Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Elizabeth EWING LEE |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Allocation of attention to scenes of peer harassment: Visual–cognitive moderators of the link between peer victimization and aggression / Wendy TROOP-GORDON in Development and Psychopathology, 31-2 (May 2019)
[article]
Titre : Allocation of attention to scenes of peer harassment: Visual–cognitive moderators of the link between peer victimization and aggression Type de document : Texte imprimé et/ou numérique Auteurs : Wendy TROOP-GORDON, Auteur ; Robert D. GORDON, Auteur ; Bethany M. SCHWANDT, Auteur ; Gregor A. HORVATH, Auteur ; Elizabeth EWING LEE, Auteur ; Kari Jeanne VISCONTI, Auteur Article en page(s) : p.525-540 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As approximately one-third of peer-victimized children evidence heightened aggression (Schwartz, Proctor, & Chien, 2001), it is imperative to identify the circumstances under which victimization and aggression co-develop. The current study explored two potential moderators of victimization–aggression linkages: (a) attentional bias toward cues signaling threat and (b) attentional bais toward cues communicating interpersonal support. Seventy-two fifth- and sixth-grade children (34 boys; Mage = 11.67) were eye tracked while watching video clips of bullying. Each scene included a bully, a victim, a reinforcer, and a defender. Children's victimization was measured using peer, parent, and teacher reports. Aggression was measured using peer reports of overt and relational aggression and teacher reports of aggression. Victimization was associated with greater aggression at high levels of attention to the bully. Victimization was also associated with greater aggression at low attention to the defender for boys, but at high attention to the defender for girls. Attention to the victim was negatively correlated with aggression regardless of victimization history. Thus, attentional biases to social cues integral to the bullying context differentiate whether victimization is linked to aggression, necessitating future research on the development of these biases and concurrent trajectories of sociobehavioral development. En ligne : http://dx.doi.org/10.1017/S0954579418000068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Development and Psychopathology > 31-2 (May 2019) . - p.525-540[article] Allocation of attention to scenes of peer harassment: Visual–cognitive moderators of the link between peer victimization and aggression [Texte imprimé et/ou numérique] / Wendy TROOP-GORDON, Auteur ; Robert D. GORDON, Auteur ; Bethany M. SCHWANDT, Auteur ; Gregor A. HORVATH, Auteur ; Elizabeth EWING LEE, Auteur ; Kari Jeanne VISCONTI, Auteur . - p.525-540.
Langues : Anglais (eng)
in Development and Psychopathology > 31-2 (May 2019) . - p.525-540
Index. décimale : PER Périodiques Résumé : As approximately one-third of peer-victimized children evidence heightened aggression (Schwartz, Proctor, & Chien, 2001), it is imperative to identify the circumstances under which victimization and aggression co-develop. The current study explored two potential moderators of victimization–aggression linkages: (a) attentional bias toward cues signaling threat and (b) attentional bais toward cues communicating interpersonal support. Seventy-two fifth- and sixth-grade children (34 boys; Mage = 11.67) were eye tracked while watching video clips of bullying. Each scene included a bully, a victim, a reinforcer, and a defender. Children's victimization was measured using peer, parent, and teacher reports. Aggression was measured using peer reports of overt and relational aggression and teacher reports of aggression. Victimization was associated with greater aggression at high levels of attention to the bully. Victimization was also associated with greater aggression at low attention to the defender for boys, but at high attention to the defender for girls. Attention to the victim was negatively correlated with aggression regardless of victimization history. Thus, attentional biases to social cues integral to the bullying context differentiate whether victimization is linked to aggression, necessitating future research on the development of these biases and concurrent trajectories of sociobehavioral development. En ligne : http://dx.doi.org/10.1017/S0954579418000068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393