong in elementary school as it was between grades 8 and 11. In some cases, youth characterized by the co-occurrence of problems in early and later SIP steps had higher externalizing scores than did youth characterized by problems in just one or the other.

Language: en