Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-04T21:09:27.789Z Has data issue: false hasContentIssue false

Aggression as an equifinal outcome of distinct neurocognitive and neuroaffective processes

Published online by Cambridge University Press:  11 July 2012

Lisa M. Gatzke-Kopp*
Affiliation:
Pennsylvania State University
Mark T. Greenberg
Affiliation:
Pennsylvania State University
Christine K. Fortunato
Affiliation:
Pennsylvania State University
Michael A. Coccia
Affiliation:
Pennsylvania State University
*
Address correspondence and reprint requests to: Lisa M. Gatzke-Kopp, Department of Human Development and Family Studies, 110 South Henderson, Pennsylvania State University, University Park, PA 16802; E-mail: [email protected].

Abstract

Early onset aggression precipitates a cascade of risk factors, increasing the probability of a range of externalizing and internalizing psychopathological outcomes. Unfortunately, decades of research on the etiological contributions to the manifestation of aggression have failed to yield identification of any risk factors determined to be either necessary or sufficient, likely attributable to etiological heterogeneity within the construct of aggression. Differential pathways of etiological risk are not easily discerned at the behavioral or self-report level, particularly in young children, requiring multilevel analysis of risk pathways. This study focuses on three domains of risk to examine the heterogeneity in 207 urban kindergarten children with high levels of aggression: cognitive processing, socioemotional competence and emotion processing, and family context. The results indicate that 90% of children in the high aggression group could be characterized as either low in verbal ability or high in physiological arousal (resting skin conductance). Children characterized as low verbal, high arousal, or both differed in social and emotional competence, physiological reactivity to emotion, and aspects of family-based contextual risk. The implications of this etiologic heterogeneity of aggression are discussed in terms of assessment and treatment.

Type
Articles
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baillargeon, R. H., Zoccolillo, M., Keenan, K., Cote, S., Perusse, D., Wu, H.-X., et al. (2007). Gender differences in physical aggression: A prospective population-based survey of children before and after 2 years of age. Developmental Psychology, 43, 1326.CrossRefGoogle Scholar
Baving, L., Laucht, M., & Schmidt, M. H. (2003). Frontal EEG correlates of externalizing spectrum behaviors. European Child & Adolescent Psychiatry, 42, 3642.CrossRefGoogle Scholar
Beauchaine, T. (2001). Vagal tone, development, and Gray's motivational theory: Toward an integrated model of autonomic nervous system functioning in psychopathology. Development and Psychopathology, 13, 183214.CrossRefGoogle ScholarPubMed
Beauchaine, T. P., Neuhaus, E., Brenner, S. L., & Gatzke-Kopp, L. (2008). Ten good reasons to consider biological processes in prevention and intervention research. Development and Psychopathology, 20, 745774.CrossRefGoogle ScholarPubMed
Berntson, G. G., Quigley, K. S., & Lozano, D. (2007). Cardiovascular psychophysiology. In Cacioppo, J. T., Tassinary, L. G., & Berntson, G. G. (Eds.), Handbook of psychophysiology (3rd ed., pp. 182210). New York: Cambridge University Press.CrossRefGoogle Scholar
Blair, C., Zelazo, P. D., & Greenberg, M. T. (2005). The measurement of executive function in early childhood. Developmental Neuropsychology, 28, 561571.CrossRefGoogle ScholarPubMed
Blandon, A. Y., Calkins, S. D., Keane, S. P., & O'Brien, M. (2008). Individual differences in trajectories of emotion regulation processes: The effects of maternal depressive symptomatology and children's physiological regulation. Developmental Psychology, 44, 11101123.CrossRefGoogle ScholarPubMed
Boyce, W. T., & Ellis, B. J. (2005). Biological sensitivity to context: I. An evolutionary–developmental theory of the origins and functions of stress reactivity. Development and Psychopathology, 17, 271301.CrossRefGoogle ScholarPubMed
Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test manual. Novato, CA: Academic Therapy Publications.Google Scholar
Bubier, J. L., Drabick, D. A., & Breiner, T. (2009). Autonomic functioning moderates the relations between contextual factors and externalizing behaviors among inner-city children. Journal of Family Psychology, 23, 500510.CrossRefGoogle ScholarPubMed
Buschgens, C. J., Van Aken, M. A., Swinkels, S. H., Ormel, J., Verhulst, F. C., & Buitelaar, J. K. (2010). Externalizing behaviors in preadolescents: familial risk to externalizing behaviors and perceived parenting styles. European Journal of Child and Adolescent Psychiatry, 19, 567575.CrossRefGoogle ScholarPubMed
Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12, 467488.CrossRefGoogle ScholarPubMed
Cipriano, E. A., Skowron, E. A., Gatzke-Kopp, L. M., & Van Epps, J. J. (2011). Preschool children's physiology moderate relations between violence exposure and behavioral adjustment. Child Maltreatment, 16, 105215.CrossRefGoogle Scholar
Conduct Problems Prevention Research Group. (1990). Teacher Social Competence Scale. Retrieved from http://www.fasttrackproject.orgGoogle Scholar
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631647.CrossRefGoogle Scholar
Crnic, K. A. (1983). Inventory of Parent Experiences. Unpublished manuscript, Pennsylvania State University.Google Scholar
Crowell, S. E., Beauchaine, T. P., Gatzke-Kopp, L., Sylvers, P., Mead, H., & Chipman-Chacon, J. (2006). Autonomic correlates of attention-deficit/hyperactivity disorder and oppositional defiant disorder in preschool children. Journal of Abnormal Psychology, 115, 174178.CrossRefGoogle ScholarPubMed
Davis, H. L., & Pratt, C. (1996). The development of children's theory of mind: The working memory explanation. Australian Journal of Psychology, 47, 2531.CrossRefGoogle Scholar
Dearing, K. F., Hubbard, J. A., Ramsden, S. R., Parker, E. H., Relyea, N., Smithmyer, C. M., et al. (2002). Children's self-reports about anger regulation: Direct and indirect links to social preference and aggression. Merrill–Palmer Quarterly, 48, 308336.CrossRefGoogle Scholar
Del Giudice, M., Ellis, B. J., & Shirtcliff, E. A. (2011). The adaptive calibration model of stress responsivity. Neuroscience and Biobehavioral Reviews, 35, 15621592.CrossRefGoogle ScholarPubMed
Denham, S., Bouril, B., & Belouad, F. (1994). Preschoolers’ affect and cognition about challenging peer situations. Child Study Journal, 24, 121.Google Scholar
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years of age. Science, 333, 959964.CrossRefGoogle Scholar
Diamond, A., & Taylor, C. (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and to do as I say, not as I do. Developmental Psychobiology, 29, 315334.3.0.CO;2-T>CrossRefGoogle Scholar
Dodge, K. A., Malone, P. S., Greenberg, M. T., & The Conduct Problems Prevention Research Group. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 97, 10071027.Google Scholar
DuPaul, G. (1991). Parent and teacher ratings of ADHD symptoms: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology, 20, 245253.CrossRefGoogle Scholar
Evans, G. W. (2003). A multimethodological analysis of cumulative risk and allostatic load among rural children. Developmental Psychology, 39, 924933.CrossRefGoogle ScholarPubMed
Fowles, D. C., Christie, M. J., Edelberg, R., Grings, W. W., Lykken, D. T., & Venables, P. H. (1981). Committee report: Publication recommendations for electrodermal measurements. Psychophysiology, 18, 232239.CrossRefGoogle ScholarPubMed
Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483527.CrossRefGoogle Scholar
Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at Head Start. Developmental Psychology, 47, 404416.CrossRefGoogle ScholarPubMed
Gatzke-Kopp, L. M., Raine, A., Loeber, S., Stouthamer-Loeber, M., & Steinhauer, S. R. (2002). Serious delinquent behavior, sensation-seeking and electrodermal arousal. Journal of Abnormal Child Psychology, 30, 477486.CrossRefGoogle ScholarPubMed
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581586.CrossRefGoogle ScholarPubMed
Greenberg, M. T., Kusche, C. A., & Speltz, M. (1991). Emotional regulation, self-control and psychopathology: The role of relationships in early childhood. In Cicchetti, D. & Toth, S. (Eds.), Rochester symposia on developmental psychopathology: Vol. 2. Internalizing and externalizing expressions of dysfunction (pp. 2155). New York: Cambridge University Press.Google Scholar
Greenberg, M. T., Speltz, M., DeKlyen, M., & Jones, K. (2001). Correlates of clinic referral for early conduct problems: Variable- and person-oriented approaches. Development and Psychopathology, 13, 255276.CrossRefGoogle ScholarPubMed
Haller, J., Makara, G. B., & Kruk, M. R. (1998). Catecholaminergic involvement in the control of aggression: Hormones, the peripheral sympathetic, and central noradrenergic systems. Neuroscience and Biobehavioral Reviews, 22, 8597.CrossRefGoogle ScholarPubMed
Halperin, J. M., Schulz, K. P., McKay, K. E., Sharma, V., & Newcorn, J. (2003). Familial correlates of central serotonin function in children with disruptive behavior disorders. Psychiatry Research, 119, 205216.CrossRefGoogle ScholarPubMed
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127155.CrossRefGoogle ScholarPubMed
Isen, J., Raine, A., Baker, L., Dawson, M., Besdijian, S., & Lozano, D. I. (2010). Sex-specific association between psychopathic traits and electrodermal reactivity in children. Journal of Abnormal Psychology, 119, 216225.CrossRefGoogle ScholarPubMed
Laine, C. M., Spitler, K. M., Mosher, C. P., & Gothard, K. M. (2009). Behavioral triggers of skin conductance responses and their neural correlates in the primate amygdala. Journal of Neurophysiology, 101, 17491754.CrossRefGoogle ScholarPubMed
Liberman, M. D., Eisenberger, N. I., Crockett, M. J., Tom, S. M., Pfeifer, J. H., & Way, D. M. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Psychological Science, 18, 421428.CrossRefGoogle Scholar
Lipschitz, D. S., Morgan, C. A., & Southwick, S. M. (2002). Neurobiological disturbances in youth with childhood trauma and in youth with conduct disorder. Journal of Aggression, Maltreatment and Trauma, 6, 149174.CrossRefGoogle Scholar
Meyer-Lindenberg, A., Buckholtz, J. W., Kolachana, B., Hariri, A. R., Pezawas, L., Blasi, G., et al. (2006). Neural mechanisms of genetic risk for impulsivity and violence in humans. Proceedings of the National Academy of Sciences, 103, 62696274.CrossRefGoogle ScholarPubMed
Murry-Close, D., Hoza, B., Hinshaw, S. P., Arnold, L. E., Swanson, J., Jensen, P. S., et al. (2010). Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in the Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles. Development and Psychopathology, 22, 785802.CrossRefGoogle Scholar
Neitzel, C., & Stright, A. D. (2003). Mother's scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17, 147159.CrossRefGoogle ScholarPubMed
Ohman, A., & Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning. Psychological Review, 108, 483522.CrossRefGoogle ScholarPubMed
Olson, S. L., Lopez-Duran, N., Lunkenheimer, E. S., Chang, H., & Sameroff, A. J. (2011). Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting. Development and Psychopathology, 23, 253266.CrossRefGoogle ScholarPubMed
Peterson, C. K., Shackman, A. J., & Harmon-Jones, E. (2008). The role of asymmetrical frontal cortical activity in aggression. Psychophysiology, 45, 8692.CrossRefGoogle ScholarPubMed
Porges, S. W. (2001). The polyvagal theory: Phylogenetic substrates of social nervous system. International Journal of Psychophysiology, 42, 123146.CrossRefGoogle ScholarPubMed
Porges, S. W. (2007). A phylogenetic journey through the vague and ambiguous Xth cranial nerve: A commentary on contemporary heart rate variability research. Biological Psychology, 74, 301307.CrossRefGoogle ScholarPubMed
Radloff, L. (1977). The CES-D Scale: A self-report depression scale for research in the general population. Journal of Applied Psychological Measurement, 1, 385401.CrossRefGoogle Scholar
Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L. M., Lynam, D., Reynolds, C., et al. (2006). The Reactive–Proactive Aggression Questionnaire (RPQ): Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32, 159171.CrossRefGoogle ScholarPubMed
Ribordy, S., Camras, L., Stafani, R., & Spacarelli, S. (1988). Vignettes for emotion recognition research and affective therapy with children. Journal of Clinical Child Psychology, 17, 322325.CrossRefGoogle Scholar
Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York: Wiley.CrossRefGoogle Scholar
Rudolph, K. D., Troop-Gordon, W., & Granger, D. A. (2010). Peer victimization and aggression: Moderation by individual differences in salivary cortisol and alpha amylase. Journal of Abnormal Child Psychology, 38, 843856.CrossRefGoogle ScholarPubMed
Santesso, D. L., Reker, D. L., Schmidt, L. A., & Segalowitz, S. J. (2006). Frontal electroencephalogram activation asymmetry, emotional intelligence, and externalizing behaviors in 10-year-old children. Child Psychiatry and Human Development, 36, 311328.CrossRefGoogle Scholar
Schafer, J. L. (1997). Analysis of incomplete multivariate data. London: Chapman & Hall.CrossRefGoogle Scholar
Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147177.CrossRefGoogle ScholarPubMed
Schultz, D., Izard, C. E., & Ackerman, B. P. (2000). Children's emotion biases: Relations to family environment and social adjustment. Social Development, 9, 284301.CrossRefGoogle Scholar
Seguin, J. R., Parent, S., Tremblay, R. E., & Zelazo, P. D. (2009). Different neurocognitive functions regulating physical aggression and hyperactivity in early childhood. Journal of Child Psychology and Psychiatry, 50, 679687.CrossRefGoogle ScholarPubMed
Singer, J. D. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23, 323355.CrossRefGoogle Scholar
Speltz, M. L., DeKlyen, M., Calderon, R., Greenberg, M. T., & Fisher, P. A. (1999). Neuropsychological characteristics and test behaviors of boys with early onset conduct problems. Journal of Abnormal Psychology, 108, 315325.CrossRefGoogle ScholarPubMed
Sutton, S. K., & Davidson, R. J. (1997). Prefrontal brain asymmetry: A biological substrate of the behavioral approach and inhibition systems. Psychological Science, 8, 204210.CrossRefGoogle Scholar
Tranel, D., & Damasio, H. (1994). Neuroanatomical correlates of electrodermal skin conductance responses. Psychophysiology, 31, 427438.CrossRefGoogle ScholarPubMed
Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion, 7, 7788.CrossRefGoogle ScholarPubMed
Utendale, W. T., & Hastings, P. D. (2011). Developmental changes in the relations between inhibitory control and externalizing problems during early childhood. Infant and Child Development, 20, 181.CrossRefGoogle Scholar
Vygotsky, L. S. (1972). Thought and language. Cambridge, MA: MIT Press.Google Scholar
Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585602.CrossRefGoogle ScholarPubMed
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock–Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.Google Scholar