Social information-processing variables in the development of aggression and altruism in children

Abstract

In spite of a long history of studying children's cognitive processes and an equally long history of studying children's social and aggressive behavior, until recently researchers have largely ignored the study of the relation between cognition and social behavior (cf. Flavell & Ross, 1981). Likewise, Parke and Slaby (1983) recently chastised researchers for failing to view aggressive behavior in its broad ecological context. The goal of this chapter is to integrate the study of aggression with an understanding of children's cognitive and social development. This work may contribute to our understanding of children's social cognitive processes as well as lead to intervention efforts aimed at reducing aggressive behavior and increasing prosocial behavior in children.