These results suggest that prefrontal lesions induce working memory deficits as a result of poor temporal encoding and increased susceptibility to interference and impair effortful processing, such as that engaged in response selection mechanisms. Perseverative tendencies were observed in the MTS task only. In addition, an effect of interference between successive trials was observed in the NMTS task but not in the MTS task. In preoperatively trained rats, however, the deficits were more important in the MTS task than in the NMTS task. A comparison of the 2 tasks revealed quantitatively similar deficits in postoperatively trained rats. Both tasks involved a reference and a working memory component, but only working memory was impaired by the lesions. These studies belong to a body of research that is incrementally improving the prevention of childhood aggression.This study examined the effects of lesions of the prelimbic area of the rat prefrontal cortex on acquisition and retention of nonmatching (NMTS) and matching-to-sample (MTS) tasks. Together, the studies resulted in recommendations for improved measurement of effortful control, SIP, and aggression better use of longitudinal mediation models to assess the relations among them and improved research on aggression prevention. Based on a strong theoretical framework and using appropriate statistical methods, Study 1 developed a reliable and valid teacher-reported measure of effortful control Studies 2 and 3 provided modest support for the theory underlying many aggression prevention programs. Study 3 found no effect of the Competence Support Program on mediators or on aggression.
Adjusted results showed no mediation effects. In Study 2, unadjusted results showed significant indirect effects of effortful control on aggression, mediated by hostile attribution (fourth grade only), goal formulation, and response decision, but not encoding.
Study 1 resulted in a second-order model (X/df = 6.41, RMSEA = 0.089, CFI = IFI = 0.957), with effortful control explaining the correlations among three factors: inhibitory control (alpha = 0.843), attention control problems (alpha = 0.876), and impulsivity (alpha = 0.885). Effortful processing is the active processing of information that needs sustained effort. However, there are many times when we must practice, rehearse, and remember things. We have the ability to remember a lot without making any effort. Similarly, Study 3 assessed whether fourth-grade effortful control and SIP variables (fall and winter, respectively) mediated the effect of the Competence Support Program, a classroom management and social skills training intervention, on aggression. Effortful processing refers to learning or storing (encoding) that necessitates attention and effort, as the name suggests. In Study 2, generalized estimating equations were used to assess whether, within each grade, SIP variables (measured in winter) mediated the relation between effortful control (fall) and aggression (spring). In Study 1, exploratory and confirmatory factor analyses were used with third grade fall data to develop an effortful control scale. Data were collected from 691 boys and girls at 10 North Carolina schools during the third and fourth grades (2004-2006). This dissertation reports findings from three studies of effortful control, SIP, and aggression. Further, effortful control is often measured poorly in aggression prevention studies.
Although both effortful control and social information processing (SIP) skills are negatively associated with aggression and are targeted by aggression prevention programs, little is known about the relation between them or about their joint relation with aggression. Early aggression is a problem in its own right and a risk factor for further developmental problems.
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