The child’s intelligence was measured at age 13 by the average of his or her scaled scores (M = 10, SD = 3) on the Block Design and Vocabulary subtests of the Wechsler Intelligence Scale-Revised (Wechsler, 1974). The child’s social information processing (SIP) was measured annually from ages 5–8 by responses to cartoon pictures and 24 video vignettes, which depicted child protagonists attempting unsuccessfully to enter peer groups and encountering provocation. After each video, children were instructed to pretend they were the protagonist, and responded to questions to assess their four steps of processing: 1) encoding, 2) attributions, 3) response generation, and 4) response evaluation, with higher values representing encoding deficits, hostile attributions, aggressive response generation, and aggressive response evaluation, respectively. The composite SIP variable for a given year represented the proportion of four SIP steps on which the child scored 1 SD above the mean or greater. Internal consistency for each of the four steps was strong at each age (Lansford, Malone, Dodge, Pettit, & Bates, 2010).
