本研究采用数字STROOP、局部—整体图形转换和色点位置刷新三种研究范式检测了40名攻击性初中生的抑制控制、任务转换和信息刷新三种执行功能的特点。研究结果表明，攻击性初中生的抑制控制能力、任务转换能力和信息刷新能力均差于非攻击性初中生。外部攻击型初中生的抑制控制能力、任务转换能力和信息刷新能力均差于非攻击性初中生。而关系攻击型初中生与非攻击性初中生和外部攻击型初中生在执行功能的三种成分上均不存在显著差异，其执行功能水平可能介于非攻击性初中生和外部攻击初中生之间。

This present study sets out to investigate executive function of aggressive Middle School students who are classified into the overt aggressors and the relational aggressors. It focuses on the following questions :a)Do aggressive Middle School students perform worse in the three executive function tasks than the non-aggressive Middle School students? b) Do the overt aggressors perform more poorly in the three executive function tasks than the non-aggressive Middle School students? c) Do the relational aggressors perform more poorly in the three executive function tasks than the non-aggressive Middle School students? d)Do the overt aggressors perform significantly differently with the relational aggressors in the three executive function? Concerning for these questions, the research is based on a sample of 40 aggressive subjects drawn from 898 normal Middle School students, while the 40 aggressive Middle School students are classified into the overt aggressive group of 25 students and the relational aggressive group of 15 students by Direct and Indirect Aggression Scale and Class Play Questionnaire. According to those previous researches executive functions in this study include three components: inhibitory function, shifting function and updating function. This study uses the Stroop Number task to measure inhibitory function, uses the Local-global Shifting task to measure shifting function, and uses the Color-dots Dating task to measure updating function. After controlling for age, sex and intelligence, the result reveals that aggressive subjects perform obviously worse than the non- aggressive students in inhibitory task, shifting task and updating task. The overt aggressive subjects also perform more poorly than the non-aggressive students in those three tasks. As to the relational aggressors, there is insignificant difference in the three tasks compared with the non-aggressive students and overt aggressive students. According to the researches home and abroad, all the subjects they chose are special groups, such as psychopaths, violent criminals, etc. However, there are few researches on the executive function characteristics of normal aggressive individuals. Therefore, this research extends the subjects from the abnormally aggressive subjects to the normally aggressive individuals. Besides, there are different types of aggressive behaviors, while the domestic and overseas researchers merely focused on the relation between aggressive behavior and executive function in a general way, no research was held to study the differences of executive function among various types of aggressors. This research makes further discussion about the differences of executive function among various types of aggressors, deepening the research on relations between executive function and aggressive behavior, which provides the theoretical basis of counseling and changing the normal aggressors’ aggressive behaviors for mental councilors.