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Biomedical subjects

N R Crick

Publications and source records attributed to N R Crick.

12 recordsLinked to original sources
PubMed1999

Relational and physical forms of peer victimization in preschool.

Recent studies of peer victimization have demonstrated the importance of studying relational as well as physical forms of peer maltreatment for understanding children's social-psychological adjustment problems. Studies in this area have been limited thus far by a focus on school-age children (9-12-year-olds). Given the significance of early identification of children's social difficulties for intervention and prevention efforts, this research was designed to assess relational and physical peer victimization among preschool-age children (3-5-year-olds). Results indicated that boys were significantly more physically victimized than girls whereas girls were more relationally victimized. Both relational and physical victims experienced greater adjustment problems than did their peers. Relational victimization contributed unique information about adjustment beyond that provided by physical victimization.

Adaptation, Psychological↗
PubMed1999

Relational aggression and social-psychological adjustment in a college sample.

Although the understanding of aggression has been significantly advanced through the study of relational aggression, past research has been limited by its predominant focus on children. This study examines the associations between relational aggression and social-psychological adjustment in a sample of young adults. A peer-nomination instrument was constructed to assess relational aggression, and self-reports of adjustment were obtained from 225 college students (45% male; mean age = 19.5). Regression analyses showed that relational aggression provided unique information, after controlling for age and gender, about peer rejection, prosocial behavior, antisocial personality features, and borderline personality features. Interactions with gender further showed that, for women, relational aggression was linked with bulimic symptoms. The importance of relational aggression for understanding adjustment problems during young adulthood are discussed.

Adaptation, Psychological↗
PubMed1998

Relational and overt forms of peer victimization: a multiinformant approach.

This research addressed 2 limitations of past research on peer victimization: the tendency to study boys only and the tendency to focus on forms of peer maltreatment that are common in boys' peer groups (victimization through overt aggression) but occur much less frequently in girls' peer groups. Peer- and self-report instruments were used to assess a relational form of victimization in addition to the overt form that has been the focus of past research. Results showed that girls were more relationally victimized, whereas boys were more overtly victimized. Both forms of victimization were shown to predict concurrent sociopsychological adjustment problems significantly (e.g., peer rejection, loneliness) beyond aggression. Victims identified through a combination of self- and peer-reports were particularly maladjusted.

Aggression↗
PubMed1998

Response decision processes in relational and overt aggression.

Response decision processes of relationally and overtly aggressive children were assessed for both boys and girls. A hypothetical-situation instrument, adapted from past research, was used to assess children's evaluations of relationally aggressive and overtly aggressive responses to both relational and instrumental conflict situations for third-through sixth-grade children (n = 1,166). Findings revealed that both overtly aggressive boys and overtly aggressive girls evaluated overtly aggressive responses to instrumental conflict situations in relatively positive ways. Further, overtly aggressive girls, but not boys, evaluated overtly aggressive responses to relational conflict situations in relatively positive ways. Additionally, relationally aggressive boys evaluated relationally aggressive responses to instrumental conflict situations in relatively positive ways. Gender differences were also obtained. Boys evaluated overt aggression more positively, whereas girls evaluated relational aggression more positively. Implications of these findings for the role of gender, situation type, response type, and aggression type for our understanding of children's social information processing are discussed.

Aggression↗
PubMed1997

Relational and overt aggression in preschool.

This research was designed as an initial attempt to assess relational aggression in preschool-age children. Our goal was to develop reliable measures of relational aggression for young children and to use these instruments to address several important issues (e.g., the relation between this form of aggression and social-psychological adjustment). Results provide evidence that relationally aggressive behaviors appear in children's behavioral repertoires at relatively young ages, and that these behaviors can be reliably distinguished from overtly aggressive behaviors in preschool-age children. Further, findings indicate that preschool girls are significantly more relationally aggressive and less overtly aggressive than preschool boys. Finally, results show that relational aggression is significantly related to social-psychological maladjustment (e.g., peer rejection) for both boys and girls.

Aggression↗
PubMed1997

Engagement in gender normative versus nonnormative forms of aggression: links to social-psychological adjustment.

Although many important advances have been made in our understanding of childhood aggression in recent years, a significant limitation of prior studies has been the lack of attention to the possible moderating role of gender in the links between aggression and social-psychological adjustment. To address this issue, the author evaluated the adjustment status associated with engagement in gender normative versus gender nonnormative forms of aggression for both boys and girls. Indexes of social-psychological adjustment assessed included teacher and self-reports of internalizing and externalizing difficulties (N = 1.166 children 9-12 years old). Results showed that children who engaged in gender nonnormative forms of aggression (i.e., overtly aggressive girls and relationally aggressive boys) were significantly more maladjusted than children who engaged in gender normative forms of aggression and children who were nonaggressive.

Aggression↗
PubMed1996

Gender differences in children's normative beliefs about aggression: how do I hurt thee? Let me count the ways.

This research was designed to assess whether children view relationally manipulative behaviors (i.e., those behaviors labeled relational aggression in past research) as "aggressive." 2 studies were conducted to evaluate whether children view relationally manipulative behaviors as associated with 2 defining features of aggression, anger (Study 1) and intent to harm (Study 2). Results of Study 1 (n = 459, 9-12-year-olds) indicated that relational aggression was the most frequently cited angry behavior for girls' interactions whereas physical aggression was the most frequently cited angry behavior for boys' interactions. Results of Study 2 (n = 60, 9-11-year-olds) demonstrated that relational aggression and verbal insults were the most frequently cited harmful behaviors for girls whereas physical aggression and verbal insults were the most frequently cited harmful behaviors for boys. These studies provide the first evidence that children view relationally manipulative acts (relational aggression) as angry, harmful behaviors (i.e., as "aggressive").

Aggression↗
PubMed1996

Social information-processing mechanisms in reactive and proactive aggression.

Theories of aggressive behavior and ethological observations in animals and children suggest the existence of distinct forms of reactive (hostile) and proactive (instrumental) aggression. Toward the validation of this distinction, groups of reactive aggressive, proactive aggressive, and nonaggressive children were identified (n = 624 9-12-year-olds). Social information-processing patterns were assessed in these groups by presenting hypothetical vignettes to subjects. 3 hypotheses were tested: (1) only the reactive-aggressive children would demonstrate hostile biases in their attributions of peers' intentions in provocation situations (because such biases are known to lead to reactive anger); (2) only proactive-aggressive children would evaluate aggression and its consequences in relatively positive ways (because proactive aggression is motivated by its expected external outcomes); and (3) proactive-aggressive children would select instrumental social goals rather than relational goals more often than nonaggressive children. All 3 hypotheses were at least partially supported.

Aggression↗
PubMed1996

The role of overt aggression, relational aggression, and prosocial behavior in the prediction of children's future social adjustment.

2 limitations of past research on social adjustment were addressed: (1) the tendency to focus on forms of aggression that are typical of boys (e.g., overt aggression) and to neglect forms that are more typical of girls (e.g., relational aggression) and (2) the tendency to study negative behaviors (e.g., aggression), to the exclusion of positive behaviors (e.g., prosocial acts). Using a longitudinal design (n = 245; third- through sixth-grade children, 9-12 years old), assessments of children's relational aggression, overt aggression, prosocial behavior, and social adjustment were obtained at 3 points during the academic year. Findings showed that, as has been demonstrated in past research for overt aggression, individual differences in relational aggression were relatively stable over time. Additionally, relational aggression contributed uniquely to the prediction of future social maladjustment, beyond that predicted by overt aggression. Finally, prosocial behavior contributed unique information (beyond that provided by overt and relational aggression) to the prediction of future social adjustment.

Aggression↗
PubMed1996

Relational aggression, overt aggression, and friendship.

This study (n = 315 9-12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed.

Aggression↗
PubMed1995

Relational aggression, gender, and social-psychological adjustment.

Prior studies of childhood aggression have demonstrated that, as a group, boys are more aggressive than girls. We hypothesized that this finding reflects a lack of research on forms of aggression that are relevant to young females rather than an actual gender difference in levels of overall aggressiveness. In the present study, a form of aggression hypothesized to be typical of girls, relational aggression, was assessed with a peer nomination instrument for a sample of 491 third-through sixth-grade children. Overt aggression (i.e., physical and verbal aggression as assessed in past research) and social-psychological adjustment were also assessed. Results provide evidence for the validity and distinctiveness of relational aggression. Further, they indicated that, as predicted, girls were significantly more relationally aggressive than were boys. Results also indicated that relationally aggressive children may be at risk for serious adjustment difficulties (e.g., they were significantly more rejected and reported significantly higher levels of loneliness, depression, and isolation relative to their nonrelationally aggressive peers).

Adaptation, Psychological↗