Impulsivity and genetic variants in DRD2 and ANKK1 moderate longitudinal associations between sleep problems and overweight from ages 5 to 11.

OBJECTIVE: Short sleep duration and sleep problems increase risks of overweight and weight gain. Few previous studies have examined sleep and weight repeatedly over development. This study examined the associations between yearly reports of sleep problems and weight status from ages 5 to 11. Although, previous studies have shown that inter-individual differences moderate the effect of short sleep duration on weight, it is not known whether inter-individual differences also moderate the effect of sleep problems on weight. We tested how the longitudinal associations between sleep problems and weight status were moderated by impulsivity and genetic variants in DRD2 and ANKK1. DESIGN: Seven-year longitudinal study. PARTICIPANTS: A total of 567 children from the Child Development Project for the analysis with impulsivity and 363 for the analysis with genetic variants. MEASUREMENTS AND RESULTS: Sleep problems and weight status were measured by mothers' reports yearly. Impulsivity was measured by teachers' reports yearly. Six single-nucleotide polymorphisms located in DRD2 and ANKK1 were genotyped. Data were analyzed using multilevel modeling. Higher average levels of sleep deprivation across years were associated with greater increases in overweight (P=0.0024). Sleep problems and overweight were associated at both within-person across time (P<0.0001) and between-person levels (P<0.0001). Impulsivity and two polymorphisms, rs1799978 and rs4245149 in DRD2, moderated the association between sleep problems and overweight; the association was stronger in children who were more impulsive (P=0.0022), in G allele carriers for rs1799978 (P=0.0007) and in A allele carriers for rs4245149 (P=0.0002). CONCLUSIONS: This study provided incremental evidence for the influence of sleep problems on weight. Findings of DRD2, ANKK1 and impulsivity are novel; they suggest that reward sensitivity and self-regulatory abilities might modulate the influences of sleep on weight gain. The analysis of polymorphisms was restricted to European Americans and hence the results might not generalize to other populations.

Mechanisms in the cycle of violence.

Two questions concerning the effect of physical abuse in early childhood on the child's development of aggressive behavior are the focus of this article. The first is whether abuse per se has deleterious effects. In earlier studies, in which samples were nonrepresentative and family ecological factors (such as poverty, marital violence, and family instability) and child biological variables (such as early health problems and temperament) were ignored, findings have been ambiguous. Results from a prospective study of a representative sample of 309 children indicated that physical abuse is indeed a risk factor for later aggressive behavior even when the other ecological and biological factors are known. The second question concerns the processes by which antisocial development occurs in abused children. Abused children tended to acquire deviant patterns of processing social information, and these may mediate the development of aggressive behavior.

The science of youth violence prevention. Progressing from developmental epidemiology to efficacy to effectiveness to public policy.

Public policy in the United States has historically considered youth violence as a moral problem to be punished after the fact, but growing scientific evidence supports a public health perspective on violent behavior as an interaction between cultural forces and failures in development. Prevention science has provided a bridge between an understanding of how chronic violence develops and how prevention programs can interrupt that development. Articles in this journal supplement provide yet another bridge between efficacious university-based programs and effective community-based programs. It is suggested that yet one more bridge will need to be constructed in future research between community-based programs that are known to be effective and community-wide implementation of prevention efforts at full scale. This last bridge integrates the science of children's development, the science of prevention, and the science of public policy.

Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys.

This study examined social-cognitive processes of aggressive and nonaggressive boys at preadolescent and early adolescent age levels. The social-cognitive variables included processing of cues, attributions, social problem solving, affect labeling, outcome expectations, and perceived competence and self-worth. Results indicated that a wide range of social-cognitive processes is distorted and deficient for violent and moderately aggressive children, and that different types of social cognition contribute unique variance in discriminating among groups. Severely violent boys at both age levels had difficulties with cue recall, attributions, social problem solving, general self-worth, and a pattern of endorsing unusually positive affects that they may experience in different settings. Moderately aggressive boys shared some of the social-cognitive difficulties demonstrated by severely violent boys, but they also displayed indications that their aggression may be more planfully aimed to achieve expected outcomes. When the moderately aggressive and the violent boys differed from the nonaggressive boys on attributional biases and low perceived self-worth, a continuum existed with violent boys displaying more extreme social-cognitive dysfunctions than the moderately aggressive boys. These findings carry implications for cognitive-behavioral intervention with severely violent and moderately aggressive youths.

Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems.

The authors tested the hypothesis that early physical abuse is associated with later externalizing behavior outcomes and that this relation is mediated by the intervening development of biased social information-processing patterns. They assessed 584 randomly selected boys and girls from European American and African American backgrounds for the lifetime experience of physical abuse through clinical interviews with mothers prior to the child's matriculation in kindergarten. Early abuse increased the risk of teacher-rated externalizing outcomes in Grades 3 and 4 by fourfold, and this effect could not be accounted for by confounded ecological or child factors. Abuse was associated with later processing patterns (encoding errors, hostile attributional biases, accessing of aggressive responses, and positive evaluations of aggression), which, in turn, predicted later externalizing outcomes.

Hostile attributional biases in severely aggressive adolescents.

Adolescent boys (N = 128) from a maximum security prison for juvenile offenders were administered a task to assess hostile attributional biases. As hypothesized, these biases were positively correlated with undersocialized aggressive conduct disorder (as indicated by high scores on standardized scales and by psychiatric diagnoses), with reactive-aggressive behavior, and with the number of interpersonally violent crimes committed. Hostile attributional biases were found not to relate to nonviolent crimes or to socialized aggressive behavior disorder. These findings held even when race and estimates of intelligence and socioeconomic status were controlled. These findings suggest that within a population of juvenile offenders, attributional biases are implicated specifically in interpersonal reactive aggression that involves anger and not in socialized delinquency.

Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth.

The authors proposed that reactively aggressive and proactively aggressive types of antisocial youth would differ in developmental histories, concurrent adjustment, and social information-processing patterns. In Study 1, 585 boys and girls classified into groups called reactive aggressive, proactive aggressive, pervasively aggressive (combined type), and nonaggressive revealed distinct profiles. Only the reactive aggressive groups demonstrated histories of physical abuse and early onset of problems, adjustment problems in peer relations, and inadequate encoding and problem-solving processing patterns. Only the proactive aggressive groups demonstrated a processing pattern of anticipating positive outcomes for aggressing. In Study 2, 50 psychiatrically impaired chronically violent boys classified as reactively violent or proactively violent demonstrated differences in age of onset of problem behavior, adjustment problems, and processing problems.

Social-information-processing factors in reactive and proactive aggression in children's peer groups.

We examined social-information-processing mechanisms (e.g., hostile attributional biases and intention-cue detection deficits) in chronic reactive and proactive aggressive behavior in children's peer groups. In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N = 259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N = 339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N = 117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N = 127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression.

Adults' evaluations of a child as a function of sex of adult and sex of child.

Male and female college students watched a videotape of a 3-year-old child who was identified as either a girl or a boy; they then rated the child on a number of personaltiy and ability measures. Males' ratings on many of the measures were more favorable for the "girl" than for the "boy," whereas females' ratings were more favorable for the "boy" than for the "girl." In addition to these interactions, there was also a main effect for sex of subject, with females rating the child more favorably than males.

Individual-group behavioral similarity and peer status in experimental play groups of boys: the social misfit revisited.

This study evaluated individual-group similarity and dissimilarity hypotheses generally stipulating that the behavioral correlates of status are moderated by the peer group context in which they are displayed. Thirty play groups of 5 or 6 unacquainted same-age boys participated in five 45-min sessions. Five behaviors described group and individual characteristics: reactive aggression, proactive aggression, solitary play, rough-and-tumble play, and positive interactive behavior. Individual social preference scores were computed following a variant of the J. D. Coie and K. A. Dodge (1983) procedure. The behavioral correlates of emerging peer status were examined as a function of the group's behavioral norms. Evidence of a dissimilarity effect was found for solitary play and reactive aggression whereas positive interactive behavior followed a rule of similarity.

The distinction between beliefs legitimizing aggression and deviant processing of social cues: testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression. Conduct Problems Prevention Research Group.

In 2 studies the authors examined knowledge and social information-processing mechanisms as 2 distinct sources of influence on child aggression. Data were collected from 387 boys and girls of diverse ethnicity in 3 successive years. In Study 1, confirmatory factor analyses demonstrated the discriminant validity of the knowledge construct of aggression beliefs and the processing constructs of hostile intent attributions, accessing of aggressive responses, and positive evaluation of aggressive outcomes. In Study 2, structural equation modeling analyses were used to test the mediation hypothesis that aggression beliefs would influence child aggression through the effects of deviant processing. A stronger belief that aggressive retaliation is acceptable predicted more deviant processing 1 year later and more aggression 2 years later. However, this latter effect was substantially accounted for by the intervening effects of deviant processing on aggression.

The dyadic nature of social information processing in boys' reactive and proactive aggression.

The correlation between boys' social cognitions and their aggressive behavior toward peers was examined as being actor driven, partner driven, or dyadic relationship driven. Eleven groups of 6 familiar boys each (N = 165 dyads) met for 5 consecutive days to participate in play sessions and social-cognitive interviews. With a variance partitioning procedure, boys' social-cognitive processes were found to vary reliably across their dyadic relationships. Furthermore, mixed models regression analyses indicated that hostile attributional biases toward a particular peer were related to directly observed reactive aggression toward that peer even after controlling for actor and partner effects, suggesting that these phenomena are dyadic or relationship oriented. On the other hand, the relation between outcome expectancies for aggression and the display of proactive aggression appeared to be more actor driven and partner driven that dyadic.

Quality of early family relationships and individual differences in the timing of pubertal maturation in girls: a longitudinal test of an evolutionary model.

In an 8-year prospective study of 173 girls and their families, the authors tested predictions from J. Belsky, L. Steinberg, and P. Draper's (1991) evolutionary model of individual differences in pubertal timing. This model suggests that more negative-coercive (or less positive-harmonious) family relationships in early childhood provoke earlier reproductive development in adolescence. Consistent with the model, fathers' presence in the home, more time spent by fathers in child care, greater supportiveness in the parental dyad, more father-daughter affection, and more mother-daughter affection, as assessed prior to kindergarten, each predicted later pubertal timing by daughters in 7th grade. The positive dimension of family relationships, rather than the negative dimension, accounted for these relations. In total, the quality of fathers' investment in the family emerged as the most important feature of the proximal family environment relative to daughters' pubertal timing.

Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior.

Child temperament and parental control were studied as interacting predictors of behavior outcomes in 2 longitudinal samples. In Sample 1, data were ratings of resistant temperament and observed restrictive control in infancy-toddlerhood and ratings of externalizing behavior at ages 7 to 10 years; in Sample 2, data were retrospective ratings of temperament in infancy-toddlerhood, observed restrictive control at age 5 years, and ratings of externalizing behavior at ages 7 to 11 years. Resistance more strongly related to externalizing in low-restriction groups than in high-restriction groups. This was true in both samples and for both teacher- and mother-rated outcomes. Several Temperament x Environment interaction effects have been reported previously, but this is one of very few replicated effects.

Internal representational models of peers: implications for the development of problematic behavior.

The authors investigated the relation between children's knowledge structures for peers and externalizing behavior problems. Initial levels of aggression were evaluated in 135 boys and 124 girls (Grades 1-3; 40% African American, 60% Caucasian) in Year 1 and again in Years 6 and 9. In Year 6, 3 aspects of their social knowledge structures were assessed: quality, density, and appropriateness. Results indicate that knowledge structures are related to children's concurrent levels of externalizing behaviors and that knowledge structures are related to children's concurrent levels of externalizing behaviors and predict externalizing behaviors 3 years later even after controlling for current levels of behavior. In addition, knowledge structures in Year 6 mediate the relation between aggression in Year 1 and externalizing behaviors in Year 9. The role of knowledge structures in the maintenance and growth of children's antisocial behavior is discussed.

It takes two to fight: a test of relational factors and a method for assessing aggressive dyads.

Observations of aggressive interactions in boys' laboratory play groups were used to evaluate the relative importance of relational and individual factors in accounting for aggressive acts. A classroom peer-rating method for identifying mutually aggressive dyads was validated in 11 5-session play groups, composed of 2 mutually aggressive boys and 4 randomly selected male classmates from 11 predominately African American 3rd-grade classrooms. When the social relations model was used, relationship effects accounted for equally as much of the variance in total aggression and proactive aggression as either actor or target effects. Mutually aggressive dyads displayed twice as much total aggression as randomly selected dyads. Members of mutually aggressive dyads attributed greater hostile intentions toward each other than did randomly selected dyads, which may serve to explain their greater aggression toward each other. The importance of studying relational factors, including social histories and social-cognitive processes, is discussed.

Social information processing and sociometric status: sex, age, and situational effects.

Theoretically based measures of social information-processing patterns in specific situations were developed and administered to popular, average, socially rejected, and socially neglected girls and boys in the first, third, and fifth grades (total n = 95). Measures included interpretations of peers' intentions, quantity and quality of responses generated to problematic stimuli, evaluations of responses, and enactments of particular responses. Three kinds of situations were generated empirically as stimuli: being teased, being provoked ambiguously, and initiating entry into a peer group. Deviant children (rejected and neglected) were found to respond deficiently compared to average and popular children, but only in the situation in which they were teased. Older children performed more competently than younger children in all three situations. Interactions among gender, sociometric status, and age also were found. Findings were interpreted as evidence of the elusiveness and complexity of social information-processing defects among low sociometric status children.

Reactive and proactive aggression in childhood: relations to peer status and social context dimensions.

Although there has been an accumulation of evidence to suggest a link between peer-directed aggression and social rejection, little attention has been given to the relations between specific subtypes of aggressive behavior and social rejection. The purpose of this investigation was to examine the relations between two subtypes of aggressive behavior (reactive and proactive aggression) and children's classroom peer status. The reciprocity of each of these subtypes of aggressive behavior and the social contexts in which these behaviors occur were also examined. Assessments of each of these forms of aggression among 70 boys (ages 5 and 6) were conducted using direct observations and teacher ratings. In general, directing reactive aggressive behavior toward peers was associated with social rejection, while utilization of instrumental aggression was positively related to peer status. The findings also indicated that directing proactive forms of aggression toward peers was related to being the target of proactive aggression. Finally, among older boys, both subtypes of aggression were more likely to occur during rough play than during any other type of play activity.

Social information processing in child psychiatric populations.

This study examined three kinds of social information-processing deficits in child psychiatric populations. The deficits studied were response decision biases, hostile attributional biases, and cue-utilization deficiencies. Subjects were diagnosed as hyperactive/aggressive (H/A) (n = 24), exclusively hyperactive (n = 14), exclusively aggressive (n = 14), psychiatric control (n = 23), and normal control (NC) (n = 60) boys according to procedures suggested by Loney and Milich (1982). They were administered several tasks to solicit information-processing patterns. The H/A group was found to be deficient in all three areas assessed, relative to the NC group. They were also deficient in response decisions and cue-utilization, relative to the other three groups of psychiatrically referred boys. Discriminant function analyses demonstrated that the H/A group displayed a distinct processing pattern. These results were found to be relevant to the study of behavior disorders, to social information processing theory, and to intervention efforts with these boys.

Behavior patterns of socially rejected and neglected preadolescents: the roles of social approach and aggression.

Sociometric nominations were used to select groups of popular, average, rejected, and neglected third- and fifth-grade children. In two studies, the peer interactive behaviors of these children were naturalistically observed in their classrooms and on the playground. In contrast to popular children, rejected children displayed fewer task-appropriate behaviors and more task-inappropriate and aggressive behaviors. Whereas rejected children prosocially approached peers as frequently as did popular children, peer responses to the approaches of rejected children were more likely to be negative. Neglected children, on the other hand, displayed relatively few task-inappropriate and aggressive behaviors, and socially approached peers infrequently. Their approaches also met with frequent rebuff by peers. The findings were discussed in terms of the behavioral bases of sociometric status. Suggestions were made for clinical researchers interested in behavioral change with rejected and neglected children.