Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-29T11:44:08.187Z Has data issue: false hasContentIssue false
  • English
  • Français

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Published online by Cambridge University Press:  09 August 2006

KENNETH A. DODGE
KENNETH A. DODGE
Affiliation:
Duke University
Get access Rights & Permissions [Opens in a new window]

Abstract

A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.

Type
Research Article
Information
Development and Psychopathology , Volume 18 , Issue 3 , September 2006 , pp. 791 - 814
Copyright
© 2006 Cambridge University Press

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

REFERENCES

Adams, R. B., Jr., Gordon, H. L., Baird, A. A., Ambady, N., & Kleck, R. E. (2003). Effects of gaze on amygdala sensitivity to anger and fear faces. Science, 300, 1536.Google Scholar
Anderson, D. A. (1999). The aggregate burden of crime. Journal of Law and Economics, 42, 611–642.Google Scholar
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice–Hall.
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3, 193–209.Google Scholar
Barefoot, J. C., Dodge, K. A., Peterson, B. L., Dahlstrom, W. G., & Williams, R. B., Jr. (1989). The Cook–Medley hostility scale: Item content and ability to predict survival. Psychosomatic Medicine, 51, 46–57.Google Scholar
Berkowitz, L. (1963). Aggression: A social psychological analysis. New York: McGraw–Hill.
Björkqvist, K., & Österman, K. (2001). At what age do children learn to discriminate between act and actor? Perceptual and Motor Skills, 92, 171–176.Google Scholar
Bowlby, J. (1973). Attachment and loss: Vol. 2. Separation. New York: Basic Books.
Bowlby, J. (1980). Attachment and loss: Vol. 3. Loss. New York: Basic Books.
Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment (2nd ed.). New York: Basic Books.
Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Tavistock/Routledge.
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, 271–301.Google Scholar
Bretherton, I. (1999). Updating the “internal working model” construct: Some reflections. Attachment and Human Development, 3, 343–357.Google Scholar
Bruner, J. S. (1957). On perceptual readiness. Psychological Review, 64, 123–152.Google Scholar
Bugental, D. B., Ellerson, P. C., Lin, E. K., Rainey, B., Kokotovic, A., & O'Hara, N. (2002). A cognitive approach to child abuse prevention. Journal of Family Psychology, 16, 243–258.Google Scholar
Burks, V. S., Dodge, K. A., Price, J. M., & Laird, R. D. (1999). Internal representational models of peers: Implications for the development of problematic behavior. Developmental Psychology, 35, 802–810.Google Scholar
Burks, V. S., Laird, R. D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1999). Knowledge structures, social information processing, and children's aggressive behavior. Social Development, 8, 220–236.Google Scholar
Buss, A. H. (1966). Instrumentality of aggression, feedback, and frustration as determinants of physical aggression. Journal of Personality and Social Psychology, 3, 153–162.Google Scholar
Cantor, N., & Kihlstrom, J. F. (Eds.). (1981). Personality, cognition, and social interaction. Hillsdale, NJ: Erlbaum.
Cantor, N., & Kihlstrom, J. F. (1982). Cognitive and social processes in personality. In G. T. Wilson & C. Franks (Eds.), Contemporary behavior therapy (pp. 142–201). New York: Guilford Press.
Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., et al. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297, 851–854.Google Scholar
Cassidy, J., Kirsh, S. J., Scolton, K., & Parke, R. D. (1996). Attachment and representations of peer relationships. Developmental Psychology, 32, 892–904.Google Scholar
Cervone, D., & Shoda, Y. (1999). The coherence of personality: Social–cognitive bases of consistency, variability, and organization. New York: Guilford Press.
Chandler, M. J., Greenspan, S., & Barenboim, C. (1974). Assessment and training of role-taking and referential communication skills in institutionalized emotionally disturbed children. Developmental Psychology, 10, 546–553.Google Scholar
Clore, G. L., Schwarz, N. S., & Conway, M. (1994). Affective causes and consequences of social information processing. In R. S. Wyer, Jr., & T. K. Srull (Eds.), Handbook of social cognition: Vol. 1. Basic processes (pp. 323–477). Hillsdale, NJ: Erlbaum.
Cohen, M. A. (1998). The monetary value of saving a high-risk youth. Journal of Quantitative Criminology, 14, 5–33.Google Scholar
Comodeca, M., & Goossens, F. A. (2004). Aggression, social cognitions, anger and sadness in bullies and victims. Development and Psychopathology, 14, 186–197.Google Scholar
Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders: The FAST Track Program. Development and Psychopathology, 4, 509–527.Google Scholar
Conduct Problems Prevention Research Group. (2002a). Evaluation of the first three years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–35.Google Scholar
Conduct Problems Prevention Research Group. (2002b). Using the Fast Track Randomized Prevention Trial to test the early starter model of the development of serious conduct problems. Development and Psychopathology, 14, 927–945.Google Scholar
Costanzo, P. R., & Dix, T. H. (1983). Beyond the information processed: Socialization in the development of attributional processes. In E. T. Higgins, N. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development: A sociocultural perspective (pp. 63–81). Cambridge: Cambridge University Press.
Costanzo, P. R., Grumet, J. F., & Brehm, S. S. (1974). The effects of choice and source of constraint on children's attributions of preference. Journal of Experimental Social Psychology, 10, 352–364.Google Scholar
Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993–1002.Google Scholar
Darley, J. M., & Fazio, R. H. (1980). Expectancy confirmation processes arising in the social interaction sequence. American Psychologist, 35, 867–881.Google Scholar
Darley, J. M., Klossen, E. C., & Zanna, M. P. (1978). Intentions and their contexts in the moral judgments of children and adults. Child Development, 49, 66–74.Google Scholar
Dawes, R. M. (1964). Social selection based on multidimensional criteria. Journal of Abnormal and Social Psychology, 68, 104–109.Google Scholar
De Castro, B. O., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73, 916–934.Google Scholar
De Quervain, D. J.-F., Fischbacher, U., Treyer, V., Schellhammer, M., Schnyder, U., Buck, A., et al. (2004). The neural basis of altruistic punishment. Science, 305, 1254–1258.Google Scholar
Dell Fitzgerald, P., & Asher, S. R. (1987). Aggressive-rejected children's attributional biases about liked and disliked peers. Paper presented at the 95th Annual Convention of the American Psychological Association, New York.
Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5–18.Google Scholar
Dodge, K. A. (1980). Social cognition and children's aggressive behavior. Child Development, 51, 162–170.Google Scholar
Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 201–218). Hillsdale, NJ: Erlbaum.
Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678–1683.Google Scholar
Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1146–1158.Google Scholar
Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 719–788). New York: Wiley.
Dodge, K. A., & Frame, C. L. (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–635.Google Scholar
Dodge, K. A., Laird, R., Lochman, J. E., Zelli, A., & CPPRG. (2002). Multidimensional latent-construct analysis of children's social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14, 60–73.Google Scholar
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., et al. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.Google Scholar
Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106, 37–51.Google Scholar
Dodge, K. A., Murphy, R. R., & Buchsbaum, K. (1984). The assessment of intention-cue detection skills in children: Implications for developmental psychopathology. Child Development, 55, 163–173.Google Scholar
Dodge, K. A., & Newman, J. P. (1981). Biased decision-making processes in aggressive boys. Journal of Abnormal Psychology, 90, 375–379.Google Scholar
Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349–371.Google Scholar
Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104, 632–643.Google Scholar
Dodge, K. A., Pettit, G. S., McClaskey, C. L., & Brown, M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51(Serial No. 213).Google Scholar
Dodge, K. A., & Price, J. M. (1994). On the relation between social information processing and socially competent behavior in early school-aged children. Child Development, 65, 1385–1397.Google Scholar
Dodge, K. A., Price, J. M., Bachorowski, J. A., & Newman, J. P. (1990). Hostile attributional biases in severely aggressive adolescents. Journal of Abnormal Psychology, 99, 385–392.Google Scholar
Dodge, K. A., & Somberg, D. R. (1987). Hostile attributional biases among aggressive boys are exacerbated under conditions of threats to the self. Child Development, 58, 213–224.Google Scholar
Dodge, K. A., & Tomlin, A. (1987). Cue utilization as a mechanism of attributional bias in aggressive children. Social Cognition, 5, 280–300.Google Scholar
Dollard, J., Doob, L. W., Miller, N. E., Mowrer, O. H., & Sears, R. R. (1939). Frustration and aggression. New Haven, CT: Yale University Press.
Dyck, R. J., & Rule, B. G. (1978). Effect of retaliation on causal attributions concerning attack. Journal of Personality and Social Psychology, 36, 521–529.Google Scholar
Ellis, B. J., Essex, M. J., & Boyce, W. T. (2005). Biological sensitivity to context: II. Empirical explorations of an evolutionary-developmental theory. Development and Psychopathology, 17, 303–328.Google Scholar
Epstein, S., & Taylor, S.P. (1967). Instigation to aggression as a function of degree of defeat and perceived aggressive intent of the opponent. Journal of Personality, 35, 265–289.Google Scholar
Feldman, E., & Dodge, K. A. (1987). Social information processing and sociometric status: Sex, age, and situational effects. Journal of Abnormal Child Psychology, 15, 211–227.Google Scholar
Fenigstein, A. (1979). Self-consciousness, self-attention, and social interaction. Journal of Personality and Social Psychology, 37, 75–86.Google Scholar
Feshbach, S. (1970). Aggression. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (pp. 159–259). New York: Wiley.
Festinger, L. (1957). A theory of cognitive dissonance. Evanston, IL: Row Peterson.
Flavell, J. H., & Miller, P. H. (1998). Social cognition. In Handbook of child psychology (pp. 851–898). New York: Wiley.
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48, 26–34.Google Scholar
Graham, S., & Hudley, C. (1994). Attributions of aggressive and nonaggressive African-American male early adolescents: A study of construct accessibility. Developmental Psychology, 30, 365–373.Google Scholar
Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African-American and Latino young adolescents. Developmental Psychology, 28, 731–740.Google Scholar
Graham, S., & Juvonen, J. (1998). Self-blame and peer victimization in middle school: An attributional analysis. Developmental Psychology, 34, 587–599.Google Scholar
Guerra, N. G., & Slaby, R. G. (1990). Cognitive mediators of aggression in adolescent offenders: 2. Intervention. Developmental Psychology, 26, 269–277.Google Scholar
Gurwitz, S. B., & Dodge, K. A. (1975). Adults' evaluations of a child as a function of sex of adult and sex of child. Journal of Personality and Social Psychology, 32, 822–828.Google Scholar
Hartup, W. W. (1974). Aggression in childhood: Developmental perspectives. American Psychologist, 29, 336–341.Google Scholar
Hartup, W. W., & deWit, J. (1974). The development of aggression: Problems and perspectives. In J. DeWit & W. W. Hartup (Eds.), Determinants and origins of aggressive behavior (pp. 595–615). The Hague: Mouton.
Hay, D. F. (2005). The beginnings of aggression in infancy. In R. E. Tremblay, W. W. Hartup, & J. Archer (Eds.), Developmental origins of aggression (pp. 107–132). New York: Guilford Press.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Higgins, E. T. (1990). Personality, social psychology, and person–situation relations: Standards and knowledge activation as a common language. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 301–338). New York: Guilford Press.
Hochberg, J. (1970). Attention, organization, and consciousness. In D. I. Mustofsky (Ed.), Attention: Contemporary theory and analysis (pp. 99–124). New York: Appleton–Century–Crofts.
Hubbard, J. A., Dodge, K. A., Cillessen, A. H., Coie, J. D., & Schwartz, D. (2001). The dyadic nature of social information processing in boys' reactive and proactive aggression. Journal of Personality and Social Psychology, 80, 268–280.Google Scholar
Hudley, C. A., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African-American boys. Child Development, 64, 124–138.Google Scholar
Huesmann, L. R. (1988). An information-processing model for the development of aggression. Aggressive Behavior, 14, 13–24.Google Scholar
Jones, E. E., & Davis, K. E. (1965). From acts to dispositions: The attribution process in person perception. Advanced Experimental Social Psychology, 2, 219–276.Google Scholar
Jones, E. E., & Nisbett, R. E. (1971). The actor and the observer: Divergent perceptions of the causes of behavior. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R.E. Nisbett, S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 79–94). Morristown, NJ: General Learning Press.
Jones, E. E., Kanouse, D. E., Kelley, H. H., Nisbett, R. E., Valins, S., & Weiner, B. (Eds.). (1971). Attribution: Perceiving the causes of behavior. Morristown, NJ: General Learning Press.
Kahneman, D., & Tversky, A. (1973). On the psychology of prediction. Psychological Review, 80, 237–251.Google Scholar
Kahneman, D., & Tversky, A. (1982). The simulation heuristic. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases. New York: Cambridge University Press.
Kanouse, D. E., & Hanson, L.R. (1971). Negativity in evaluations. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R. E. Nisbett, S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 47–62). Morristown, NJ: General Learning Press.
Kelley, H. H. (1971). Attribution in social interaction. In E. E. Jones & H. H. Kelley (Eds.), Causal schemata and the attribution process. Morristown, NJ: General Learning Press.
Kenny, D. A. (1994). Interpersonal perception: A social relations analysis. New York: Guilford Press.
Knutson, B. (2004). Sweet revenge? Science, 305, 1246–1247.Google Scholar
Kogan, N., & Wallach, M. (1967). Risk taking as a function of the situation, the person, and the group. New Directions in Psychology, III. New York: Holt, Rinehart, & Winston.
Lemerise, E. A., & Dodge, K. A. (2000). The development of anger and hostile interactions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 594–606). New York: Guilford Press.
Lochman, J. E. (1987). Self- and peer perceptions and attributional biases of aggressive and nonaggressive boys in dyadic interactions. Journal of Consulting and Clinical Psychology, 55, 404–410.Google Scholar
Lochman, J. E., & Dodge, K. A. (1998). Distorted perceptions in dyadic interactions of aggressive and nonaggressive boys: Effects of prior expectations, context, and boys' age. Development and Psychopathology, 10, 495–512.Google Scholar
Lochman, J. E., Lampron, L. B., & Rabiner, D. L. (1989). Format and salience effects in the social problem-solving of aggressive and nonaggressive boys. Journal of Clinical Child Psychology, 18, 230–236.Google Scholar
Lorenz, K. (1966). On aggression. New York: Harcourt.
MacBrayer, E. K., Milich, R., & Hundley, M. (2003). Attributional biases in aggressive children and their mothers. Journal of Abnormal Psychology, 112, 698–708.Google Scholar
Mackie, D. M., & Hamilton, D. L. (Eds.). (1993). Affect, cognition, and stereotyping: Interactive processes in group perception. New York: Academic Press.
Markus, H. (1977). Self-schemata and processing of information about the self. Journal of Personality and Social Psychology, 35, 63–78.Google Scholar
Mayer, J. D., & Hanson, E. (1995). Mood-congruent judgment over time. Personality and Social Psychology Bulletin, 21, 237–244.Google Scholar
McClure, S. M., Laibson, D. I., Loewenstein, G., & Cohen, J. D. (2004). Separate neural systems value immediate and delayed monetary rewards. Science, 306, 503–507.Google Scholar
McCrae, R. R., & Costa, P. T., Jr. (1997). Personality trait structure as a human universal. American Psychologist, 52, 509–516.Google Scholar
Milich, R., & Dodge, K. A. (1984). Social information processing in child psychiatric populations. Journal of Abnormal Child Psychology, 12, 471–489.Google Scholar
Mischel, W. (1999). Personality coherence and dispositions in a cognitive–affective personality system (CAPS) approach. In D. Cervone & Y. Shoda (Eds.), The coherence of personality: Social–cognitive bases of consistency, variability, and organization (pp. 37–60). New York: Guilford Press.
Monteith, M. J., Sherman, J., & Devine, P. G. (1998). Suppression as a stereotype control strategy. Personality and Social Psychology Review, 2, 63–82.Google Scholar
Moyer, K. (1976). The psychobiology of aggression. New York: Harper & Row.
Nasby, W., Hayden, B., & DePaulo, B. M. (1980). Attributional bias among aggressive boys to interpret unambiguous social stimuli as displays of hostility. Journal of Abnormal Psychology, 89, 459–468.Google Scholar
Neimark, E. D. (1982). Adolescent thought: Transitions to formal operations. In B. B. Wolman & G. Stricker (Eds.), Handbook of developmental psychology (pp. 486–502). Englewood Cliffs, NJ: Prentice–Hall.
Nisbett, R. E., & Cohen, D. (1996). Culture of honor: The psychology of violence in the South. Boulder, CO: Westview Press.
Nix, R. L., Pinderhughes, E. E., Dodge, K. A., Bates, J. E., Pettit, G. S., & McFadyen-Ketchum, S. A. (1999). The relation between mothers' hostile attribution tendencies and children's externalizing behavior problems: The mediating role of mothers' harsh discipline practices. Child Development, 70, 896–909.Google Scholar
Pastore, N. (1952). The role of arbitrariness in the frustration–aggression relation. Journal of Abnormal and Social Psychology, 47, 728–731.Google Scholar
Pepitone, A., & Sherberg, J. (1957). Intentionality, responsibility, and interpersonal attraction. Journal of Personality, 25, 757–766.Google Scholar
Petty, R. E., Wegener, D. T., & Fabrigar, L. R. (1997). Attitudes and attitude change. Annual Review of Psychology, 48, 609–647.Google Scholar
Pollak, S. D., & Tolley-Schell, S. A. (2003). Selective attention to facial emotion in physically abused children. Journal of Abnormal Psychology, 112, 323–338.Google Scholar
Posner, M. I., & Rothbart, M. K. (2005). Influencing brain networks: Implications for education. Trends in Cognitive Science, 9, 99–103.Google Scholar
Price, J. M., & Dodge, K. A. (1989). Reactive and proactive aggression in childhood: Relations to peer status and social context dimensions. Journal of Abnormal Child Psychology, 17, 455–471.Google Scholar
Rabiner, D. L., Lenhart, L., & Lochman, J. E. (1990). Automatic versus reflective social problem solving in relation to children's sociometric status. Developmental Psychology, 26, 1010–1016.Google Scholar
Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 174–214). Orlando: Academic Press.
Rule, B. G. (1974). The hostile and instrumental functions of human aggression. In W. W. Hartup & J. deWit (Eds.), Determinants and origins of aggressive behaviors. The Hague: Mouton.
Rule, B. G., & Duker, P. (1973). The effects of intentions and consequences on children's evaluations of aggression. Journal of Personality and Social Psychology, 27, 184–189.Google Scholar
Sancilio, F. M., Plumert, J. M., & Hartup, W. W. (1989). Friendship and aggressiveness as determinants of conflict outcomes in middle childhood. Developmental Psychology, 25, 812–819.Google Scholar
Schult, C. A. (2002). Children's understanding of the distinction between intentions and desires. Child Development, 73, 1727–1747.Google Scholar
Schwartz, D., Dodge, K. A., Coie, J. D., Hubbard, J. A., Cillessen, A. H., Lemerise, E. A., et al. (1998). Social–cognitive and behavioral correlates of aggression and victimization in boys' play groups. Journal of Abnormal Child Psychology, 26, 431–440.Google Scholar
Scott, J. P. (1972). Hostility and aggression. In B. Wolman (Ed.), Handbook of genetic psychology. Englewood Cliffs, NJ: Prentice–Hall.
Selman, R. L. (1976). Toward a structural analysis of developing interpersonal relations concepts: Research with normal and disturbed preadolescent boys. In A. D. Pick (Ed.), Minnesota Symposium on Child Psychology (Vol. 10). Minneapolis, MN: University of Minnesota Press.
Shank, R. C., & Abelson, R. P. (1995). Knowledge and memory: The real story. In R. S. Wyer (Ed.), Knowledge and memory: The real story. Advances in Social Cognition (Vol. 8, pp. 1–85). Hillsdale, NJ: Erlbaum.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Simon, H. A. (1957). Models of man. New York: Wiley.
Simon, H. A. (1967). Motivational and emotional controls of cognition. Psychological Review, 74, 29–39.Google Scholar
Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment. Developmental Psychology, 24, 580–588.Google Scholar
Slovic, P., Fischoff, B., & Lichtenstein, S. (1979). Rating the risks. Environment, 21, 14–39.Google Scholar
Snyder, M., Tanke, E. D., & Berscheid, E. (1977). Social perception and interpersonal behavior: On the self-fulfilling nature of social stereotypes. Journal of Personality and Social Psychology, 35, 656–666.Google Scholar
Steinberg, M. D., & Dodge, K. A. (1983). Attributional bias in aggressive adolescent boys and girls. Journal of Social and Clinical Psychology, 1, 312–321.Google Scholar
Stromquist, V. J., & Strauman, T. J. (1992). Children's social constructs: II. Nature, assessment, and association with adaptive and maladaptive behavior. Social Cognition, 9, 330–358.Google Scholar
Sukhodolsky, D. G., Golub, A., Stone, E. C., & Orban, L. (2005). Dismantling anger control training for children: A randomized pilot study of social problem-solving versus social skills training components. Behavior Therapy, 36, 15–23.Google Scholar
Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5, 207–232.Google Scholar
Waas, G. A. (1988). Social attributional biases of peer-rejected and aggressive children. Child Development, 59, 969–992.Google Scholar
Waldman, I. D. (1996). Aggressive boys' hostile perceptual and response biases: The role of attention in impulsivity. Child Development, 67, 1015–1033.Google Scholar
Wegener, D. T., & Petty, R. E. (1996). Effects of mood on persuasion processes: Enhancing, reducing, and biasing scrutiny of attitude-relevant information. In L. L. Martin & A. Tesser (Eds.), Striving and feeling: Interactions between goals and affect (pp. 329–362). Mahwah, NJ: Erlbaum.
Weiss, B., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1992). Some consequences of early harsh discipline: Child aggression and a maladaptive social information processing style. Child Development, 63, 1321–1335.Google Scholar
Wellman, H. H., Phillips, A. T., & Rodriquez, T. (2000). Young children's understanding of perceptions, desire, and emotion. Child Development, 71, 895–912.Google Scholar
Werner, H. (1948). Comparative psychology of mental development. Chicago: Follett.
Wyer, R. S. (1981). An information-processing perspective on social attribution. In J. H. Harvey, W. Ickes, & R. F. Kidd (Eds.), New directions in attribution research (Vol. 3). Hillsdale, NJ: Erlbaum.
Zajonc, R. (1965). Social facilitation. Science, 149, 269–274.Google Scholar
Zelli, A., & Dodge, K. A. (1999). Personality development from the bottom up. In D. Cervone & Y. Shoda (Eds.), The coherence of personality: Social–cognitive bases of personality consistency, variability, and organization (pp. 94–126). New York: Guilford Press.
Zelli, A., Dodge, K. A., Lochman, J. E., Laird, R. D., & Conduct Problems Prevention Research Group. (1999). The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression. Journal of Personality and Social Psychology, 77, 150–166.Google Scholar
Ziv, Y., Oppenheim, D., & Sagi-Schwartz, A. (2004). Social information processing in middle childhood: Relations to infant–mother attachment. Attachment and Human Development, 6, 327–348.Google Scholar