Cognitive and neuropsychological characteristics of physically aggressive boys.

Abstract

Cognitive-neuropsychological tests were given to adolescent boys (N = 177) to investigate processes associated with physical aggression. Factor analysis yielded 4 factors representing verbal learning, incidental spatial learning, tactile-lateral ability, and executive functions. Physical aggression was assessed at ages 6, 10, 11, and 12, and 3 groups were created: stable aggressive, unstable aggressive, and nonaggressive. The authors found main effects for only the executive functions factor even when other factors were used as additional covariates in a step-down analysis; nonaggressive boys performed better than stable and unstable aggressive boys. The covariates family adversity and anxiety were both related only to the verbal learning factor. This study highlights the importance of deficits in executive function in the expression of physical aggression relative to other cognitive-neuropsychological functions.

Cited by (27)

1. The functional architecture of human empathy
   Decety, Jean, Jackson, Philip L. · 2004 · Behavioral and Cognitive Neuroscience Reviews
2. Executive functions and developmental psychopathology.
   Pennington, Bruce F., Ozonoff, Sally · 1996 · Journal of Child Psychology and Psychiatry
3. Critical periods of vulnerability for the developing nervous system: evidence from humans and animal models.
   Rice, D, Barone, S · 2000 · Environmental Health Perspectives
4. Trajectories of Boys' Physical Aggression, Opposition, and Hyperactivity on the Path to Physically Violent and Nonviolent Juvenile Delinquency
   Nagin, Daniel, Tremblay, Richard E. · 1999 · Child Development
5. Alcohol use and risky sexual behavior among college students and youth: evaluating the evidence.
   Cooper, M Lynne · 2002 · Journal of Studies on Alcohol, Supplement

See all 251