Emotions and Cognitions in Early Childhood Aggression: the Role of Irritability and Hostile Attribution Biases
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Emotions and Cognitions in Early Childhood Aggression: the Role of Irritability and Hostile Attribution Biases Gretchen R. Perhamus 1
&
Jamie M. Ostrov 1
Accepted: 16 September 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The present study examines the role of irritability in form and function subtypes of aggression over 1 year in early childhood (N = 300, Mage = 44.70 months, SD = 4.38 months). This study prospectively tests hostile attribution biases (HAB) as a mediator in irritability’s relations with aggression, with hypothesized form-specific relations between HAB and aggression. Moderation by gender and a reversed alternative model (aggression to irritability, mediated by HAB), were also tested. Path analyses showed irritability predicted increases in all subtypes of aggression (βs = 0.24–0.34), but with moderation by gender, such that irritability significantly predicted increases in reactive relational aggression for girls only (β = 0.43). Reactive physical aggression also significantly predicted increases in irritability (β = 0.15). HAB was not associated significantly with any forms or functions of aggression, although gender differences emerged between HAB for instrumental provocations and reactive physical aggression. No significant indirect effects were found. Results highlight the importance of considering both forms and functions of aggression when investigating irritability, and point to potential gender differences in the role of irritability in relational aggression in early childhood. Keywords Irritability . Aggression . Hostile attribution bias . Early childhood
From a developmental psychopathology perspective, it is important to understand how behaviors and emotional styles interact to predict problems and positive outcomes later in development (Cicchetti 2006). Additionally, understanding the range of typical development increases our comprehension of how these processes may go awry for those at the extreme end of the spectrum (e.g., psychopathology), and where intervention efforts may be targeted (Cicchetti 2006; Sroufe 2013). To this end, this study investigates a problematic behavior (i.e., aggression, defined as actions intended to hurt or harm another; Dodge et al. 2006) associated with poorer psychological and social outcomes (Coie and Dodge 1998), in a developmental period (i.e., early childhood) where it is especially common (Ostrov and Keating 2004) and potentially impactful. During early childhood, children are learning to navigate peer interactions, and establishing peer competence is a key
* Gretchen R. Perhamus [email protected] 1
Department of Psychology, University at Buffalo, The State University of New York, 475 Park Hall, Buffalo, NY 14260, USA
developmental task (Sroufe 2013). Aggressive behaviors can disrupt this process, setting the stage for future behavioral and emotional difficulties (Coie and Dodge 1998). Aggression is known to have highly correlated but distinct relational and physical forms and reactive and proactive f
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