The development of aggressive behaviour during childhood: What have we learned in the past century?

By Richard E. Tremblay. 2000

961 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fdacb7a6c4f64a72a5a2bf6c142536da171a21b0

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Citations in the corpus

Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood (2017, background): “Physical and relational aggression follow distinct developmental trajectories (Tremblay, 2000; Vaillancourt, Miller, Fagbemi, Côtè, & Tremblay, 2007), are differently predicted by parenting styles (Russell, Hart, Robinson, & Olsen, 2003) and are associated with varying outcomes (Card, Stucky, Sawala”
Aggressive and Antisocial Girls: Research Update and Challenges (2002, background): “In particular, persistence is most common for boys who exhibit severely aggressive behavior in early childhood; approximately 95% of these boys continue to show aggressive behavior thereby lending some degree of credence to the model (Loeber & StouthamerLoeber, 1998; Tremblay, 2000).”
The Development of Physical Aggression from Toddlerhood to Pre-Adolescence: A Nation Wide Longitudinal Study of Canadian Children (2006, background): “It will be important, in future studies, to measure a wider variety of physically aggressive behaviors, as well as different forms of aggression (such as reactive and proactive aggression: Dodge, Lochman, Harnish, Bates, & Pettit, 1997; Tremblay, 2000; Vitaro, Gendreau, Tremblay, & Oligny, 1998) to ”
Community violence exposure, social cognition, and aggression among urban elementary school children. (2003, background): “Although Tremblay (2000) pointed out that different types of aggression may follow different developmental courses in different settings, our study showed that during the early elementary school years in urban and inner-city settings, children are developing patterns of behavior that are…”
Peer Contagion in Child and Adolescent Social and Emotional Development (2011, background): “…aterm ark-text $w aterm ark-text Adolescent Problem Behavior In general, aggression as a reactive form of behavior diminishes in middle childhood (Tremblay 2000) and is replaced by more planful forms of antisocial behavior, such as stealing and other covert problem behaviors, a basic component…”
Reducing bias due to systematic attrition in longitudinal studies: The benefits of multiple imputation (2014, background): “…indication for such additional mechanisms is that the predictions of self-reported delinquency from teacher- and parentreported aggressiveness are not consistent with a simplex model if one assumes that all variables refer to the same underlying construct of externalizing problems (Tremblay, 2000).”
Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, background): “In addition, these children are at risk for school failure (Kazdin, 1993; Tremblay, 2000).”
“Ain't Misbehavin”: Towards a Developmentally-Specified Nosology for Preschool Disruptive Behavior (2009, positive): “Recently developmental scientists have emphasized the need for operationalizing heterotypic continuity by defining disruptive behaviors in a more developmentally meaningful manner (Maughan, 2005; Nagin & Tremblay, 2005; Tremblay, 2000; Wakschlag et al., 2007b).”
Female and male antisocial trajectories: From childhood origins to adult outcomes (2008, background): “However, without evidence of persistence, such childhood problems were not sufficient to signal continuity of antisocial behavior into adulthood (Moffitt et al., 2001; Tremblay, 2000; Tremblay, Hartup, & Archer, 2005).”
Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “Similarly, Tremblay (2000) and others (e.g., Cote, Vaillancourt, Farhat, LeBlanc, Nagin, & Tremblay, 2006) have noted that although physical aggression decreases from the time children begin school until the end of high school, the middle childhood years are characterized as a time in the life span…”
Human aggression: A social-cognitive view (2003, background): “For most normal people, the age trend for physical aggression is downward after age 3 (Tremblay, 2000; Tremblay et al., 1996) as they are socialized out of behaving aggressively.”
A Theoretical Model of the Effects and Consequences of Playing Video Games. (2006, background): “In fact, many researchers now view learning as a process through which personal predispositions are modified through situational influences (Huesmann, 1997; Tremblay, 2000).”
Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes (2011, background): “, 2002 ) and are linked to adjustment problems in later life (Tremblay, 2000 ).”
Anger assessment with the STAXI-CA: psychometric properties of a new instrument for children and adolescents (2004, background): “Considering the seriousness of some violent actions performed by children in different cultures, child aggression has become a relevant problem to solve (Tremblay, 2000).”
Emotional and Behavioural Difficulties in Preschool (2013, background): “In order to understand the origins of aggressive behaviour, specifically, we need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour (Tremblay 2000).”