Kenneth A. Dodge

Publications of Kenneth A. Dodge    :recent first  combined  by tags listing:

%% Journal Articles   
@article{fds272024,
   Author = {Kupersmidt, JB and Stelter, R and Dodge, KA},
   Title = {Development and validation of the social information
             processing application: a Web-based measure of social
             information processing patterns in elementary school-age
             boys.},
   Journal = {Psychological Assessment},
   Volume = {23},
   Number = {4},
   Pages = {834-847},
   Year = {2011},
   Month = {December},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/21534693},
   Abstract = {The purpose of this study was to evaluate the psychometric
             properties of an audio computer-assisted self-interviewing
             Web-based software application called the Social Information
             Processing Application (SIP-AP) that was designed to assess
             social information processing skills in boys in 3rd through
             5th grades. This study included a racially and ethnically
             diverse sample of 244 boys ages 8 through 12 (M = 9.4) from
             public elementary schools in 3 states. The SIP-AP includes 8
             videotaped vignettes, filmed from the first-person
             perspective, that depict common misunderstandings among
             boys. Each vignette shows a negative outcome for the victim
             and ambiguous intent on the part of the perpetrator. Boys
             responded to 16 Web-based questions representing the 5
             social information processing mechanisms, after viewing each
             vignette. Parents and teachers completed measures assessing
             boys' antisocial behavior. Confirmatory factor analyses
             revealed that a model positing the original 5 cognitive
             mechanisms fit the data well when the items representing
             prosocial cognitions were included on their own factor,
             creating a 6th factor. The internal consistencies for each
             of the 16 individual cognitions as well as for the 6
             cognitive mechanism scales were excellent. Boys with
             elevated scores on 5 of the 6 cognitive mechanisms exhibited
             more antisocial behavior than boys whose scores were not
             elevated. These findings highlight the need for further
             research on the measurement of prosocial cognitions or
             cognitive strengths in boys in addition to assessing
             cognitive deficits. Findings suggest that the SIP-AP is a
             reliable and valid tool for use in future research of social
             information processing skills in boys.},
   Doi = {10.1037/a0023621},
   Key = {fds272024}
}

@article{fds272181,
   Author = {Burks, VS and Dodge, KA and Price, JM and Laird, RD},
   Title = {Internal representational models of peers: implications for
             the development of problematic behavior.},
   Journal = {Developmental Psychology},
   Volume = {35},
   Number = {3},
   Pages = {802-810},
   Year = {1999},
   Month = {May},
   ISSN = {0012-1649},
   url = {http://dx.doi.org/10.1037//0012-1649.35.3.802},
   Abstract = {The authors investigated the relation between children's
             knowledge structures for peers and externalizing behavior
             problems. Initial levels of aggression were evaluated in 135
             boys and 124 girls (Grades 1-3; 40% African American, 60%
             Caucasian) in Year 1 and again in Years 6 and 9. In Year 6,
             3 aspects of their social knowledge structures were
             assessed: quality, density, and appropriateness. Results
             indicate that knowledge structures are related to children's
             concurrent levels of externalizing behaviors and that
             knowledge structures are related to children's concurrent
             levels of externalizing behaviors and predict externalizing
             behaviors 3 years later even after controlling for current
             levels of behavior. In addition, knowledge structures in
             Year 6 mediate the relation between aggression in Year 1 and
             externalizing behaviors in Year 9. The role of knowledge
             structures in the maintenance and growth of children's
             antisocial behavior is discussed.},
   Doi = {10.1037//0012-1649.35.3.802},
   Key = {fds272181}
}