Biomaterial Database

The relation of conceptual tempo to aggression and its control. 1979

S B Messer, and D M Brodzinsky

The relationship of conceptual tempo to fantasy and overt aggression and its control was examined in order to test the generalizability of this cognitive style to domains of social and personality functioning. Fifth-grade boys and girls were administered the Matching Familiar Figures Test and a projective measure of fantasy aggression and its control and were rated sociometrically by peers and teachers on physical, verbal, and indirect forms of overt aggression. While reflective and impulsive children did not differ in degree of fantasy aggression expressed, impulsive children, especially boys, were found to exercise less control over their aggressive thoughts than the other 3 conceptual tempo groups. Impulsive and slow-inaccurate children were also more overtly aggressive, especially in comparison with fast-accurates. In addition, fantasy aggression predicted overt aggression in impulsives but not in reflectives. This study presents new evidence that conceptual tempo relates to areas beyond problem solving involving the child's social-emotional makeup.

UI	MeSH Term	Description	Entries
D007360	Intelligence	The ability to learn and to deal with new situations and to deal effectively with tasks involving abstractions.
D008297	Male		Males
D010364	Pattern Recognition, Visual	Mental process to visually perceive a critical number of facts (the pattern), such as characters, shapes, displays, or designs.	Recognition, Visual Pattern,Visual Pattern Recognition
D002648	Child	A person 6 to 12 years of age. An individual 2 to 5 years old is CHILD, PRESCHOOL.	Children
D003210	Concept Formation	A cognitive process involving the formation of ideas generalized from the knowledge of qualities, aspects, and relations of objects.	Concept Acquisition,Concept Learning,Conceptualization,Acquisition, Concept,Acquisitions, Concept,Concept Acquisitions,Formation, Concept,Learning, Concept
D004193	Discrimination Learning	Learning that is manifested in the ability to respond differentially to various stimuli.	Discriminative Learning,Discrimination Learnings,Discriminative Learnings,Learning, Discrimination,Learning, Discriminative
D005201	Fantasy	An imagined sequence of events or mental images, e.g., daydreams.	Day Dreams,Daydreams,Day Dream,Daydream,Dream, Day,Dreams, Day,Fantasies
D005260	Female		Females
D006801	Humans	Members of the species Homo sapiens.	Homo sapiens,Man (Taxonomy),Human,Man, Modern,Modern Man
D000374	Aggression	Behavior which may be manifested by destructive and attacking action which is verbal or physical, by covert attitudes of hostility or by obstructionism.	Aggressions