Emotions in Social Information Processing and Their Relations With Reactive and Proactive Aggression in Referred Aggressive Boys
Bibliographic record
Abstract
We studied emotional aspects of social information processing (SIP) and their specific relations with reactive and proactive aggression in 54 boys ages 7 to 13 who had been referred for aggressive behavior problems and a comparison group. Participants listened to vignettes concerning provocations by peers and answered questions concerning SIP, own and peer's emotions, and emotion regulation. Aggressive boys attributed more hostile intent, happiness, and less guilt; reported more anger; mentioned less adaptive emotion-regulation strategies; generated more aggressive responses; and evaluated aggressive responses less negatively than comparison boys. Hypothesized specific relations with reactive and proactive aggression were found, except for emotion regulation that was negatively related with both kinds of aggression. Potentially confounding effects of socially desirable answering, verbal intelligence, and recall of vignettes were controlled for.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".