scholarly journals A Dual-Mode Social-Information-Processing Model to Explain Individual Differences in Children’s Aggressive Behavior

2021 ◽  
pp. 216770262110163
Author(s):  
Rogier E. J. Verhoef ◽  
Anouk van Dijk ◽  
Bram O. de Castro
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Internal State ◽  
Social Information ◽  
Behavioral Responses ◽  
Dual Mode ◽  
Processing Mode ◽  
Reflective Processing

Children differ considerably in the social-information-processing (SIP) patterns underlying their aggressive behavior. To clarify these individual differences, we propose a dual-mode SIP model that predicts which processing steps children will take, which children will take them, and under which circumstances, and how this may lead to aggression. This dual-mode SIP model distinguishes between an automatic and reflective processing mode. The automatic mode is characterized by fast automatic processing and impulsive behavioral responses, whereas the reflective mode is characterized by deliberate processing and controlled behavioral responses. Whether children use the automatic or reflective processing mode is moderated by their level of arousal, which depends on an interplay between child-specific factors (i.e., emotional dispositions, motivational dispositions, and executive functioning) and dynamic factors (i.e., internal state and type of situation). The dual-mode SIP model provides new insights into children’s unique SIP styles and provides possibilities to tailor treatment to children’s individual needs.

scholarly journals Knowledge Structures, Social Information Processing, and Children’s Aggressive Behavior

2001 ◽  
Vol 8 (2) ◽  
pp. 220-236 ◽  
Author(s):  
Virginia Salzer Burks ◽  
Robert D. Laird ◽  
Kenneth A. Dodge ◽  
Gregory S. Pettit ◽  
John E. Bates
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Knowledge Structures

The Differing Roles of Cognitive Empathy and Affective Empathy in the Relationship Between Trait Anger and Aggressive Behavior: A Chinese College Students Survey

2019 ◽  
pp. 088626051987922 ◽  
Author(s):  
Qi Jiang ◽  
Ya-ting Yang ◽  
Chun-li Liu ◽  
Jia-wen Yuan
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Cognitive Empathy ◽  
Model Analysis ◽  
Trait Anger ◽  
Reactivity Index ◽  
Affective Empathy ◽  
The Relationship

Empathy is essential for effective social interaction. People often express the belief that empathy is closely related to aggressive behavior, but empirical data has challenged this assumption. However, there is a lack of research that focuses on the role of empathy in the relationship between trait anger and aggressive behavior. The current research focuses on the roles that different components of empathy have performed in the combinations of trait anger-hostile cognition-aggressive behavior link and attempt to identify, with reference to Integrated Model of Emotion Processes and Cognition in Social Information Processing, at which step this may occur. Participants included 663 undergraduate students who completed self-report measures of Trait Anger Scale, Aggressive Behavior Questionnaire, the Interpersonal Reactivity Index, and the Reactive-Proactive Aggression Questionnaire. Results from correlation analysis show that there is no significant correlation between cognitive empathy and aggressive behavior ( r = −.06) but do however suggest a significant correlation between affective empathy and aggressive behavior ( r = −.19). Results from structural equation modeling reveal that different components of empathy perform different roles in relation to aggressive behavior. The moderated mediating model analysis results show that cognitive empathy played a moderating role in both the direct effect and the first stage of the mediating model of trait anger-hostile cognition-aggression behavior. The results of multiple mediation model analysis demonstrate that affective empathy only played a partial mediating role between hostile cognition and aggressive behavior. This study contributes to understanding of Social Information Processing Models (SIPMs) and provides insight into the relationship between empathy and aggressive behavior.

Cognitive Schemas and Aggressive Behavior in Adolescents: The Mediating Role of Social Information Processing

2010 ◽  
Vol 13 (1) ◽  
pp. 190-201 ◽  
Author(s):  
Esther Calvete ◽  
Izaskun Orue
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Reactive Aggression ◽  
Proactive Aggression ◽  
Cognitive Schemas ◽  
Mediating Role ◽  
Selection Of

This study assesses the association between cognitive schemas of justification of violence, grandiosity and abuse, and reactive and proactive aggressive behavior, and whether this association is mediated by social information processing (SIP). For this purpose, a sample of 1371 adolescents (638 girls and 580 boys) completed measures of cognitive schemas, SIP, and Reactive-Proactive Aggression. The results showed that the cognitive schemas of justification of violence and narcissism are more relevant for proactive aggression, whereas the abuse schema is more relevant for reactive aggression. SIP mediated particularly the association between cognitive schemas and reactive aggression. Each cognitive schema was shown to be associated with some particular SIP component: justification of violence and abuse with the component of interpretation, and narcissism with the experience of anger. Moreover, the abuse schema was negatively associated with the selection of aggressive responses. Lastly, a general model of paths between schemas, SIP, and aggression was found to be quite similar for boys and girls, although the former scored higher in proactive aggression, partly because of their higher scores in the justification of violence and narcissism schemas.

scholarly journals Social Information Processing, Experiences of Aggression in Social Contexts, and Aggressive Behavior in Adolescents

2007 ◽  
Vol 34 (3) ◽  
pp. 330-347 ◽  
Author(s):  
Friedrich Lösel ◽  
Thomas Bliesener ◽  
Doris Bender
Keyword(s):  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Physical Aggression ◽  
Peer Group ◽  
Social Information ◽  
Verbal Aggression ◽  
Social Contexts ◽  
Impulsive Response ◽  
Violent Offenses

This study examines social information processing and experiences of aggression in social contexts as predictors of different forms of aggressive behavior. A sample of 102 boys (aggressive, average, competent, and victimized students) was investigated with a prospective design in Grade 7/8 and again in Grade 9/10. Results show an aggressive-impulsive response repertoire strongly predicted self-reported and teacher-reported physical aggression, verbal aggression, violent offenses, general aggression, and other forms of delinquency. Positive evaluations of aggressive responses showed a weaker effect, and attributions of hostility and aggressive/egocentric goal setting had no impact. Perceived aggression in the family, in the peer group, in media consumption, and (less consistently) at school predicted verbal aggression as well as physical aggression and violent offenses. Multivariate analyses revealed both mediating and independent effects of social information processing and experiences of aggression in social contexts. Results are discussed from methodological and theoretical perspectives.

The role of emotion regulation in the predictive association between social information processing and aggressive behavior in adolescents

2012 ◽  
Vol 36 (5) ◽  
pp. 338-347 ◽  
Author(s):  
Esther Calvete ◽  
Izaskun Orue
Keyword(s):  
Emotion Regulation ◽  
Information Processing ◽  
Aggressive Behavior ◽  
Social Information Processing ◽  
Social Information ◽  
Behavior Interventions ◽  
The Social ◽  
The Relationship ◽  
Peer Reports

The primary aim of this study was to assess the moderating role of emotion regulation in the relationship between some components of social information processing (hostile interpretation and anger) and aggressive behavior. The secondary aim was to assess whether emotion regulation, hostile interpretation, and anger account for gender differences in aggressive behavior. A total of 1,125 adolescents (627 girls) filled out the social information processing questionnaire to assess hostile interpretation, anger, and emotion regulation. Reactive and proactive aggressive behaviors were assessed by self- and peer reports. The results showed that adaptive regulation negatively predicted aggressive behavior and moderated the relationship between anger and reactive aggressive behavior. Boys’ higher scores for aggressive behavior were accounted for by their higher scores for anger and lower scores for emotion regulation. However, the strength of the relationships among variables was similar for both boys and girls. Findings of this study indicate the importance of emotion regulation as a target for aggressive behavior interventions.

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