DEVELOPMENTAL PRECURSORS OF PRESCHOOL AGGRESSION

学前攻击行为的发展前兆

• 批准号: 2034671
• 负责人: SUSAN D CALKINS
• 金额: $ 12.62万
• 依托单位: UNIVERSITY OF NORTH CAROLINA GREENSBORO
• 依托单位国家: 美国
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-04-01 至 2002-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2034671
• 关键词: aggression; angers; attention deficit disorder; behavioral /social science research tag; child behavior; child behavior disorders; child psychology; clinical research; conflict; developmental psychology; emotions; frustration; heart rate; human subject; impulsive behavior; infant human (0-1 year); longitudinal human study; maternal behavior; peer group; personality; preschool child (1-5); psychophysiology; social behavior; vagus nerve; videotape /videodisc

Recent research in the area of social development has focused on the multiple factors that may he involved in the development of socially competent and incompetent behavior. A model of the development of these kinds of early social tendencies has been proposed (Calkins, 1994). This model hypothesizes that early social behavior may be a function of developing emotion regulation skills and strategies, which are, in turn a product of transactions among early behavioral tendencies and maternal caregiving practices. The present investigation will use this model to study the development of early aggressive, impulsive, and hyperactive tendencies that may lead to problematic behavior throughout childhood. A number of studies have attempted to identify the precipitating factors involved in the development of aggressive, impulsive, acting-out behavior problems in childhood. These studies indicate that the etiology of such problems is likely quite complex, and that the problems themselves develop very early in life. However, few studies have examined this development from infancy or considered the multiple behavioral, physiological, and environmental factors that may play a role in the development of these problems.These factors may interact in various ways to produce particular types of social behavior and behavior problems in early childhood. To investigate the relations between these precipitating factors and the development of externalizing behavior problems, a longitudinal study is proposed. The aim of the study will be to select a group of infants who display extreme anger and frustration at 6 months of age, and follow these infants until age 4. The infants will be observed in the laboratory at 6-, 12-, and 18- months-of-age in a series of procedures designed to elicit the child's tendency to display anger/frustration and their strategy for coping with this affect. Physiological reactivity and regulation will also be assessed using measures of heart rate variability (V). At 3O-months- of-age, the infants will be observed in tasks to elicit impulsivity, non-compliance and conflict initiation with peers. Finally, at 4 years of age, peer-directed aggression, social competence and conflict behavior will be observed. The study will examine the interrelations among temperamental, physiological, environmental and regulatory factors to identify pathways to externalizing behavior in preschool.

社会发展领域的最新研究集中在 他可能参与社会发展的多种因素 胜任和无能的行为。开发模型 已经提出了这类早期社会倾向（Calkins， 1994）。该模型假设早期的社会行为可能是 发展情绪调节技能和策略的功能， 反过来又是早期行为的交易产物 倾向和孕产妇的习俗。现在 调查将使用该模型研究早期的发展 侵略性，冲动和过度活跃的趋势可能导致 整个儿童时期的行为有问题。许多研究 试图确定涉及的促进因素 发展激进，冲动，行动行为问题 在童年时期。这些研究表明，这种病因 问题可能很复杂，问题本身很复杂 发展很早就发展。但是，很少有研究对此进行了研究 从婴儿期发展或考虑多重行为， 生理和环境因素可能在 这些问题的发展。这些因素可能在各种方面相互作用 产生特定类型的社会行为和行为的方法 幼儿时期的问题。调查之间的关系 这些造成的因素和外部化的发展 行为问题，提出了一项纵向研究。目的 研究将是选择一群表现出极端愤怒的婴儿 和6个月大的挫败感，并跟随这些婴儿直到年龄 4。将在实验室观察到6-，12-和18-- 一系列旨在引发孩子的程序的年龄数月 表现出愤怒/挫败感及其应对策略的趋势 与这种影响。生理反应性和调节也将是 使用心率变异性度量（V）评估。在3个月 - 关于年龄的，将在引起冲动的任务中观察到婴儿 与同龄人的不合规和冲突开始。最后，四年 年龄，同行指导的侵略，社会能力和冲突 将观察到行为。该研究将检查相互关系 气质，生理，环境和调节 识别学龄前行为途径的因素。