The topography of aggressive behavior of an attacking rat is determined by the behavior of the victim

Untreated rats were observed to either bite or box with Pentobarbital-treated opponents in a shockelicited aggression situation. Specific behaviors such as ataxia movements and submissive postures immediately preceded biting attacks, but rarely boxing whereas behaviors such as moving around the chamber and upright threat postures immediately preceded boxing attacks, but rarely biting. These data suggest that the topography of aggressive behavior of an attacking rat is determined by the behavior of the victim.     

Driving in the fasting month of Ramadan: An observational study on speeding,horn honking,and using seat belts

The aim of this study was to examine how Ramadan, i.e., fasting month for believers of Islam, was associated to observable driving behaviours (i.e., speeding, horn honking, and using seat belts) as compared to non-Ramadan. Observations on speeding, horn honking, and using seat belts were held during and after Ramadan in different times of the day in the same region of the city of Ankara. Speeds of 1885 vehicles were measured by hand held radar on a two-way eight-lane road with a 50 km/h speed limit. Horn honking was recorded at a signalised intersection with a hidden camera when the light turned into green in terms of 510 traffic light cycles. Seat belt wearing of 2106 drivers was observed at the same intersection. Findings indicated that (a) mean speed was lower, (b) honked horns were higher, and (c) seat belt use was lower in Ramadan as compared to non-Ramadan, though each negative driving behaviour was prevalent in both periods. Thus this study showed that the Ramadan period had a limited role on speeding, horn honking, and using seat belts.     

Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: a meta-analytic review of the scientific literature

Research on exposure to television and movie violence suggests that playing violent video games will increase aggressive behavior. A meta-analytic review of the video-game research literature reveals that violent video games increase aggressive behavior in children and young adults. Experimental and nonexperimental studies with males and females in laboratory and field settings support this conclusion. Analyses also reveal that exposure to violent video games increases physiological arousal and aggression-related thoughts and feelings. Playing violent video games also decreases prosocial behavior.     

Physiological arousal,exposure to a relatively lengthy aggressive film,and aggressive behavior

Male college students viewed either a 15-minute aggressive television program excerpt or a neutral one. Half of the students in each group were then angered or treated in a neutral fashion by a confederate. Each subject was allowed to retaliate by delivering electric shocks to the confederate as an evaluation of a problem solution he supposedly had completed. Heart rate was measured (a) before exposure to the television program, (b) after exposure to the program, (c) immediately before delivering the shock, and (d) immediately after shock delivery. Angered men who had seen the aggressive film were most aggressive toward the confederate and exhibited the lowest average pulse rates both before and after shock delivery. The findings are discussed in terms of their implication for arousal vs disinhibition conceptualizations of aggressive behaviors following exposure to television violence.     

Sexual arousal,situational restrictiveness,and aggressive behavior

Eighty male college freshmen participated in an experiment designed to investigate the hypotheses that enhanced arousal will facilitate subsequent aggressive behavior and that an increase in aggressive behavior will be more likely to occur in a setting of situational permissiveness rather than situational restrictiveness. Subjects were either angered or not angered by a same-sex confederate, then told to imagine either a sexually arousing or a nonarousing situation during relaxation, and finally provided with an opportunity to aggress against this person by means of electric shocks. For half of the subjects, a setting of permissiveness was created, while for the other half the setting was one of situational restrictiveness. The results indicated that, even in a permissive setting, sexual arousal may inhibit aggressive behavior mediated by self-consciousness or anxiety. For nonaroused men, however, situational permissiveness tended to facilitate subsequent aggression. The investigation was considered a replication and an extension of the Baron (1974) study on the aggression-inhibiting influence of heightened sexual arousal.     

Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior

This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content.     

Predictors of aggressive behavior

A multiple factor approach was used to test additive and multiplicative models as well as to isolate a best predictive model of physical aggression. The variables of aggressive learning history, provocation, sex of target, sex of subject, sex-role orientation, and aggressive tendencies were selected. Eighty-three males and 117 females participated in the experimental session. Multiple regression analyses indicated that multiple predictor models were able to account for significantly more variance than were single predictor models; however, multiplicative models were unable to increase predictive efficacy. A model composed of sex of target, masculinity, and aggressive tendencies was established as the best predictive model for unprovoked aggression; provocation, masculinity, and aggressive tendencies made up the best predictive model of provoked aggression. © 1992 Wiley-Liss, Inc.     

Consistency of assertive, aggressive, and submissive behavior for children

The interpersonal behavior of 50 third- through fifth-grade children was assessed over an 8-month period in a wide variety of naturally occurring school activities. The consistency of the children's behavior was found to vary as a function of the child's sex, the class of behavior examined, and the similarity/dissimilarity of the contexts in which the behaviors occurred. Boys demonstrated remarkable consistency in their aggressive expression; 46 of 105 intercorrelations for the aggressiveness dimensions were statistically significant. In general, the consistency of assertive behavior for both boys and girls was unexpectedly high.     

Effect of subliminal stimuli on consumer behavior: negative evidence.

The study corrected methodological weaknesses found in previous experiments designed to test the contentions of motivational research theorists that subliminal stimulation can affect buying behavior. The words "Hershey's Chocolate" were presented to a group of 18 experimental Ss below a forced-choice detection threshold. The 19 control Ss had a blank slide superimposed over the same background media. In a highly controlled buying situation neither experimental nor control Ss purchased Hershey's products, but on comparable chocolate products, the experimental Ss bought 5 and the control Ss, 3. A second study tested 15 experimental and 12 control Ss with the stimulus presented just below a recognition threshold. No experimental Ss bought Hershey's; two control Ss did. No support was found for the claims of motivational research theorists.     

Effect of first-grade classroom environment on shy behavior,aggressive behavior,and concentration problems

Investigates the effect of the first-grade classroom environment on the shy behavior, aggressive behavior, and concentration problems of 609 children in 19 East Baltimore public schools. First-grade classroom environment was assessed in terms of dominant pattern of classroom achievement and behavior. Structured teacher ratings assessed child shy behavior, aggressive behavior, and concentration problems at the end of first grade. Children in low-achieving classroom environments had significantly higher teacher ratings of shy behavior and aggressive behavior than children in mixed-achieving or high-achieving environments, even after controlling for potentially confounding child characteristics and classroom behavior environment effects. Analyses controlling for child characteristics and classroom achievement environment effects indicated that children in poor-behaving classroom environments also had significantly higher teacher ratings of shy behavior than children who were not in poor-behaving environments. Subgroup analyses indicated that repeaters in mixed-achieving environments had significantly higher levels of shy behavior compared with nonrepeaters, and repeaters in poor-behaving environments had significantly higher levels of aggressive behavior compared with nonrepeaters. Implications for prevention research are discussed.     

Impact of distressed and aggressive behavior

Two studies examined the hypothesis that distressed behavior induces negative emotions in others but also prompts solicitousness and deters aggression. In Study 1, 48 marital dyads rated various behaviors in terms of their feelings and reactions toward a spouse engaging in each behavior. Distressed behavior prompted both negative and solicitous emotions, but deterred hostile reactions. Aggressive behavior prompted negative feelings and hostile and argumentative reactions. In Study 2, 41 couples rated videotaped examples of a woman engaging in distressed, aggressive, or neutral behavior, with variations in verbal content and nonverbal affect. Examples of distressed behavior prompted more negative feelings and more solicitous feelings than neutral behavior. Aggressive examples prompted more negative feelings and hostile reactions. The studies indicate the importance of distinguishing between distressed and aggressive behavior.     

Taxonomies of aggressive behavior: A preliminary report

It has been widely and regularly suggested that aggression is not a unitary concept but rather an omnibus term concealing important and distinct subclasses of behavior. Psychologists have offered various categorical schemes highlighting motivation and form as distinguishing criteria. Many writers have also noted the social relativity of dermitions of classes of aggression and called for a consideration of lay conceptions of aggressive behavior. The present paper explores the correspondence between psychologists' and laypersons' categorizations of aggressive acts. Ten short scenarios of aggression were generated to embody systematic permutations of form and motive as suggested by the published work of social psychologists. Subjects rated every pairwise combination in terms of perceived similarity. The data were subjected to three-factor, multidimensional scaling. The resulting structure indicated that subjects' ratings were not random and reflected consideration of motive (hostile, normative, instrumental, status) and of direct versus indirect form. The data were thus in close correspondence with the classifications generated by psychologists. The desirability of refining this technique and extending it to other cultural and subcultural groups is discussed.     

Androgens and aggressive behavior in primates: A review

This review deals with possible central and peripheral effects of androgens upon primate aggressive behavior. One problem that clouds interpretation of experimental work is that measurements of dominance have often been employed, such as competition tests for food and water. Such measures often do not correlate with those obtained by quantifying aggressive interactions. It should be remembered that very few of the 188 primate species have been studied experimentally and that great behavioral and physiological diversity occurs within the order. Therefore, generalizations about the effects of androgens upon aggressive behavior in primates (including man) should be made with caution. Testosterone has an organizing influence upon the foetal brain of rhesus monkeys and may affect the development of neural mechanisms which govern aggression in males. More data are required on primates, however, since rhesus monkeys show some important differences from rodents as regards the effects of androgen upon sexual differentiation of the hypothalamus. In future, marmosets may provide a suitable model for such studies, because there is evidence that sexual differentiation of brain by androgen occurs postnatally in these monkeys. At puberty, male primates show a variety of behavioral changes and, during adulthood, males of seasonally breeding species may be more aggressive during the mating season, when testosterone levels are maximal. This does not indicate a causative relationship between testosterone and aggressive responses, because castration and androgen treatments have little effect upon aggression in prepubertal or adult males of several primate species. Androgens have pronounced effects on sexual responses in adult male monkeys, but their central effects upon aggression are much less important than among rodents. Elec trical stimulation of hypothalamic pathways has been employed to evoke aggressive behavior in marmosets and rhesus monkeys. In the rhesus, preliminary evidence indicates that such pathways show some sensitivity to androgens. In rodents it is known that these areas are richly supplied with monoaminergic neurons, which play an important role in aggressive behavior. There is little evidence on primates, however, and this remains a crucial topic for future research. Peripheral effects of androgens should also be considered. Many prosimians and New World monkeys use scent-marking behaviors and, in males, androgen-dependent chemical cues may be involved in sexual recognition and territorial behavior. This possibility awaits investigation. Finally, plasma testosterone levels may alter as a function of aggression itself; thus levels decrease if male rhesus monkeys are defeated by conspecifics. This might occur because neural events associated with giving (or receiving) aggression also influence pituitary function and hence alter gonadal testosterone secretion. Theoretically, it is possible that such changes in circulating testosterone might affect aggressive behavior via a feedback action on the brain, but the experimental evidence does not support such a view.     

Cross-generational transmission of aggressive parent behavior: a prospective,mediational examination

The intergenerational transmission of aggressive parenting behavior was examined within the context of a prospective longitudinal study of adolescent and young adult adjustment. Thirty-nine young adults (G2; 33 females, 6 males) who had participated in early phases of this study with their parents (G1) continued their involvement with their young children (G3; 17 females, 22 males, mean age = 2.6) several years later. Data included direct observation of parent–adolescent (G1–G2) and parent–child (G2–G3) interactions as well as self-reports. Analyses demonstrated directly observed cross-generational continuity in aggressive parenting from G1 to G2 some 6–7 years later. However, the results also showed that adolescent aggressive behavior served as the mediational link reducing the direct path from G1 to G2 aggressive parenting to nonsignificant levels. The results are consistent with a social interactional model of intergenerational continuity of parenting behavior.