This research was supported in part by a grant to Garber from the Vanderbilt University Research Council, and a grant to Dodge from the National Institute of Mental Health No. MH42498. Garber was also supported as a Faculty Scholar from the W. T. Grant Foundation (#88121488), and Dodge was supported by a Research Career Development Award from the National Institute of Child Health and Human Development. This paper was written while Dodge was a Fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford, CA, with support by the John D. and Catherine T. MacArthur Foundation. For all support, we are grateful. We also would like to thank Dr. Edward Binkley and the children, parents, teachers, and staff of the Metropolitan Nashville School District who cooperated in this research.
Social Information Processing in Aggressive and Depressed Children
Article first published online: 28 JUN 2008
Volume 63, Issue 6, pages 1305–1320, December 1992
How to Cite
Quiggle, N. L., Garber, J., Panak, W. F. and Dodge, K. A. (1992), Social Information Processing in Aggressive and Depressed Children. Child Development, 63: 1305–1320. doi: 10.1111/j.1467-8624.1992.tb01696.x
- Issue published online: 28 JUN 2008
- Article first published online: 28 JUN 2008
Social information processing patterns of children who were identified as being aggressive or depressed, both, or neither were compared in order to address the issue of specificity and to explore whether children who are comorbid show a unique processing style. Subjects were 220 children in the third through sixth grade. Peer nomination and teacher ratings were used to assess level of aggression, and the Children's Depression Inventory was used to measure level of depression. Aggressive children showed a hostile attributional bias, were more likely to report that they would engage in aggressive behavior, and indicated that aggression would be easy for them. Depressed children similarly showed a hostile attributional bias, although they were more likely to attribute negative situations to internal, stable, and global causes. Depressed children also reported that they would be less likely to use assertive responses and that they expected that assertive behavior would lead to more negative and fewer positive outcomes. Children who were comorbid generally showed patterns similar to both aggressive and depressed children.