The DOI matches its Crossref record; 55 of the 58 references it cites were found in a registry or an index; 2 of the 22 sources its claims cite were checked for support.
Social-information-processing patterns mediate the impact of preventive intervention on adolescent antisocial behavior
Open accessAbstract
In the study reported here, we tested the hypothesis that the Fast Track preventive intervention's positive impact on antisocial behavior in adolescence is mediated by its impact on social-cognitive processes during elementary school. Fast Track is the largest and longest federally funded preventive intervention trial for children showing aggressive behavior at an early age. Participants were 891 high-risk kindergarten children (69% male, 31% female; 49% ethnic minority, 51% ethnic majority) who were randomly assigned to an intervention or a control group by school cluster. Multiyear intervention addressed social-cognitive processes through social-skill training groups, parent groups, classroom curricula, peer coaching, and tutoring. Assigning children to the intervention decreased their mean antisocial-behavior score after Grade 9 by 0.16 standardized units (p < .01). Structural equation models indicated that 27% of the intervention's impact on antisocial behavior was mediated by its impact on three social-cognitive processes: reducing hostile-attribution biases, increasing competent response generation to social problems, and devaluing aggression. These findings support a model of antisocial behavioral development mediated by social-cognitive processes, and they guide prevention planners to focus on these processes.
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Claims the paper makes
20 Own result · 11 Own method · 7 Sources not found · 6 Own interpretation · 3 No full text of the sources · 2 Partly supported · 2 Not checked yet · accuracy not yet measured
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, the impact of intervention on children’s competent response generation measured after Grade 1 significantly mediated the intervention’s impact on antisocial behavior (p < .05; coefficient = −0.02, 95% bias-adjusted CI = [−0.06, −0.003]), with 14% of intervention’s impact on antisocial behavior mediated by improvements in response generation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, the impact of intervention on aggressive response evaluation in Grades 4 and 5 marginally mediated the intervention’s impact on antisocial behavior (p < .10; indirect effect = −0.02, with 90% bias-adjusted CI = [−0.04, −0.001]), with 9% of intervention’s impact on antisocial behavior mediated by response evaluation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Assigning children to the intervention decreased their mean antisocial-behavior score after Grade 9 by 0.16 standardized units (p < .01).”
- Also stated in: § Effect of intervention on adolescent antisocial behavior · plain
“The mean antisocial-behavior-construct score for children assigned to the intervention group was −0.16 points lower than the mean among children assigned to the control condition (p < .01).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Abstract
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
- Also stated in: § Effect of intervention on adolescent antisocial behavior · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Five of the seven tests yielded significant coefficients, with antisocial behavior after Grade 9 being significantly predicted from hostile-attribution biases, retribution goals, competent and aggressive response generation, and aggressive response evaluation after Grades 1 through 5.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of social-cognitive processes on antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The indirect effect of intervention on antisocial behavior as mediated by social-cognitive processes was significant (p < .05), and 27% of intervention’s impact on antisocial behavior after Grade 9 was mediated by the combined impact of intervention on hostile-attribution bias, competent response generation, and aggressive response evaluation.”
- Also stated in: § Abstract · hedged
“Structural equation models indicated that 27% of the intervention’s impact on antisocial behavior was mediated by its impact on three social-cognitive processes: reducing hostile-attribution biases, increasing competent response generation to social problems, and devaluing aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
- Also stated in: § Abstract · hedged
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not have sufficient statistical power to test mediation separately for each of many subgroups, and although the findings held for the entire sample, they might not hold within each group.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 11
- It may state two separate claims as one. 17
- The quote only partly states this claim. 5
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Raver et al. (2011) found that self-regulation skills mediated the impact of intervention on preschoolers’ kindergarten outcomes.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Partly supportedcites Raver et al. (2011) sourceExperimental — accuracy not yet measured
The Results section reports that attention/impulse control and executive functioning mediated the intervention’s effects on preschoolers’ preacademic outcomes; effortful control did not. The Hypotheses and Results of Direct Treatment Effects sections place those outcomes in the spring of the children’s Head Start year, not in kindergarten. Page numbers are unavailable in our copy. (LLM, conf=0.89)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Wilson and Lipsey’s (2007) meta-analysis yielded a mean intervention effect size of .21 for school-based cognitive-behavioral programs on aggressive and disruptive behavior.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Partly supportedcites Wilson and Lipsey’s (2007) sourceExperimental — accuracy not yet measured
The Results report a mean effect size of 0.21 for aggressive/disruptive behavior, including among universal school-based programs. But that figure covers multiple treatment modalities; the paper does not identify it as the mean specifically for cognitive-behavioral programs. Page numbers were not available in our copy. (LLM, conf=0.90)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, although intervention had a positive impact on children’s accurate recognition of emotions after first grade, this process did not significantly predict antisocial behavior after ninth grade.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Inspection of histograms of scores by groups indicated that the intervention group had a lower proportion of members with scores at the high end of the scale (item means > .3; .152 of the control group and .109 of the intervention group) and a higher proportion of members with scores at the low end of the scale (item means < .1; .614 of the control group and .686 of the intervention group).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Second, although setting of retribution goals predicted adolescent antisocial behavior (thus supporting this process in antisocial development), intervention did not have a significant impact on this process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two social-cognitive processes (accurate encoding of cues and setting of retribution goals) were also hypothesized to be mediators, but the evidence did not support mediation.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Each of the four parcels of items contributed significant variance to the antisocial-behavior construct.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“First, intervention’s impact on antisocial behavior in Grade 9 was significantly mediated by intervention’s impact on hostile-attribution bias in Grades 4 and 5 (p < .05; standardized coefficient = −0.02, 95% bias-adjusted CI = [−0.07, −0.001]), and 13% of intervention’s impact on antisocial behavior was mediated by improvement in attribution biases.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Mediation of the effect of intervention on antisocial behavior
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- The authors state this as an assumption: Missing data were missing at random.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although each of the three processes increased the proportion of variance accounted for in the long-term impact of intervention, the significance levels that tested unique increments did not meet standard criteria (ps = .17, 07, and .12, for hostile-attribution bias, competent response generation, and aggressive response evaluation, respectively).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention was associated with higher emotion-recognition skills, lower hostile-attribution biases, more competent response generation, and response evaluation that devalued aggression.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on social-cognitive processes
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- The authors state this as an assumption: Missing data were missing at random.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“These measures were not included earlier in the study because of unreliability.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Intervention participation was defined as attendance at one or more group sessions—96% of parents and 98% of children participated during Grade 1. Of these families, 79% of parents and 90% of children attended at least 50% of all Grade 1 sessions (CPPRG, 2002a).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
What the sources say
- Not matchedcites CPPRG, 2002a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for race, gender, cohort, site, and initial kindergarten risk score, we estimated the impact of random assignment to the intervention condition on the antisocial-behavior construct using a multigroup measurement-invariant structural equation model with standard errors clustered by kindergarten school to account for the initial randomization process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Prospective studies show that children develop stable patterns of processing social information at each of these steps, and these patterns predict growth in antisocial behavior across development, even when previous behavior is controlled (Dodge, Pettit, Bates, & Valente, 1995).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Social-Cognitive Mechanisms in Antisocial Behavior
What the sources say
- Not checked — no full text of the sourcecites Dodge, Pettit, Bates, & Valente, 1995 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We did not have sufficient statistical power to test mediation separately for each of many subgroups, and although the findings held for the entire sample, they might not hold within each group.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Cunha and Heckman (2010) found that what they termed “noncognitive traits” (but not academic skills) accounted for the Perry Preschool Project’s positive impact on adult outcomes.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Not matchedcites Cunha and Heckman (2010)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Not all analyses yielded significant effects (e.g., no effects were found in Grades 7 and 8; CPPRG, 2010), and some analyses yielded significant effects only for the highest-risk subgroup (e.g., CPPRG, 2011).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > The Current Study
What the sources say
- Not matchedcites CPPRG, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“This instrument documents, with high reliability and validity (Huizinga & Elliott, 1986), the number of times each of 25 acts, such as property damage, theft, assault, and substance use, was committed in the past year.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
What the sources say
- Not checked — no full text of the sourcecites Huizinga & Elliott, 1986 source
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The coefficient alpha based on items used to create parcels for structural equation modeling was .60.”
- Also stated in: § Measures · plain
“The subscales were used to create a latent construct for adolescent antisocial behavior (α = .87).”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The quote only partly states this claim.
- Also stated in: § Measures · plain
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Emotion-recognition skill was not measured in later years because of ceiling effects.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Measures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Nonparticipation increased modestly across years, primarily because of residential moves.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“within each pair, one set was randomly assigned to an intervention condition and the other set to a control condition.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“The group found that the effect of intervention on these variables as measured in Grade 3 significantly mediated the effect of intervention on aggressive behavior as measured in Grade 4 and marginally mediated the effect of intervention on association with deviant peers as measured in Grade 4.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Preventive Interventions in Antisocial Behavior
What the sources say
- Not matchedcites CPPRG, 2002b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The empirical findings support the roles of core processes of making benign (rather than hostile) attributions about other people’s intentions, generating competent responses to social challenges, and evaluating the outcomes of aggressing ahead of time as unfavorable.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- The authors state this as an assumption: Outside interventions occurred at the same rate in the intervention and control groups.
- Rests on an assumption: No unmeasured third variable accounts for the observed mediation effects.
- Rests on an assumption: Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Intervention fidelity was ensured by manualization of all components, regular cross-site training and communication, weekly staff training, and ongoing clinical supervision.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > The Fast Track intervention
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Analyses of intervention’s impact on social-cognitive processes yielded significant effects after Grade 1 on emotion recognition, competent response generation, and endorsement of retaliation (CPPRG, 1999); after Grade 3 on hostile-attribution biases (p < .06) and competent response generation (p < .06; CPPRG, 2002b); and after Grades 4 and 5 on a composite of hostile-attribution biases, ret”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > The Current Study
What the sources say
- Not matchedcites CPPRG, 1999
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2002b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites CPPRG, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Controlling for race, gender, cohort, site, and initial kindergarten risk score, we estimated the impact of random assignment to the intervention condition on the antisocial-behavior construct using a multigroup measurement-invariant structural equation model with standard errors clustered by kindergarten school to account for the initial randomization process.”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Results > Effect of intervention on adolescent antisocial behavior
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The authors state this as an assumption.
Outside interventions occurred at the same rate in the intervention and control groups.
“Outside interventions were neither encouraged nor discouraged and were assumed to occur at the same rate for participants in intervention and control groups.”
The authors state this as an assumption.
Missing data were missing at random.
“Full-information maximum-likelihood estimation accounted for missing data under the assumption that data were missing at random.”
The paper relies on this without support.
No unmeasured third variable accounts for the observed mediation effects.
“It is plausible that an unmeasured third variable would account for both intervention impacts.”
The paper relies on this without support.
Alternate mechanisms such as placebo or environmental scaffolding do not account for the intervention's effect on antisocial behavior.
“It is plausible that intervention effects are mediated through alternate mechanisms, such as placebo, academic gains, or environmental scaffolding of opportunity.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Abstract
“49% ethnic minority, 51% ethnic majority”
§ Social-Information-Processing Patterns Mediate the Impact of Preventive Intervention on Adolescent Antisocial Behavior > Method > Participants
“The sample was 51% African American, 47% European American, and 2% other ethnicity”
Citations
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Self-citationSkill formation and the economics of investing in disadvantaged children
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Self-citation
Cited by
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Self-citationCompetence and Psychopathology in Development
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Hostile attributional bias and aggressive behavior in global context
Dodge, K. A., Malone, P. S., Lansford, J. E., Sorbring, E., Skinner, A. T., Tapanya, S., Tirado, L. M. U., Zelli, A., Alampay, L. P., Al‐Hassan, S. M., et al. (2015) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1418572112 · Cited by 199
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“…studies of children on emotional regulation and impulse control, social-information processing and how to interpret other’s intent (Cartledge and Milburn 1980, Kettlewell and Kaush 1983, Michelson et al. 1983, Schneider and Byrne 1987, Weiss et al. 1992, Dodge and Godwin 2013, Dodge 2003).”
BackgroundHow Does the Fast Track Intervention Prevent Adverse Outcomes in Young Adulthood?
Sorensen, L. C., & Dodge, K. A. (2015) · Child Development · doi:10.1111/cdev.12467 · Cited by 74
Self-citationPasalich, D. S., Witkiewitz, K. A., McMahon, R. J., & Pinderhughes, E. E. (2015) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-015-0059-y · Cited by 82
Emotional Security Theory and Developmental Psychopathology
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Self-citationCarré, J. M., Iselin, A.-M. R., Welker, K. M., Hariri, A. R., & Dodge, K. A. (2014) · Psychological Science · doi:10.1177/0956797614525642 · Cited by 48
Self-citationGenetic influences on adolescent behavior
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Early Childhood Predictors of Severe Youth Violence in Low-Income Male Adolescents
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Visual Attention to Dynamic Scenes of Ambiguous Provocation and Children’s Aggressive Behavior
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Bierman, K. L., & Sanders, M. T. (2020) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426620957623 · Cited by 53
The Fast Track intervention’s impact on behaviors of despair in adolescence and young adulthood
Godwin, J. W., Bierman, K. L., Coie, J. D., Crowley, D. M., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2016234117 · Cited by 31
Self-citationAdvances in Prevention Science: A Developmental Psychopathology Perspective
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Social contextual risk taking in adolescence
Kwon, S.-J., & Telzer, E. H. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00060-0 · Cited by 32
Paciello, M., Muratori, P., Ruglioni, L., et al. (2015) · International Journal of Offender Therapy and Comparative Criminology · doi:10.1177/0306624x15589593 · Cited by 29
“Particularly, a comprehensive treatment program should, according to McGlynn, Hahn, and Hagan (2013), Lochman, Powell, Whidby, and FitzGerald (2012), and Dodge and Godwin (2013), amply resort to cognitive restructuring to modify the numerous cognitive biases (e.”
BackgroundInfluentialThe Relationship of Early Maladaptive Schemas and Anticipated Risky Behaviors in College Students
Marengo, S. M., Klibert, J., Langhinrichsen‐Rohling, J., Warren, J. C., & Smalley, K. B. (2018) · Journal of Adult Development · doi:10.1007/s10804-018-9313-1 · Cited by 28
Smith, S. W., Daunic, A. P., Algina, J. J., Pitts, D. L., Merrill, K. L., Cumming, M. M., & Allen, C. M. (2016) · Journal of Emotional and Behavioral Disorders · doi:10.1177/1063426616661702 · Cited by 28
“…students with significant behavior problems are less able to use working memory (temporary storage and manipulation of information) to interpret social cues accurately and are thus more likely to attribute hostile intentions to a peer’s ambiguous actions (Crick & Dodge, 1994; Dodge & Godwin, 2013).”
BackgroundHoogsteder, L. M., Stams, G. J. J. M., Schippers, E. E., & Bonnes, D. (2018) · International Journal of Offender Therapy and Comparative Criminology · doi:10.1177/0306624x18761267 · Cited by 31
Can We Trust Positive Findings of Intervention Research? The Role of Conflict of Interest
Gorman, D. M. (2016) · Prevention Science · doi:10.1007/s11121-016-0648-1 · Cited by 26
Sorge, G. B., Skilling, T., & Toplak, M. E. (2015) · Journal of Behavioral Decision Making · doi:10.1002/bdm.1864 · Cited by 25
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Who Really Wins? Efficacy of a Croatian Youth Gambling Prevention Program
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Preventing Behavioral Disorders via Supporting Social and Emotional Competence at Preschool Age
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“…that targeting the processing steps outlined by Crick and Dodge (1994) has been effective at changing behavior, for example, in treating aggressive behaviors among criminal offenders (Zajenkowska et al., 2021) and through interventions for youth with antisocial behaviors (Dodge and Godwin, 2013).”
BackgroundA Randomized Trial of the Self-Management Training and Regulation Strategy for Disruptive Students
Thompson, A. M. (2013) · Research on Social Work Practice · doi:10.1177/1049731513509691 · Cited by 27
“The present study also suggests that behavioral self-management improves social competencies and classroom relations—essential program targets shown by prior studies to improve outcomes for high-risk students (Dodge & Godwin, 2013; Fraser et al., 2005; Wentzel, 1991).”
BackgroundYaros, A., Lochman, J. E., & Wells, K. (2015) · International Journal of Behavioral Development · doi:10.1177/0165025415607085 · Cited by 21
“In addition, both of these variables have been shown to mediate the impact of interventions on youth aggression (Dodge & Godwin, 2013; Lochman & Wells, 2002a).”
BackgroundKatzmann, J., Goertz‐Dorten, A., Hautmann, C., & Döepfner, M. (2018) · Psychotherapy Research · doi:10.1080/10503307.2018.1425559 · Cited by 33
“…the end of Grade 3, and on several components of children’s social-information processing (attributional bias, number of generated solutions, evaluation of the consequences of aggressive behavior as detrimental) in Grades 1–5 (Conduct Problems Prevention Research Group, 2002; Dodge & Godwin, 2013).”
BackgroundMatthys, W., & Schutter, D. J. L. G. (2023) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-023-00429-4 · Cited by 32
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Competence and Psychopathology in Development
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Social problem solving in adult patients with attention deficit hyperactivity disorder
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Störungen des Sozialverhaltens
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Group Intervention with Aggressive Children and Youth Through Bibliotherapy
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“Most of the treatment offered to aggressive children is cognitive-behavioral based and oriented to target their distorted information processing (Dodge & Godwin, 2013; Kazdin, 2007).”
BackgroundTeachers treat aggressive children: An outcome study
Shechtman, Z., & Tutian, R. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.04.005 · Cited by 15
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Bierman, K. L., Welsh, J. A., Hall, C. M., Jacobson, L. N., Lee, D. L., & Jones, D. E. (2022) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2022.2051523 · Cited by 13
“…factors including social-cognitive biases (threat appraisal, outcome expectations) and emotional arousal can fuel preemptive and unskilled responding, essentially over-riding or by-passing thoughtful decision-making about appropriate or expected behaviors (Derella et al., 2019; Dodge et al., 2013).”
BackgroundPeng, J., Li, J., Li, D., Fang, Y., Zhang, C., Fräser, M. W., & Guo, S. (2023) · Research on Social Work Practice · doi:10.1177/10497315231182449 · Cited by 17
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Positive Youth Development and Prosocial Behavior: A Systematic Review and Multilevel Meta‐Analysis
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Association between childhood adversity and criminal thinking: the role of attachment
Yang, Y., & Perkins, D. R. (2020) · Psychology Crime and Law · doi:10.1080/1068316x.2020.1850724 · Cited by 10
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How a defensive mindset develops from early adverse experiences and guides antisocial outcomes
Dodge, K. A. (2024) · Development and Psychopathology · doi:10.1017/s0954579424000348 · Cited by 10
Self-citationA social-cognitive model of animal cruelty
Henry, B. (2017) · Psychology Crime and Law · doi:10.1080/1068316x.2017.1371306 · Cited by 8
Vagos, P., Fabris, M. A., & Rijo, D. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1431756 · Cited by 7
“Previous works have shown promising findings on managing aggressive behavior using SIP-based interventions (Dodge and Godwin, 2013) and schema therapy (Rijo et al., 2020; Van Wijk-Herbrink et al., 2017).”
Matthys, W., & Schutter, D. J. L. G. (2025) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-025-00529-3 · Cited by 9
“There is evidence that schemas, in particular outcome expectations, can be modified and also are a mechanism of change of antisocial behavior (Dodge & Godwin, 2013).”
Lai, L., Cai, M., Zou, C., Zhao, Z., Zhang, L., & Ren, Z. (2023) · Criminal Behaviour and Mental Health · doi:10.1002/cbm.2275 · Cited by 7
The Role of Family Factors in Internet Addiction Among Children and Adolescents
Bozoğlan, B. (2017) · Advances in human and social aspects of technology book series · doi:10.4018/978-1-5225-3477-8.ch008 · Cited by 7
Krischer, M., Sevecke, K., & Lehmkuhl, G. (2008) · Wiley eBooks · doi:10.1002/9780470516157.ch17 · Cited by 8
Feedback to semi-professional counselors in treating child aggression
Shechtman, Z., & Tutian, R. (2015) · Psychotherapy Research · doi:10.1080/10503307.2015.1095368 · Cited by 7
“The mainly cognitive behavioral treatments offered to these children aim to change their distorted information processing and behavior (Dodge & Godwin, 2013; Kazdin, 2007).”
BackgroundNawaz, A., Soomro, S. A., Batool, S., Shaikh, H. R., & Aslam, A. (2022) · Analyses of Social Issues and Public Policy · doi:10.1111/asap.12337 · Cited by 7
Working memory guidance of visual attention to threat in offenders
Satmarean, T., Milne, E., & Rowe, R. (2022) · PLoS ONE · doi:10.1371/journal.pone.0261882 · Cited by 6
“Aggressive individuals are hypothesized to exhibit both early and late cognitive biases in terms of hypervigilance to threatening stimuli and increased attribution of hostile intent in socially ambiguous situations, termed “hostile attribution bias” [9, 10].”
BackgroundRemondi, C., Gerbino, M., Zuffianò, A., Baiocco, R., Cirimele, F., Thartori, E., Giunta, L. D., Lunetti, C., Favini, A., Bacchini, D., et al. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108320 · Cited by 8
Nijhof, K., Brinke, L. T., Njarðvík, U., & Liber, J. M. (2021) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-020-00761-1 · Cited by 8
Does the Fast Track Intervention Prevent Later Psychosis Symptoms?
Goulter, N., McMahon, R. J., & Dodge, K. A. (2019) · Prevention Science · doi:10.1007/s11121-019-01041-1 · Cited by 5
Self-citationSexual and Physical Assault Before Age 18 and Young Adults’ Perception of Unfair Treatment
Butler, A. C. (2021) · Journal of Interpersonal Violence · doi:10.1177/0886260520985481 · Cited by 8
van Rest, M. M., Vriens, A., Matthys, W., et al. (2020) · Kind en adolescent · doi:10.1007/s12453-019-00227-2 · Cited by 4
Zdoupas, P., & Laubenstein, D. (2023) · Social Sciences · doi:10.3390/socsci12030154 · Cited by 4
McDermott, J. M., & Egwuatu, A. C. (2018) · Biological Psychology · doi:10.1016/j.biopsycho.2018.08.012 · Cited by 5
The impact of reappraisal skills on aggressive children
Maixner‐Schindel, K., & Shechtman, Z. (2020) · Aggressive Behavior · doi:10.1002/ab.21939 · Cited by 4
The Aggressive-Disruptive Child and School Outcomes
Bierman, K. L., & Slotkin, R. A. (2023) · Springer eBooks · doi:10.1007/978-3-031-31547-3_73 · Cited by 5
McCarty, S. M. (2014) · VTechWorks (Virginia Tech) · Cited by 4
Iselin, A.-M. R., DeCoster, J., Giunta, L. D., Lansford, J. E., Dodge, K. A., Eisenberg, N., Pastorelli, C., Tirado, L. M. U., & Bacchini, D. (2025) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-025-01288-z · Cited by 4
“Evidence from interventions targeting attribution biases (like HAB) demonstrate wide variability in their effectiveness at reducing aggres - sion and anxiety symptoms (Dodge et al., 2013; Hiemstra et al., 2019 ; Martinelli et al., 2022).”
Self-citationChallita, J., Chapparo, C., & Hinitt, J. (2018) · Australian Occupational Therapy Journal · doi:10.1111/1440-1630.12509 · Cited by 3
The Impact of Family on Digital Addiction
Bozoğlan, B. (2019) · Advances in psychology, mental health, and behavioral studies (APMHBS) book series · doi:10.4018/978-1-5225-8449-0.ch002 · Cited by 3
Poore, H. E., & Waldman, I. D. (2018) · Elsevier eBooks · doi:10.1016/b978-0-12-811323-3.00007-9 · Cited by 2
Challita, J., Chapparo, C., Hinitt, J., & Heard, R. C. (2019) · Australian Occupational Therapy Journal · doi:10.1111/1440-1630.12574 · Cited by 2
Posttraumatic Stress Disorder, Intimate Partner Violence, and Trauma-Informed Intervention
Gilbar, O., Gnall, K. E., Cole, H. E., & Taft, C. T. (2019) · Comprehensive approach to psychiatry · doi:10.1007/978-3-030-33188-7_7 · Cited by 2
Lohmann, R. C., Baker, S. B., & Williams-DeVane, C. (2023) · Journal of Child and Adolescent Counseling · doi:10.1080/23727810.2023.2171678 · Cited by 2
Li, N., Peng, J., Sun, X., et al. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1526065 · Cited by 2
“Therefore, early provision of efficacious social skills training programs for children is pivotal for enhancing their processing skills for social information and mitigating aggressive behavior in this population (Dodge and Godwin, 2013).”
Wu, S., Liu, J., & Shen, S. (2025) · International Journal of Inclusive Education · doi:10.1080/13603116.2025.2518401 · Cited by 2
Aggressive Children with and without ADD/ADHD: A Comparison of Outcomes
Tutian, R., & Shechtman, Z. (2015) · Journal of Education and Human Development · doi:10.15640/jehd.v4n1a21 · Cited by 2
Spata, M. G. L., Carter, C. W., Johnson, W. L. B., et al. (2015) · Contemporary School Psychology · doi:10.1007/s40688-015-0072-8 · Cited by 2
Examining Reactive and Proactive Aggression through Narrative Text Processing
Mouskounti, T., Fanti, K. A., & Diakidoy, I. N. (2020) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-020-09845-0 · Cited by 2
Krischer, M., Sevecke, K., & Lehmkuhl, G. (2020) · Wiley eBooks · doi:10.1002/9781119159322.ch17 · Cited by 3
Schmidt, N. B., & Vereenooghe, L. (2021) · Current Developmental Disorders Reports · doi:10.1007/s40474-021-00239-9 · Cited by 2
Metadata
- Authors
- Dodge, K. A., Godwin, J., & The Conduct Problems Prevention Research Group
- Affiliations
- Duke University (US)
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 2013-02-13
- Volume
- 24
- Issue
- 4
- Pages
- 456-465
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- PMC
- PMC3726052
- OpenAlex
- W2140550069
- Cited by
- 140
- References
- 58
- Citations by year
- 2026: 6 · 2025: 12 · 2024: 7 · 2023: 8 · 2022: 12 · 2021: 10 · 2020: 12 · 2019: 8 · 2018: 10 · 2017: 9 · 2016: 19 · 2015: 18 · 2014: 5 · 2013: 2
- FWCI
- 21.96
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R18MH050951, R01MH048043, K05MH000797, R18MH048043, R18MH050953, K05MH001027, R18MH050952)
- National Institute on Drug Abuse (DA016903, R01DA016903, P30DA023026, K05DA015226)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P2CHD065563, R24HD065563)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Keywords
- antisocial behavior, adolescents, social information processing, socio-cognitive processes, hostile attribution bias, social problem solving, aggression prevention, elementary school students, mediation, social skills training, parent training
- MeSH terms
- Adolescent, Adolescent Behavior, Aggression, Child, Child Health Services, Female, Humans, Juvenile Delinquency, Male, Social Behavior, Social Behavior Disorders, Social Perception, Conduct Disorder, Adolescent Development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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