Relational Aggression, Relational Victimization, and Language Development in Preschoolers

By C. Bonica, David H. Arnold, Paige H. Fisher, Alexandra Zeljo, K. Yershova. 2003

220 citations recorded by the source corpus.

Subfields: Clinical Psychology, Health, Social Psychology

View Paper: https://www.semanticscholar.org/paper/36be9e82bab797de7d500cb7da8708cebd909a49

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Citations in the corpus

Relational and Physical Aggression among Preschoolers: The Effect of Language Skills and Gender (2005, background): “Researchers who have examined the association between aggression and language skills have provided limited information about the differential effect of various language skills (Bonica et al., 2003; Crick et al., 1999; Stowe et al., 1999).”
Differentiating Forms and Functions of Aggression in Emerging Adults: Associations with Hostile Attribution Biases and Normative Beliefs (2008, methodology): “…periods and depending on the culture and method of assessment, girls have been found to be more relationally aggressive than boys (e.g., Bonica et al. 2003; Crick and Grotpeter 1995; French et al. 2002; Hawley 2003; Ostrov and Keating 2004; Ostrov 2006; cf. Hart et al. 1998; Little et…”
A Longitudinal Study of Relational and Physical Aggression in Preschool. (2006, methodology): “However, in contrast to the physical aggression literature (see Dubow & Ippolito, 1994) past research has provided evidence that children from higher SES backgrounds and presumably some social–cognitive advantages (e.g., language capacity) may be at greater risk for displaying relationally aggressiv”
An Observational Study of Delivered and Received Aggression, Gender, and Social-Psychological Adjustment in Preschool: ''This White Crayon Doesn't Work ...''. (2004, background): “The present findings coupled with other recent studies (seeCrick et al., 1997, 1999; Bonica et al., 2003; McNeilly-Choque et al., 1996; Ostrov & Keating, 2004; Russell et al., 2003; Sebanc, 2003) suggest that interventions for physical and relational aggression during early childhood are warranted.”
Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants (2005, background): “These findings are in keeping with previous studies of relational aggression with this age group, cited earlier, which most often find girls to be more relationally aggressive when teacher ratings or observations are utilized (Bonica et al., 2003; Crick et al., 1997; Casas & Crick, 1997; Hart et al.”
Bully/Victim Problems Among Preschool Children: a Review of Current Research Evidence (2011, result): “These findings in combination with past research (Bonica et al. 2003; Crick et al. 1997, 1999; McNeilly-Choque et al. 1996; Ostrov and Keating 2004) provide evidence that gender-specific aggression trajectories may begin in early childhood (as young as 3 years of”
An intervention for relational and physical aggression in early childhood: A preliminary study (2009, unknown): “…preschool children have surgent or extraverted personality styles (Russell et al., 2003) as well as advanced social and communication skills (e.g., Bonica et al., 2003) that are often targeted in the traditional programs, but they may have greater problems with making and keeping friendships…”
Preschool teachers' attitudes, beliefs, and emotional reactions to young children's peer group behaviors (2015, background): “Relational aggression is conidered more common in young girls than boys (Bonica et al., 2003; strov & Keating, 2004) – so teachers may be particularly sensitive o this form of aggression among girls.”
Media Exposure, Aggression and Prosocial Behavior During Early Childhood: A Longitudinal Study (2006, background): “This measure has demonstrated acceptable psychometric properties in the past (Bonica et al., 2003) and currently with a > .”