Why socialization fails: The case of chronic physical aggression.

By Richard E. Tremblay. 2003

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c61149aa7ba4c8b4559b9cfdda92544bee6ab426

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Citations in the corpus

Rough-and-Tumble Play and the Development of Physical Aggression and Emotion Regulation: A Five-Year Follow-Up Study (2010, background): “…the frequency of physically aggressive behaviors decreases from the preschool to the school years as children’s self-regulatory functioning improves (Tremblay 2000, 2003) However, some children fail to develop these self-regulatory abilities and the frequency of these behaviors increases or…”
Children And Animals: Exploring The Roots Of Kindness And Cruelty (2005, background): “(For an excellent discussion of this issue, see Tremblay 2003.)”
“Ain't Misbehavin”: Towards a Developmentally-Specified Nosology for Preschool Disruptive Behavior (2009, unknown): “a natural way of expressing anger and frustration and becomes increasingly varied and sophisticated during the second year (Hay, 2005; Tremblay, 2003).”
The distinction between reactive and proactive aggression: Utility for theory, diagnosis and treatment? (2005, background): “…for example, that operant conditioning also plays an important role in reactive aggression albeit via the fact that most children learn to express frustration via behaviours other than reactive aggression as a result of very early operant conditioning (see, for example, Tremblay, 2003).”
The Development of Physical Aggression from Toddlerhood to Pre-Adolescence: A Nation Wide Longitudinal Study of Canadian Children (2006, background): “learn to inhibit physically aggressive behaviors, and fail to learn alternative behavioral strategies (Tremblay, 2003).”
Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood: Links to Adolescent School Dropout and Physical Violence (2006, background): “From a socialization theory perspective (e.g., Eisenberg & Fabes, 1998; Tremblay, 2003), it is expected that, with age, most children will decrease the frequency of their physical aggressions and increase the frequency of their prosocial behavior.”
Definitions of bullying: Age differences in understanding of the term, and the role of experience (2006, background): “aggressive, and Tremblay (2003) proposes that most young children are physically aggressive, but many learn to regulate and control this aggression with age, resulting in a peak in physical aggression at around 3 or 4 years of age, which then decreases.”
Genetic and Environmental Influences on Levels of Self-Control and Delinquent Peer Affiliation (2009, result): “Our findings also add to an emerging body of empirical research revealing that biogenetic factors are a cause—perhaps even the dominant cause—of problems with selfcontrol and self-regulation (Beaver & Wright, 2005b; Beaver et al., 2007; Tremblay, 2003; J. P. Wright & Beaver, 2005).”