CONCLUSION

In conclusion, we have tried to provide an understanding of the developmental literature designed to outline our reasoning that some features of the child’s world have a greater chance of being differential predictors of violent behavior, above and beyond their influence on antisocial behavior more generally, than others. Due to its empirical history and links to important cognitive processes needed to regulate behavior, we have elected to look more closely at intelligence. Because of their centrality in the developmental life of children, their interconnections with emotional life, and correlations with intelligence, we have also chosen to look at academic achievement, school bonding and other school factors. Due, in part, to their primacy in life, where their impact on CNS development is likely to be at its highest, their timing during potential sensitive periods, their potential for breaching the confines of evolutionarily-defined “average expectable environment," and myriad connections with important developmental processes such as ToM development, emotional development, and cognitive development, we have chosen parental attachment, parental warmth and rejection, and abuse victimization as well.

 
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