Neuropsychological Characteristics of Adolescents With Conduct Disorder: Association With Attention-Deficit–Hyperactivity and Aggression

The purpose of this study was to determine whether an association exists between neuropsychological deficits and conduct disorder (CD) with and without concurrent attention-deficit–hyperactivity disorder (ADHD). In addition, we explored the differential neuropsychological performance of aggressive and nonaggressive CD adolescents and the combined effect of this behavioral status and ADHD on performance. Fifty-nine adolescents (mean age of 15.4 years) who met the criteria for CD were compared with 29 controls comparable in age, gender, and socioeconomic status. A neuropsychological battery of current tests measuring executive functions and a battery of language tests were used in the study. Multivariate analyses showed that, compared with controls, CD adolescents had significantly lower verbal skills but did not differ on executive function measures. However, the lower verbal performance of CD adolescents is not explained by the existence of a CD subgroup with concomitant ADHD or aggressiveness. The study confirms with a sample of CD adolescents the association between verbal deficits and antisocial behavior when socioeconomic status is controlled. Our results also demonstrate that CD per se can be a sufficient condition for such deficits.     

Do aggressive driving and negative emotional driving mediate the link between impulsiveness and risky driving among young Italian drivers?

ABSTRACT

The present study examined the contribution of impulsiveness and aggressive and negative emotional driving to the prediction of traffic violations and accidents taking into account potential mediation effects. Three hundred and four young drivers completed self-report measures assessing impulsiveness, aggressive and negative emotional driving, driving violations, and accidents. Structural equation modeling was used to assess the direct and indirect effects of impulsiveness on violations and accidents among young drivers through aggressive and negative emotional driving. Impulsiveness only indirectly influenced drivers’ violations on the road via both the behavioral and emotional states of the driver. On the contrary, impulsiveness was neither directly nor indirectly associated with traffic accidents. Therefore, impulsiveness modulates young drivers’ behavioral and emotional states while driving, which in turn influences risky driving.     

Intervention for aggressive victims of school bullying in Hong Kong: a longitudinal mixed-methods study

The distinction between aggressive and passive victims of school bullying is well documented. Aggressive victims exhibit restlessness and hot-temperedness, are easily provoked, and take revenge when irritated, whereas passive victims are quiet and timid when attacked or insulted and withdraw rather than retaliate. To date, there has been no evidence-based evaluative study examining interventions designed specifically to reduce aggressive victimization, and neither has there been an inclusive assessment screening of high-risk aggressive victims prior to intervention. This study addressed these research gaps by employing multi-stage assessment procedures and a mixed-mode methodology in a one-year longitudinal design. Data were collected from student self-reports, parent and teacher rating scales, and individual structured interviews with students, parents and teachers. A total of 269 potential high-risk aggressive victims were identified from among 5,089 schoolchildren, 68 of whom were screened out and randomly assigned to 10 treatment groups, with 39 completing a one-year follow-up study. Multivariate analysis of variance identified significant improvements in physical and verbal victimization (F(2,47, 93.99) = 10.73, p < 0.01), verbal victimization (F(2.74, 104.14) = 12.80, p < 0.01) and social exclusion scores at the three follow-up assessments compared to the pre-treatment scores, and the qualitative results were consistent, showing participants' cognition, emotion, and behavior to have been positively reconstructed by the group intervention. The consistent quantitative and qualitative results confirm that the cognitive-behavioral group therapy program reported herein is effective in reducing aggressive victims' anxious and depressed emotions and reactive cognition.     

A Different View of Anger: The Cognitive‐Neoassociation Conception of the Relation of Anger to Aggression

The common, everyday understanding of anger is problematic in a number of respects—in its inattention to the prototypic nature of this emotional state; in its failure to recognize the important role often played by the critical event's aversiveness; and in its neglect of the frequently close connection between anger arousal and aggression‐related motor impulses. This article discusses all of these matters from the point of view of my cognitive‐neoassociation perspective [Berkowitz, 1990, 1993, 2010; Berkowitz and Harmon‐Jones, 2004]. The role of automatic, nonconscious reactions is considered, and it is also emphasized that angry feelings are linked to approach motivation—movement toward the perceived source of the anger. The article also briefly summarizes relevant research dealing with the self‐regulation of anger reactions. This broad review hopefully will prompt further inquiries into the arousal, nature, and operation of anger. Aggr. Behav. 38:322‐333, 2012. © 2012 Wiley Periodicals, Inc.     

认知负荷与编码方式影响小学数学学业不良生的前瞻记忆及其成分

通过两个实验探讨认知负荷对小学数学学业不良生前瞻记忆及其成分的影响, 以及是否可以通过执行意向编码提高其前瞻记忆及其成分的成绩。实验1结果显示数学学业不良生前瞻记忆、前瞻成分及回溯成分正确率显著低于数学学优生, 高认知负荷条件前瞻记忆、前瞻成分及回溯成分的正确率显著低于低认知负荷条件; 实验2结果显示执行意向编码条件下, 数学学业不良生前瞻记忆成绩显著好于标准编码条件, 前瞻成分和回溯成分的正确率高于标准编码条件。结果表明数学学业不良生前瞻记忆及其成分表现差于数学学优生; 无论认知负荷高低, 执行意向编码均可通过提升前瞻成分和回溯成分改善数学学业不良生前瞻记忆表现。     

Virtual Reality and Cognitive-Behavioral Therapy for Driving Anxiety and Aggression in Veterans: A Pilot Study

Within the U.S. military, motor vehicle accidents (MVAs) are the leading cause of preventable morbidity and mortality. Prior combat exposure and anxiety symptoms are associated with risky and aggressive driving, which is responsible for over half of MVA fatalities. Therefore, interventions are needed to reduce driving anxiety and aggression in veterans in order to mitigate the public health impact of MVAs. Virtual reality exposure therapy (VRET) offers safe, controlled exposure to distressing stimuli. The current study piloted a novel virtual reality and cognitive behavioral intervention (VRET + CBT) for veterans that integrated both anxiety and anger management components. Virtual reality driving scenarios were delivered in a driving simulator and tailored for the military population. Six previously deployed veterans completed eight intervention sessions, as well as pre/post, one month follow-up and six to nine month follow-up assessments. Repeated measures ANOVAs demonstrated significant decline and large effect sizes for PTSD symptoms, driving phobia, hyperarousal in driving situations, anxiety/anger-related thoughts and behaviors, and risky driving. Hyperarousal in driving situations declined by 69%, aggressive driving declined by 29%, and risky driving declined by 21%. Treatment gains were maintained at follow-up. Recruitment, retention, immersion, simulator sickness scores, and qualitative feedback demonstrated feasibility of the intervention. Implications for future research and adaptation are discussed.     

相对剥夺感影响网络集群攻击行为：一个有调节的双路径模型

以598名大学生为被试,采用问卷法考察群体相对剥夺与网络集群攻击行为的关系,检验以群体愤怒和群体效能为中介变量的双路径模型及群体认同在双路径模型中所发挥的调节作用。结果发现：（1）群体相对剥夺显著正向预测网络集群攻击行为;（2）群体愤怒和群体效能在群体相对剥夺与网络集群攻击行为之间有中介作用;（3）群体认同在群体相对剥夺通过群体愤怒和群体效能影响网络集群攻击行为的双路径模型中起调节作用。     

Associations among Life Events,Empathic Concern,and Adolescents' Prosocial and Aggressive Behaviors Toward Specific Targets

The goal of the present study was to examine the links between life events and adolescents' social behaviors (prosocial and aggressive behaviors) toward specific targets and to examine how empathic concern may play a role in these associations. The study examined two hypotheses: both the mediating role of empathic concern and the moderating role of empathic concern. The sample included 311 high school students from the Midwest (M age = 16.10 years; age range = 14–19 years; 58.7% girls; 82.7% White, 13.6% Latino). The results demonstrated support for the moderation model as well as complex links between life events and prosocial and aggressive behaviors toward specific targets. The discussion focuses on the role of empathic concern in understanding how life events are ultimately associated with adolescents' social development.     

学前教育年限与母亲受教育水平对农村一年级 小学生学校适应的影响

研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。     

结果预期对青少年攻击性行为的影响：中介效应与调节效应

采用攻击性问卷、关系攻击行为量表、结果预期量表、移情量表和自我控制能力问卷对720名中学生进行调查,考察了结果预期与青少年攻击性行为的关系,以及自我控制在其中的中介作用和移情在其中的调节作用。结果发现:(1)结果预期与青少年的攻击性行为(外部攻击和关系攻击)存在显著负相关;(2)自我控制在结果预期与青少年攻击性行为之间起着完全中介作用;(3)在结果预期对青少年外部攻击行为的预测中,移情发挥了调节作用。在高移情个体中,结果预期并不预测外部攻击行为,而在低移情个体中,结果预期显著地反向预测外部攻击行为;(4)自我控制在结果预期与青少年外部攻击行为之间的中介作用受到移情的调节,高水平的移情能力可以有效地缓解青少年因低自我控制而导致的高攻击性。