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"Lemerise, Elizabeth A"
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Aggression and Moral Development: Integrating Social Information Processing and Moral Domain Models
Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of this integration is Crick and Dodge's (1994) distinction between latent mental structures and online processing. It is argued that moral domain theory is relevant for describing underlying mental structures regarding the nature and boundaries of what is moral, whereas the social information processing model describes the online information processing that affects application of moral structures during peer interactions.
Journal Article
An Integrated Model of Emotion Processes and Cognition in Social Information Processing
Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision making, and a revised model is proposed into which emotion processes are integrated. Hypotheses derived from the proposed model are described.
Journal Article
The roles of behavioral adjustment and conceptions of peers and emotions in preschool children's peer victimization
Ninety-four low- and middle-income preschoolers (48 boys, 46 girls)
were recruited from two sites in a large southwestern city.
Children's positive attributions of peer intent, social
problem-solving decisions, and attributions of peers' feelings about
the provocation were evaluated from individual interviews. In addition,
children's anger perception accuracy and their global emotion
situation knowledge were assessed. Teachers and their assistants reported
on the children's social competence, internalizing and externalizing
behavior, and the degree to which children were physically and
relationally victimized. Social competence was a negative predictor of
relational and physical victimization, and externalizing behavior was a
positive predictor of both types of victimization. Anger perception
accuracy was negatively related to physical victimization, and global
emotion situation knowledge and attributions of sorrow to provoking peers
were positive predictors. Results support a conceptual framework that
emphasizes the importance of social and emotion-related social cognitive
variables for understanding young children's peer-related
victimization.The authors thank the
children and families for their participation and the preschool teachers
for their cooperation. Thanks are also due to the many undergraduate and
graduate students who helped with this research. Special thanks to
Kimberly Estep and Courtney Hunter for their help with data collection and
coding.
Journal Article
Why the Neurobiology of Emotion Should Be Required Reading for Scholars of Human Development
Sorry, there is no abstract. Read the first few lines of the text instead! The essence of most of our graduate and professional training is to make us experts in a field that is often quite narrowly defined. Good training should make us, at least some of the time, give some serious thought to the 'big picture' implications of our particular research topics. But even so, what we consider to be a 'big' picture can often still be fairly narrow and small. One good reason to read Antonio Damasio's [2003] Looking for Spinoza: Joy, Sorrow, and the Feeling Brain is to exercise those 'big picture muscles.' Damasio takes us on a journey that challenges us to think about how new findings in the neurobiology of emotions and feelings fit into a big picture of the human condition that includes philosophy, religion, ethics, government/social regulation, history, psychology, art, music, Shakespeare and evolution, not necessarily in that order. In many ways, this is a challenging journey, in part because of the breadth of disciplines involved, but also because the book alternates in a somewhat disjointed way between a discussion of Spinoza's work and life and an outline of the neurobiology of emotions and feelings. There is much in this book that is worthwhile, however, and thought provoking.
Journal Article
Patterns of Peer Acceptance, Social Status, and Social Reputation in Mixed-Age Preschool and Primary Classrooms
Although mixed-age contexts are considered to be developmentally important, very little is known about peer relations in mixed-age settings. Peer acceptance, social status, and social reputation were studied in a multi-ethnic sample of children (3 to 10 years) who attended mixed-age preschool and elementary (ungraded primary) programs. Children who were young relative to their classmates were less well accepted, and they were more likely to be nominated by peers as shy. Age relative to classmates did not significantly affect peer-nominated aggression, but boys were more often nominated as aggressive than were girls, and they were less well accepted. At the preschool level, there were no gender differences in peer-nominated shyness, but among ungraded primary students, girls were more often nominated as shy.
Journal Article
The Effect of Induced Mood on Children's Social Information Processing: Goal Clarification and Response Decision
We investigated whether induced mood influenced the social information processing steps of goal clarification and response decision in 480 1st-3rd graders, and in more selected groups of low accepted-aggressive (n=39), average accepted-nonaggressive (n=103), and high accepted-nonaggressive children (n=68). Children participated in two sessions; in the first session peer assessments were administered. In the second session children were randomly assigned to receive either a happy, angry, or neutral mood induction prior to participating in a social cognitive interview assessing goals, outcome expectancies, and self efficacy for competent, hostile, and passive responses in the context of ambiguous provocations. Results revealed that an angry mood increased focus on instrumental goals. Low accepted-aggressive children were more susceptible to the effects of mood than were high accepted- and average-nonaggressive children. In addition, children's predominant goal orientation was related to children's response decisions; children with predominantly instrumental goals evaluated nonhostile responses to provocation more negatively and had higher self efficacy for hostile responses. Implications and future research directions are discussed. [PUBLICATION ABSTRACT]
Journal Article
Social-Cognitive and Behavioral Correlates of Aggression and Victimization in Boys' Play Groups
A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a theoretically coherent and empirically distinct set of correlates associated with each of the examined aggression subtypes, and with victimization by peers.
Journal Article
Do Provocateurs' Emotion Displays Influence Children's Social Goals and Problem Solving?
The social goals and social problem-solving of children who varied in social adjustment were examined in the context of hypothetical ambiguous provocation situations in which provocateurs' emotion displays were systematically manipulated. Children rated the importance of six different social goals and explained how they would solve the problems. Social adjustment was measured with rating and nomination sociometric procedures. Rejected-aggressive, rejected-nonaggressive, average-nonaggressive, and popular-nonaggressive children showed both commonalities and differences in rating the six social goals, the relative importance of the six social goals, and social problem-solving depending on the provocateur's emotion display. When provocateurs were happy, there were few group differences, but when provocateurs were angry or sad, rejected-aggressive children: a) rated hostile/instrumental goals more positively; b) rated prosocial goals less positively; and c) made problem-solving responses that were less friendly than those of other children. Results are discussed in relation to Lemerise and Arsenio's (2000) model of emotion and social information processing.[PUBLICATION ABSTRACT]
Journal Article