Ambiguous Provocation Research Articles

Hostile interpretation as a transdiagnostic factor for cooccurring anxiety in boys with aggressive behavior problems

AbstractMany children with aggressive behavior problems also suffer from anxiety. This cooccurrence may perhaps be explained by transdiagnostic factors. Identifying these factors seems crucial, as they may be important targets to treat these cooccurring problems effectively. This two‐study paper investigates whether hostile interpretation of others’ intentions is a transdiagnostic factor for cooccurring aggression and anxiety problems, examining two samples of boys in middle childhood. We assessed boys’ aggression and anxiety using teacher‐report in Study 1 (N = 84, Mage = 10.10), and parent‐report in Study 2 (N = 115, Mage = 10.55). In both studies, we assessed hostile interpretation using vignettes describing ambiguous provocations by peers. Both studies revealed a strong association between aggression and anxiety problems, underscoring the necessity to examine factors that can explain this cooccurrence. However, in neither study was this association reduced when we added hostile interpretation to the model, suggesting that hostile interpretation did not function as a transdiagnostic factor in our samples. One possible explanation for these findings is that hostile interpretation predicts both aggression and anxiety problems, but in different children. We, therefore, encourage scholars to conduct more research to explain the high comorbidity of aggression and anxiety problems in children. Future research should also examine hostile interpretation as predictor or transdiagnostic factor for aggression and anxiety problems in more diverse population, including girls and other age groups.

Political challengers and norm erosion in advanced democracies

AbstractHow do politicians in advanced democracies get away with violating political norms? Although norm violators confront a powerful establishment that can penalize them, norm violations currently occur in many advanced democracies. This article analyzes the conflicts between norm‐violating challengers and established politicians and parties as norm defenders in multiparty systems to contribute to the discipline's understanding of norm erosion processes. Based on diachronic and synchronic comparisons of conflicts over norm violations in Austria and Germany, the article reveals how political challengers can already damage democratic norms from a position of institutional weakness. Norm violators that make ambiguous provocations and can leverage their previously acquired democratic credentials, can more credibly dispel attempts to stigmatize them as undemocratic. In doing so, they turn the tables on the political establishment and portray its sanctions as a form of ‘excessive retaliation’ that constitutes a norm violation in itself. The article concludes with the unsettling finding that (verbal) norm protection can facilitate norm erosion.

Regulating interpersonal stress: the link between heart-rate variability, physical exercise and social perspective taking under stress

Social interactions can be stressful, especially if they involve provocation or ambiguity. At the same time, such interactions necessitate social cognition. The question thus arises how stress affects social cognition and how personality attributes modulate this effect. The aim of the current study was to investigate the link between emotional reactivity, physical exercise, and social cognition under stress. As a measure of social cognition, we used spontaneous perspective taking, i.e., the degree to which participants represented the mental state of another agent. Studying young female participants, we investigated how physiological regulation, measured through resting heart-rate variability, is related to spontaneous social perspective taking under stress, and to predicted anger in an ambiguous social scenario. When controlling for resting heart rate, vagally mediated heart-rate variability was negatively correlated with the effect of stress on perspective taking, indicating that good physiological regulation supports social cognition under stress. Further, participants who reported to exercise at least once a week showed higher perspective taking under stress than less active participants. Finally, we found tentative evidence for participants who exercised regularly to show reduced predicted anger in response to an ambiguous provocation. Our findings suggest that good physiological regulation and regular physical exercise support social cognition under stress.

Perfectionism and aggression following unintentional, ambiguous, and intentional provocation

The social disconnection model of perfectionism posits that perfectionism is positively related to various indicators of social disconnection including hostility and aggression. Recent findings, however, indicate that only other-oriented and socially-prescribed perfectionism are positively related to aggression, not self-oriented perfectionism. The present study (N = 271) further examined the perfectionism–aggression relationships using social vignettes differentiating aggression following unintentional, ambiguous, and intentional provocation. Results showed that – when the overlap between the perfectionism dimensions was controlled – only other-oriented perfectionism showed positive relationships with aggression across provocation situations. In contrast, socially prescribed perfectionism showed a positive relationship only with aggression following unintentional provocation, and self-oriented perfectionism showed a negative relationship. The findings suggest that, whereas people high in self-oriented perfectionism tend to be unaggressive, people high in other-oriented perfectionism have a general tendency toward aggression, and people high in socially prescribed perfectionism show a hostile attribution bias.

Social Information Processing Among Children With ASD, SLD, and Typical Development: The Mediational Role of Language Capacities

The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys in Grades 3 to 6, comprising 25 boys with ASD, 38 with SLD, and 33 with TD. SIP measures included two peer vignettes (group entry, ambiguous provocation) to highlight influences of social context. Both clinical groups (SLD, ASD) differed significantly from the nonclinical (TD) group in total language capacities and in five of six SIP measures. As hypothesized, language capacities also significantly mediated the two disorders’ associations with children’s deficits along SIP stages. Findings from this novel comparative study call for consideration of semantic-pragmatic language’s role when planning interventions that target social cognition in both clinical populations as well as further empirical exploration.

Can Self-Persuasion Reduce Hostile Attribution Bias in Young Children?

Two experiments tested an intervention approach to reduce young children’s hostile attribution bias and aggression: self-persuasion. Children with high levels of hostile attribution bias recorded a video-message advocating to peers why story characters who caused a negative outcome may have had nonhostile intentions (self-persuasion condition), or they simply described the stories (control condition). Before and after the manipulation, hostile attribution bias was assessed using vignettes of ambiguous provocations. Study 1 (n = 83, age 4–8) showed that self-persuasion reduced children’s hostile attribution bias. Study 2 (n = 121, age 6–9) replicated this finding, and further showed that self-persuasion was equally effective at reducing hostile attribution bias as was persuasion by others (i.e., listening to an experimenter advocating for nonhostile intentions). Effects on aggressive behavior, however, were small and only significant for one out of four effects tested. This research provides the first evidence that self-persuasion may be an effective approach to reduce hostile attribution bias in young children.

Attachment Disorganization in Infancy: A Developmental Precursor to Maladaptive Social Information Processing at Age 8.

This study examined infant attachment as a predictor of social information processing (SIP) in middle childhood (n=82) while controlling for parental sensitivity in middle childhood. Attachment quality was assessed using the Strange Situation. Although attachment insecurity did not predict SIP, attachment disorganization positively predicted the early SIP steps of hostile attributional bias and aggressive goals. Children with disorganized attachments interpreted ambiguous provocations more negatively (as indicating more hostility, rejection, and disrespect and as resulting in more anger) and endorsed significantly more revenge and dominance goals than children with organized attachments. In contrast, parental sensitivity negatively predicted the later SIP step of positive expectations for aggressive responses. Results further our understanding of the adverse outcomes associated with attachment disorganization.

Assessment of Hostile Attribution Bias in Early Childhood

In the literature, the tendency to attribute hostile intent is called “hostile attribution bias”. After ambiguous provocation, aggressive children are more likely than nonaggressive children to attribute a hostile intent to the peer. Children who make hostile attribution bias are generally more rejected by peers. However, it seems that nonaggressive children may also attribute hostile intentions to peers. The goals of these studies are 1) to detect the profile of young children who attribute hostile intentions and 2) to identify if there is difference between children who showed hostile attribution bias and those who did not. In the first study, 176 preschoolers were tested with the Unfair Card Game, that is a virtual game inducing frustration/provocation and including a high level of personal involvement. In the second study, 102 children were also tested with the Unfair Card Game, but also with some measures of social cognition. In both studies, parents and teachers completed some questionnaires. Results showed notably that children who displayed HAB manifested less positive affects and more negative affects during the frustration task. Compared with children who displayed no hostile attribution bias, children who did do so were perceived by teachers as more extraverted and by parents as having a higher level of externalizing behavior. It seems possible to identify children who made hostile attribution bias. Results are discussed in relation to the literature on the hostile attribution bias.

Assessment of hostile and benign intent attributions in early childhood: Can we elicit meaningful information?

AbstractThroughout middle childhood and adolescence, hostile intent attributions fairly consistently predict levels of aggression. Across 28 published studies in early childhood, however, researchers have found less consistent relationships. We believe this may be due to a majority of these studies using an inappropriate methodological approach for early childhood, forced‐choice questioning. We tested the use of open‐ended vs. forced‐choice questions about intent in 118 Head Start preschool children. In response to a forced choice question, only about 30% of children attributed intent correctly to a video depicting clearly purposeful behavior. And across 18 video vignettes depicting ambiguous provocation, children's intent attribution scores based on a forced‐choice approach demonstrated neither reliability nor validity. Conversely, children's intent attribution scores in response to open‐ended questions demonstrated reliability, correspondence with other aspects of social information processing, and predictive validity in the form of relations to teacher reports of social competence and aggression. Researchers should refrain from utilizing forced‐choice approaches to intent attributions in early childhood unless also conducting intent understanding checks.

Affective ties and social information processing

AbstractWe examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive responses to provocation, and the importance of four social goals was rated. Both second‐ and fifth‐graders displayed RED that depended on both the type of relationship they had with the provocateur and on the type of response (hostile, competent or passive). Children's social goals were affected by their relationship with the provocateur. Younger children's failure to display sensitivity to situational cues in previous studies is likely due to the cognitive demands of reasoning about hypothetical characters rather than an insensitivity to situational cues, per se.

Visual Attention to Dynamic Scenes of Ambiguous Provocation and Children’s Aggressive Behavior

Research on biases in attention related to children’s aggression has yielded mixed results. Some research suggests that inattention to social cues and reliance on maladaptive social schemas underlie aggression. Other research suggests that maladaptive social schemas lead aggressive individuals to attend to nonhostile cues. The primary objective of this study was to test the proposition that aggression is related to delayed attention to cues followed by selective attention to nonhostile cues after the provocation has occurred. A second objective was to test whether these biases are associated with aggression only when children hold negative social schemas. The eye fixations of 70 children (34 boys, 36 girls; Mage = 11.71 years) were monitored with an eye tracker as they watched video clips of child actors portraying scenes of ambiguous provocation. Aggression was measured using peer-, teacher-, and parent-reports, and children completed a measure of antisocial and prosocial peer beliefs. Aggressive behavior was associated with greater time until fixation on the provocateur among youth who held antisocial peer beliefs. Aggression was also associated with greater time until fixation on an actor displaying empathy for the victim among children reporting low levels of prosocial peer beliefs. After the provocation, aggression was associated with suppressed attention to an amused peer among children who held negative peer beliefs. Increasing attention to cues in a scene of ambiguous provocation, in conjunction with fostering more positive beliefs about peers, may be effective in reducing hostile responding among aggressive youth.

Hostile attributional bias and aggressive behavior in global context

We tested a model that children's tendency to attribute hostile intent to others in response to provocation is a key psychological process that statistically accounts for individual differences in reactive aggressive behavior and that this mechanism contributes to global group differences in children's chronic aggressive behavior problems. Participants were 1,299 children (mean age at year 1 = 8.3 y; 51% girls) from 12 diverse ecological-context groups in nine countries worldwide, followed across 4 y. In year 3, each child was presented with each of 10 hypothetical vignettes depicting an ambiguous provocation toward the child and was asked to attribute the likely intent of the provocateur (coded as benign or hostile) and to predict his or her own behavioral response (coded as nonaggression or reactive aggression). Mothers and children independently rated the child's chronic aggressive behavior problems in years 2, 3, and 4. In every ecological group, in those situations in which a child attributed hostile intent to a peer, that child was more likely to report that he or she would respond with reactive aggression than in situations when that same child attributed benign intent. Across children, hostile attributional bias scores predicted higher mother- and child-rated chronic aggressive behavior problems, even controlling for prior aggression. Ecological group differences in the tendency for children to attribute hostile intent statistically accounted for a significant portion of group differences in chronic aggressive behavior problems. The findings suggest a psychological mechanism for group differences in aggressive behavior and point to potential interventions to reduce aggressive behavior.

Children's Interpretations of Ambiguous Provocation From Their Siblings: Comparisons With Peers and Links to Relationship Quality

AbstractThis study investigated how six‐ to eight‐year‐old children interpret ambiguous provocation from their siblings. In particular, we examined how children's attributions of their siblings' intent (1) differed from those for their peers, (2) varied as a function of the structural features of the sibling relationship, and (3) were associated with the affective qualities of the sibling relationship. A total of 121 children were presented with ambiguous provocation scenarios in which three groups of agemates were described as the perpetrators of harm (siblings, friends, and disliked peers). Scenarios were designed to assess children's attributions of hostile, instrumental, and accidental intent. Children attributed more hostile intent to disliked peers than to siblings and less hostile intent to friends than to siblings. Accidental and instrumental intent attributions were equally likely for friends and siblings but less common for disliked peers. Children attributed more hostile intent to older siblings, and more instrumental intent to laterborn siblings who were chronologically younger. Children's attributions of siblings' intent were related to both parents' and children's reports of the affective features of siblings' interactions. Results provide new insight into how children's construals of others' actions are grounded in the unique features of their relationships with particular interaction partners.

Are You Insulting Me? Exposure to Alcohol Primes Increases Aggression Following Ambiguous Provocation.

Considerable research has shown that alcohol consumption can increase aggression and produce extremes in other social behaviors. Although most theories posit that such effects are caused by pharmacological impairment of cognitive processes, recent research indicates that exposure to alcohol-related constructs, in the absence of consumption, can produce similar effects. Here we tested the hypothesis that alcohol priming is most likely to affect aggression in the context of ambiguous provocation. Experiment 1 showed that exposure to alcohol primes increased aggressive retaliation but only when an initial provocation was ambiguous; unambiguous provocation elicited highly aggressive responses regardless of prime exposure. Experiment 2 showed that alcohol prime exposure effects are relatively short-lived and that perceptions of the provocateur's hostility mediated effects of prime exposure on aggression. These findings suggest modification and extension of existing models of alcohol-induced aggression.

Real‐time hostile attribution measurement and aggression in children

Hostile attributions are an important predictor of aggression in children, but few studies have measured hostile attributions as they occur in real-time. The current study uses an interactive video racing game to measure hostile attributions while children played against a presumed peer. A sample of 75 children, ages 10-13, used nonverbal and verbal procedures to respond to ambiguous provocation by their opponent. Hostile attributions were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Hostile attributions using a nonverbal response procedure were negatively related to proactive aggression, when controlling for reactive aggression. Results suggest hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisals measured with vignette-based instruments. The relation between real-time hostile attributions and reactive aggression could be accounted for by the impulsive response style that is characteristic of reactive aggression, whereas children exhibiting proactive aggression may be more deliberate and intentional in their responding, resulting in a negative relation with real-time hostile attributions. These findings can be used both to identify children at risk for aggression and to enhance preventive interventions.

Do Hostile Attribution Biases in Children and Parents Predict Relationally Aggressive Behavior?

ABSTRACT Relatively little is understood about the role of hostile attributions in children's use of relational aggression with peers, or about the impact of family processes on children's attributions about ambiguous provocations. This cross-sectional study investigated associations among hostile attributions made by children, mothers, and fathers, and children's use of relational aggression with peers. The sample included 91 children in Grades 3–5 (43 girls), and their mothers (n = 90) and teachers (n = 88). Fathers also participated for a subsample of children (n = 53). Results showed that relational aggression is associated with a hostile attribution bias in children and parents, although findings varied as a function of gender of parent and child, provocation type, and informant of aggression. Overall, mothers’ attributions were more closely related to daughters’ attributions and aggressive behavior than to sons’. Implications of these findings for social information processing models and family-focused prevention of relational aggression are discussed.

Rage and revenge: Highly aggressive boys' explanations for their responses to ambiguous provocation

Children adapt their behaviour to their social environment through adequate social information processing (SIP). According to the SIP model, social information processing is goal oriented. Yet the subjective experience of reactively and severely aggressive children seems to be that their behaviour is impelled by uncontrollable rage, with no other goal in mind than venting anger and spite. To test whether reactive and proactive aggression by severely aggressive boys were related with experiences of goal directedness, 52 highly aggressive and 30 normal comparison boys were asked to explain their responses to hypothetical provocations by peers. Both highly aggressive and normal comparison boys primarily explained generation and selection of aggressive responses to provocation situations by feeling impelled to act by strong emotions, not with reference to outcome goals. Reactive aggression was specifically related with such emotion explanations for aggression. Moreover, highly aggressive boys more frequently advocated aggression by referring to emotions and referring to a moral rule that taking revenge is imperative, regardless of its consequences. Highly aggressive boys expected their responses to have more negative relational outcomes than comparison boys.

Does Response Evaluation and Decision (RED) Mediate the Relation between Hostile Attributional Style and Antisocial Behavior in Adolescence?

The role of hostile attributional style (HAS) in antisocial development has been well-documented. We analyzed longitudinal data on 585 youths (48% female; 19% ethnic minority) to test the hypothesis that response evaluation and decision (RED) mediates the relation between HAS and antisocial behavior in adolescence. In Grades 10 and 12, adolescent participants and their parents reported participants' antisocial conduct. In Grade 11, participants were asked to imagine themselves in videotaped ambiguous-provocation scenarios. Segment 1 of each scenario presented an ambiguous provocation, after which participants answered HAS questions. In segment 2, participants were asked to imagine themselves responding aggressively to the provocateur, after which RED was assessed. Structural equation modeling indicated that RED mediates the relation between HAS and subsequent antisocial conduct, controlling for previous misconduct. Findings are consistent with research on the development of executive function processes in adolescence, and suggest that the relation between HAS and RED changes after childhood.

Does Response Evaluation and Decision (RED) Mediate the Relation between Hostile Attributional Style and Antisocial Behavior in Adolescence?

The role of hostile attributional style (HAS) in antisocial development has been well-documented. We analyzed longitudinal data on 585 youths (48% female; 19% ethnic minority) to test the hypothesis that response evaluation and decision (RED) mediates the relation between HAS and antisocial behavior in adolescence. In Grades 10 and 12, adolescent participants and their parents reported participants’ antisocial conduct. In Grade 11, participants were asked to imagine themselves in videotaped ambiguous-provocation scenarios. Segment 1 of each scenario presented an ambiguous provocation, after which participants answered HAS questions. In segment 2, participants were asked to imagine themselves responding aggressively to the provocateur, after which RED was assessed. Structural equation modeling indicated that RED mediates the relation between HAS and subsequent antisocial conduct, controlling for previous misconduct. Findings are consistent with research on the development of executive function processes in adolescence, and suggest that the relation between HAS and RED changes after childhood.

In the eye of the beholder: eye-tracking assessment of social information processing in aggressive behavior.

Acording to social information processing theories, aggressive children are hypersensitive to cues of hostility and threat in other people’s behavior. However, even though there is ample evidence that aggressive children over-interpret others’ behaviors as hostile, it is unclear whether this hostile attribution tendency does actually result from overattending to hostile and threatening cues. Since encoding is posited to consist of rapid automatic processes, it is hard to assess with the selfreport measures that have been used so far. Therefore, we used a novel approach to investigate visual encoding of social information. The eye movements of thirty 10–13 year old children with lower levels and thirty children with higher levels of aggressive behavior were monitored in real time with an eyetracker, as the children viewed ten different cartoon series of ambiguous provocation situations. In addition, participants answered questions concerning encoding and interpretation. Aggressive children did not attend more to hostile cues, nor attend less to non-hostile cues than non-aggressive children. Contrary, aggressive children looked longer at non-hostile cues, but nonetheless attributed more hostile intent than their non-aggressive peers. These findings contradict the traditional bottom-up processing hypotheses that aggressive behavior would be related with failure to attend to non-hostile cues. The findings seem best explained by topdown information processing, where aggressive children’s pre-existing hostile intent schemata (1) direct attention towards schema inconsistent non-hostile cues, (2) prevent further processing and recall of such schema-inconsistent information, and (3) lead to hostile intent attribution and aggressive responding, disregarding the schema-inconsistent non-hostile information.