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Hostile Attributions (hostile + attribution)

Distribution by Scientific Domains
Psychology66%

Terms modified by Hostile Attributions

  • hostile attribution bias
    		•

    Selected Abstracts

    Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis

    CHILD DEVELOPMENT, Issue 3 2002
    Bram Orobio De Castro
    A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed. [source]

    Impact of a Social Skills Intervention on the Hostile Attributions of Children With Prenatal Alcohol Exposure

    ALCOHOLISM, Issue 2 2010
    Vivien Keil
    Background:, Prenatal alcohol exposure (PAE) has been linked to a wide array of developmental deficits, including significant impairments in social skills. Given the extensive body of evidence linking social information-processing patterns with social behavior, it is possible that social information-processing may represent one mechanism of behavioral change. The present investigation sought to answer the question of whether a well-established social skills intervention decreased the hostile attributions of children with PAE. Further, was there a differential impact of the intervention on hostile attributions in the context of peer provocation versus group entry scenarios? Methods:, Participants consisted of 100 children (51% male) with PAE between the ages of 6 and 12 years. Participants were randomly assigned to either a social skills intervention, Children's Friendship Training (CFT), or to a Delayed Treatment Control (DTC) condition. Results:, Analyses indicated that the social skills intervention resulted in a significantly lower proportion of hostile attributions in peer group entry, but not peer provocation, scenarios. This decrease was maintained over a 3-month follow-up period. Conclusions:, Deficits in social information-processing among individuals with PAE can be improved through social skills intervention, and these changes may lead to more positive developmental outcomes. [source]

    Hostile Attribution of Intent and Aggressive Behavior: A Meta-Analysis

    CHILD DEVELOPMENT, Issue 3 2002
    Bram Orobio De Castro
    A meta-analytic review was conducted to explain divergent findings on the relation between children's aggressive behavior and hostile attribution of intent to peers. Forty-one studies with 6,017 participants were included in the analysis. Ten studies concerned representative samples from the general population, 24 studies compared nonaggressive to extremely aggressive nonreferred samples, and 7 studies compared nonreferred samples with children referred for aggressive behavior problems. A robust significant association between hostile attribution of intent and aggressive behavior was found. Effect sizes differed considerably between studies. Larger effects were associated with more severe aggressive behavior, rejection by peers as one of the selection criteria, inclusion of 8- to-12-year-old participants, and absence of control for intelligence. Video and picture presentation of stimuli were associated with smaller effect sizes than was audio presentation. Staging of actual social interactions was associated with the largest effects. The importance of understanding moderators of effect size for theory development is stressed. [source]

    Impact of a Social Skills Intervention on the Hostile Attributions of Children With Prenatal Alcohol Exposure

    ALCOHOLISM, Issue 2 2010
    Vivien Keil
    Background:, Prenatal alcohol exposure (PAE) has been linked to a wide array of developmental deficits, including significant impairments in social skills. Given the extensive body of evidence linking social information-processing patterns with social behavior, it is possible that social information-processing may represent one mechanism of behavioral change. The present investigation sought to answer the question of whether a well-established social skills intervention decreased the hostile attributions of children with PAE. Further, was there a differential impact of the intervention on hostile attributions in the context of peer provocation versus group entry scenarios? Methods:, Participants consisted of 100 children (51% male) with PAE between the ages of 6 and 12 years. Participants were randomly assigned to either a social skills intervention, Children's Friendship Training (CFT), or to a Delayed Treatment Control (DTC) condition. Results:, Analyses indicated that the social skills intervention resulted in a significantly lower proportion of hostile attributions in peer group entry, but not peer provocation, scenarios. This decrease was maintained over a 3-month follow-up period. Conclusions:, Deficits in social information-processing among individuals with PAE can be improved through social skills intervention, and these changes may lead to more positive developmental outcomes. [source]

    Managing Threat: Do Social-Cognitive Processes Mediate the Link Between Peer Victimization and Adjustment Problems in Early Adolescence?

    JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2007
    Wendy L. Hoglund
    Peer victimization has been linked concurrently and over time with multiple adjustment problems. However, the reasons for this multi-finality in victimization are not well understood. The current study examines social-cognitive processes (hostile attributions, social perspective awareness, and interpersonal skills) as mediators of the relations between subtypes of peer victimization (relational, physical) and depression and anxiety, social withdrawal, and physical aggression in early adolescence. The overall pattern of associations among subtypes of victimization, social-cognitive processes, and adjustment converged with expectations that victimization biases adolescents' cognitions about peers in conflict situations and skills relating to peers. In turn, these cognitions and skills differentially compromised their ability to regulate diverse emotions or limit reticent behaviors in response to peer threats. Modest gender differences in these associations were found. [source]

    A Process Model of Attachment,Friend Linkages: Hostile Attribution Biases, Language Ability, and Mother,Child Affective Mutuality as Intervening Mechanisms

    CHILD DEVELOPMENT, Issue 6 2008
    Nancy L. McElwain
    This study identified mechanisms through which child,mother attachment security at 36 months was associated with mother- and teacher-reported friendship quality at 3rd grade. Data from a subsample of 1,071 children (536 boys) participating in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development were used. Separate structural equation models were tested for mother and teacher reports of peer functioning. For both models, the total indirect effect between attachment security and friendship quality was significant. Tests of specific indirect effects indicated that attachment security was associated with friendship quality via greater mother,child affective mutuality and better language ability at 54 months and fewer hostile attributions (teacher model only) and greater peer competence at first grade. The findings highlight interpersonal and intrapersonal mechanisms of attachment,friend linkages. [source]