Conceptions of aggression and withdrawal in early childhood

Infant and Child Development

Volumn 13, Issue 5, 2004, Pages 407-421

  Giles, Jessica W ^a   Heyman, Gail D ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Aggression; Person perception; Psychological essentialism; Social cognition; Withdrawal

Indexed keywords

EID: 10844264317     PISSN: 15227227     EISSN: None     Source Type: Journal    
DOI: 10.1002/icd.367     Document Type: Article

References (60)

1. American Psychiatric Association, 1994. Diagnostic and Statistical Manual of Mental Disorders (4th edn). American Psychiatric Association: Washington DC.
2. Bailey S. 1997. Sadistic and violent acts in the young. Child Psychology and Psychiatry Review 2: 92-102.
3. Carpenter SL. 1988. Self-relevance and goal-directed processing in the recall and weighting of information about others. Journal of Experimental Social Psychology 24: 310-332.
4. Catrambone R, Markus H. 1987. The role of self-schemas in going beyond the information given. Social Cognition 5: 349-368.
5. Carey S. 1985. Conceptual Change in Childhood. MIT Press: Cambridge, MA.
6. Coie JD, Dodge KA. 1998. Aggression and antisocial behavior. In Handbook of Child Psychology: Social Emotional, and Personality Development, Damon W (ed.), Eisenberg N (vol. ed.). Wiley: New York; 779-862.
7. Coie JD, Pennington BF. 1976. Children's perceptions of deviance and disorder. Child Development 47: 407-413.
8. Dodge KA, Tomlin AM. 1987. Utilization of self-schemas as a mechanism of interpretational bias in aggressive children. Social Cognition 5: 280-300.
9. Droege KL, Stipek DA. 1993. Children's use of dispositions to predict classmates' behavior. Developmental Psychology 29: 646-654.
10. Dunn J. 1988. The Beginnings of Social Understanding. Harvard University Press: Cambridge, MA.
11. Erdley CA, Dweck CS. 1993. Children's implicit personality theories as predictors of their social judgments. Child Development 64: 863-878.
12. Gelman SA. 1992. Children's conception of personality traits. Human Development 35: 280-285.
13. Gelman SA. 2003. The Essential Child: The Origins of Essentialism in Everyday Thought. Oxford, New York.
14. Gelman SA, Coley JD, Gottfried GM. 1994. Essentialist Beliefs in Children: The Acquisition of Concepts and Theories. In Mapping the Mind: Domain Specificity in Cognition and Culture, Hirschfeld LA, Gelman SA. (eds). Cambridge University Press: New York; 341-365.
15. Gelman SA, Diesendruck G. 1999. What's in a concept? Context, variability, and psychological essentialism. In Development of Mental Representation, Sigel IE (ed.). Lawrence Erlbaum: Mahwah, NJ; 87-111.
16. Gelman SA, Heyman GD. 1999. Carrot-eaters and creature-believers: the effects of lexicalization on children's inferences about social categories. Psychological Science 10: 489-493.
17. Giles JW. 2003. Children's essentialist beliefs about aggression. Developmental Review 23: 413-443.
18. Giles JW, Heyman GD. 2003. Preschoolers' beliefs about the stability of antisocial behavior: implications for navigating social challenges. Social Development 12: 182-197.
19. Giles JW, Legare C, Heyman GD. 2003. The role of participant age and aggression typology in children's tendency to essentialize aggression, manuscript under review.
20. Graham S, Hoehn S. 1995. Children's understanding of aggression and withdrawal as social stigmas: an attributional analysis. Child Development 66: 1143-1161.
21. Hacking I. 1995. The looping effects of human kinds. In Causal Cognition: A Multidisciplinary Debate, Sperber D, Premack D, Premack AJ (eds). Clarendon Press/Oxford University Press: New York; 351-394.
22. Harris MJ, Milich R, Corbitt EM, Hoover DW, Brady M. 1992. Self-fulfilling effects of stigmatizing information on children's social interactions. Journal of Personality and Social Psychology 63: 41-50.
23. Hartup WW. 1998. The company they keep: friendships and their developmental significance. In Annual Progress in Child Psychiatry and Child Development, Hertzig ME, Farber EA (eds). Brunner/Mazel: Philadelphia, PA; 63-77.
24. Heyman GD, Diesendruck G. 2002. The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics. Developmental Psychology 38: 407-417.
25. Heyman GD, Dweck CS. 1998. Children's thinking about traits: Implications for judgments of the self and others. Child Development 69: 392-403.
26. Heyman GD, Dweck CS, Cain KM. 1992. Young children's vulnerability to self-blame and helplessness: relationship to beliefs about goodness. Child Development 63: 401-415.
27. Heyman GD, Gelman SA. 1999. The use of trait labels in making psychological inferences. Child Development 70: 604-619.
28. Heyman GD, Gelman SA. 2000. Beliefs about the origins of human psychological traits. Developmental Psychology 36: 663-678.
29. Heyman GD, Giles JW. Valence effects in reasoning about evaluative traits. Merrill-Palmer Quarterly 50: 86-109.
30. Hinshaw SP. 1992. Externalizing behavior problems and academic underachievement. Psychological Bulletin 111: 127-155.
31. Hirschfeld LA. 1995. Do children have a theory of race? Cognition 54: 209-252.
32. Hirschfeld LA. 1996. Race in the Making: Cognition, Culture, and the Child's Construction of Human Kinds. MIT Press: Cambridge, MA.
33. Hymel S, Wagner E, Butler LJ. 1990. Reputational bias: View from the peer group. In Peer rejection in childhood, Asher SR, Coie JD (eds). Cambridge University Press: New York; 156-186.
34. Inagaki K, Hatano G. 1993. Young children's understanding of the mind-body distinction. Child Development 64: 1534-1549.
35. Kasof J. 1993. Sex bias in the naming of stimulus persons. Psychological Bulletin 113: 140-163.
36. Landis JR, Koch GG. 1979. The analysis of categorical data in longitudinal studies of behavioral development. In Longitudinal research in the study of behavior and development Nesselroade JR, Baltes PB (eds). Academic Press: New York; 233-261.
37. Lockhart KL, Chang B, Story T. 2002. Young children's beliefs about the stability of traits: Protective optimism? Child Development 73: 1408-1430.
38. Maas E, Marecek J, Travers JR. 1978. Children's conceptions of disordered behavior. Child Development 49: 146-154.
39. Markus H. 1983. Self-knowledge: an expanded view. Journal of Personality 51: 543-565.
40. Medin DL. 1989. Concepts and conceptual structure. American Psychologist 44: 1469-1481.
41. Medin DL, Heit E. 1999. Categorization. In Cognitive Science, Ely BJ, Rumelhart DE (eds). Academic Press: San Diego; 99-143.
42. Merrell KW. 1999. Behavioral, Social, and Emotional Assessment of Children and Adolescents. Lawrence Erlbaum Associates: Mahwah, NJ.
43. Notaro PC, Gelman SA, Zimmerman MA. 2001. Children's understanding of psychogenic bodily reactions. Child Development 72: 444-459.
44. Piaget J. 1954. The Construction of Reality in the Child. New York; Basic Books.
45. Pellegrini AD. 1988. Elementary school children's rough-and-tumble play and social competence. Developmental Psychology 24: 802-806.
46. Pellegrini AD. 1995. Boys' rough-and-tumble play and social competence: Contemporaneous and longitudinal relations. In The Future of Play Theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith, Pellegrini AD (ed.). State University of New York Press: Albany, NY; 107-126.
47. Quay HC. 1986. Classification. In Psychopathological Disorders of Childhood (3rd edn), Quay HC, Werry JS (eds). Wiley: New York; 1-34.
48. Rholes WS, Newman LS, Ruble DN. 1990. Understanding self and other: developmental and motivational aspects of perceiving others in terms of invariant dispositions. In Handbook of Motivation and Cognition: Foundations of Social Behavior, Higgins ET, Sorrentino R (eds). vol. II Guilford Press: New York; 369-407.
49. Robins LN. 1979. Follow-up studies. In Psychopathological Disorders of Childhood (2nd edn), Quay HC, Werry JS (eds). Wiley: New York; 483-513.
50. Rubin KH, Mills RS. 1988. The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology 56: 916-924.
51. Selman RL, Levitt MZ, Schultz LH. 1997. The friendship framework: tools for the assessment of psychosocial development. In Fostering Friendship: Pair Therapy for Treatment and Prevention, Selman RL, Watts CL, Schultz LH (eds). Aldine de Gruyter: Hawthorne, NY; 31-52.
52. Taylor MG. 1996. The development of children's beliefs about social and biological aspects of gender differences. Child Development 67: 1555-1571.
53. Whalen CK, Henker B, Dotemoto S, Hinshaw SP. 1983. Child and adolescent perceptions of normal and atypical peers. Child Development 54: 1588-1598.
54. Younger AJ, Boyko KA. 1987. Aggression and withdrawal as social schemas underlying children's peer perceptions. Child Development 58: 1094-1100.
55. Younger AJ, Daniels TM. 1992. Children's reasons for nominating their peers as withdrawn: passive withdrawal versus active isolation. Developmental Psychology 28: 955-960.
56. Younger AJ, Piccinin AM. 1989. Children's recall of aggressive and withdrawn behaviors: recognition memory and likeability judgments. Child Development 60: 580-590.
57. Younger AJ, Schwartzman AE, Ledingham JE. 1985. Age-related changes in children's perceptions of aggression and withdrawal in their peers. Developmental Psychology 21: 70-75.
58. Younger AJ, Schwartzman AE, Ledingham JE. 1986. Age-related differences in children's perceptions of social deviance: changes in behavior or in perspective? Developmental Psychology 22: 531-542.
59. Yuill N. 1992. Children's conception of personality traits. Human Development 35: 265-279.
60. Zelli A, Cervone D, Huesmann LR. 1996. Behavioral experience and social inference: individual differences in aggressive experience and spontaneous versus deliberate trait inference. Social Cognition 14: 165-190.