Accidental and Ambiguous Situations Reveal Specific Social Information Processing Biases and Deficits in Adolescents with Low Intellectual Level and Clinical Levels of Externalizing Behavior.
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| Title: | Accidental and Ambiguous Situations Reveal Specific Social Information Processing Biases and Deficits in Adolescents with Low Intellectual Level and Clinical Levels of Externalizing Behavior. |
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| Authors: | Van Rest, M. M.1,2 (AUTHOR) m.van.rest@vu.nl, Van Nieuwenhuijzen, M.3 (AUTHOR), Kupersmidt, J. B.4 (AUTHOR), Vriens, A.5 (AUTHOR), Schuengel, C.1,2 (AUTHOR), Matthys, W.6 (AUTHOR) |
| Source: | Journal of Abnormal Child Psychology. Nov2020, Vol. 48 Issue 11, p1411-1424. 14p. 5 Charts, 2 Graphs. |
| Subject Terms: | *Teenagers, *Information processing, *Social problems, Externalizing behavior, Social processes |
| Abstract: | Addressing aggression in youth requires understanding of the range of social problem situations that may lead to biased social information processing (SIP). The present study investigated situation-specificity of SIP and analyzed whether SIP deficits and biases are found in ambiguous as well as clearly accidental situations in adolescents with clinical levels of externalizing behavior or with low intellectual level, congruent with mild intellectual disability. Adolescents (N = 220, Mage = 15.21) completed a SIP test on a mobile app with six videos with ambiguous, hostile, and accidental social problems. Caretakers, teachers, and adolescents themselves reported on youth externalizing behavior problems. In accidental situations specifically, adolescents with low IQ scores more often attributed purposeful intent to perpetrators than peers with borderline or average IQ scores. In accidental situations, adolescents with clinical levels of externalizing behavior generated and selected more aggressive responses than nonclinical adolescents, regardless of their cognitive level. In line with previous literature, the ambiguous situations also brought out SIP differences between IQ groups. These results suggest that not only ambiguous situations should be considered informative for understanding SIP biases, but situations in which adolescents are clearly accidentally disadvantaged bring out SIP biases as well, that may lead to conflicts with others. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Abnormal Child Psychology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 146174938 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Accidental and Ambiguous Situations Reveal Specific Social Information Processing Biases and Deficits in Adolescents with Low Intellectual Level and Clinical Levels of Externalizing Behavior. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Van+Rest%2C+M%2E+M%2E%22">Van Rest, M. M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> m.van.rest@vu.nl</i><br /><searchLink fieldCode="AR" term="%22Van+Nieuwenhuijzen%2C+M%2E%22">Van Nieuwenhuijzen, M.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kupersmidt%2C+J%2E+B%2E%22">Kupersmidt, J. B.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vriens%2C+A%2E%22">Vriens, A.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schuengel%2C+C%2E%22">Schuengel, C.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Matthys%2C+W%2E%22">Matthys, W.</searchLink><relatesTo>6</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Abnormal+Child+Psychology%22">Journal of Abnormal Child Psychology</searchLink>. Nov2020, Vol. 48 Issue 11, p1411-1424. 14p. 5 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Information+processing%22">Information processing</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br /><searchLink fieldCode="DE" term="%22Externalizing+behavior%22">Externalizing behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+processes%22">Social processes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Addressing aggression in youth requires understanding of the range of social problem situations that may lead to biased social information processing (SIP). The present study investigated situation-specificity of SIP and analyzed whether SIP deficits and biases are found in ambiguous as well as clearly accidental situations in adolescents with clinical levels of externalizing behavior or with low intellectual level, congruent with mild intellectual disability. Adolescents (N = 220, Mage = 15.21) completed a SIP test on a mobile app with six videos with ambiguous, hostile, and accidental social problems. Caretakers, teachers, and adolescents themselves reported on youth externalizing behavior problems. In accidental situations specifically, adolescents with low IQ scores more often attributed purposeful intent to perpetrators than peers with borderline or average IQ scores. In accidental situations, adolescents with clinical levels of externalizing behavior generated and selected more aggressive responses than nonclinical adolescents, regardless of their cognitive level. In line with previous literature, the ambiguous situations also brought out SIP differences between IQ groups. These results suggest that not only ambiguous situations should be considered informative for understanding SIP biases, but situations in which adolescents are clearly accidentally disadvantaged bring out SIP biases as well, that may lead to conflicts with others. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Abnormal Child Psychology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10802-020-00676-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1411 Subjects: – SubjectFull: Teenagers Type: general – SubjectFull: Information processing Type: general – SubjectFull: Social problems Type: general – SubjectFull: Externalizing behavior Type: general – SubjectFull: Social processes Type: general Titles: – TitleFull: Accidental and Ambiguous Situations Reveal Specific Social Information Processing Biases and Deficits in Adolescents with Low Intellectual Level and Clinical Levels of Externalizing Behavior. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Van Rest, M. M. – PersonEntity: Name: NameFull: Van Nieuwenhuijzen, M. – PersonEntity: Name: NameFull: Kupersmidt, J. B. – PersonEntity: Name: NameFull: Vriens, A. – PersonEntity: Name: NameFull: Schuengel, C. – PersonEntity: Name: NameFull: Matthys, W. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 00910627 Numbering: – Type: volume Value: 48 – Type: issue Value: 11 Titles: – TitleFull: Journal of Abnormal Child Psychology Type: main |
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