停不下来，不愿停下来?抑制控制和冷酷无情特质在儿童行为问题和攻击中的作用。

IF 1.6 4区心理学 Q3 PSYCHOLOGY

Developmental Neuropsychology Pub Date : 2022-07-01 DOI:10.1080/87565641.2022.2069770

Mikaela D Bonham, Erinn Hawkins, Allison M Waters, Dianne C Shanley

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引用次数: 3

摘要

行为问题和攻击性等破坏性行为是最普遍的儿童心理问题。破坏性行为的病因是异质的，导致这些问题的无数风险因素之间的关系尚未完全了解。本研究以社区6 ~ 11岁儿童为研究对象，考察了抑制控制与冷酷无情特质(CU特质)与行为问题和攻击行为之间的关系。护理人员(n= 148)完成了一项评估一系列已知危险因素(包括多动和注意力不集中)的调查。如果儿童在抑制控制方面有更大的困难和更多的CU特征，他们会表现出更多的行为问题和攻击性。有趣的是，当儿童具有CU特征时，抑制控制困难加剧了行为问题的严重程度(而不是攻击)。行为问题与攻击行为严重程度的差异突出了抑制控制与CU特征等风险因素之间的独特关系，为进一步研究这种关系的发展轨迹奠定了基础。

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Can't Stop, Won't Stop? The Role of Inhibitory Control and Callous-Unemotional Traits in Childhood Conduct Problems and Aggression.

ABSTRACT Disruptive behaviors such as conduct problems and aggression are some of the most prevalent childhood psychological concerns. The etiology of disruptive behaviors is heterogenous and the relationships between the myriad risk factors that contribute to these problems are not yet fully understood. This study examined the relationship between inhibitory control and callous-unemotional traits (CU traits) with conduct problems and aggression in a community sample of children (aged 6 to 11 years). Caregivers (n= 148) completed a survey assessing a range of known risk factors (including hyperactivity and inattention). Children were found to display more conduct problems and aggression if they had greater difficulties with inhibitory control and a higher number of CU traits. Interestingly, when children had CU traits, inhibitory control difficulties exacerbated the severity of conduct problems (but not aggression). Differences in severity between conduct problems and aggression highlight the unique relationships between risk factors such as inhibitory control and CU traits, and lay the groundwork for future studies to explore the trajectories of this relationship.

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来源期刊

Developmental Neuropsychology 医学-心理学

CiteScore

2.80

自引率

6.70%

发文量

审稿时长

>12 weeks

期刊介绍： Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.