Characterizing aggressive behavior

In the research literature, aggressive behavior has traditionally been classified into two distinct subtypes, impulsive or premeditated. Impulsive aggression is defined as a hair-trigger aggressive response to provocation with loss of behavioral control. Premeditated aggression is defined as a planned or conscious aggressive act, not spontaneous or related to an agitated state. The present study outlines the development of a clinically useful self-report instrument, the Impulsive/Premeditated Aggression Scales (IPAS), designed to characterize aggressive behavior as predominately impulsive or predominately premeditated in nature. The IPAS showed strong reliability and validity. Analysis of the IPASscores demonstrated thepresence of two types of aggressive behavior, impulsive and premeditated, in men referred for anger problems. The aggression of most individuals in the present sample was characterized as predominately impulsive in nature (90%).     

Retracted: Effects of cartoon violence on aggressive thoughts and aggressive behaviors

This article reports on an experiment designed to test whether the cartoon manipulation leads to significant increases in aggressive thoughts and aggressive behaviors among Chinese children (n = 3,000). Results indicated that brief exposure to a violent cartoon triggered higher aggressive thoughts and aggressive behaviors than a nonviolent cartoon. Females displayed higher aggressive thoughts and aggressive behaviors than males in a nonviolent cartoon condition, while males displayed higher aggressive behaviors than females in a violent cartoon condition. Mediation analysis suggested that the effect on aggressive behaviors was mediated by aggressive thoughts. The findings imply that cartoon developers, parents, and teachers should develop cartoons that inhibit children's aggressive thoughts to avoid aggressive behaviors. Females are the key group for the prevention and intervention of aggression in a nonviolent cartoon context, while males are the key group for the prevention and intervention of aggression in a violent cartoon context.     

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.     

Predicting aggressive collective action based on the efficacy of peaceful and aggressive actions

We examine whether aggressive forms of collective action are predicted by their perceived efficacy and the perceived efficacy of peaceful collective action, and whether the two predictors interact. We present data from surveys examining support for and tendencies toward aggressive collective action among university students who are opposed to increases in tuition fees in Britain (Study 1) and support for suicide bombings against Israeli civilians among Palestinians during the Second Intifada (Study 2). Our results reveal an interaction between the efficacy of peaceful and aggressive collective actions: The more efficacious aggression is perceived to be, the greater its appeal and the less it is assuaged by the efficacy of peaceful action. This implies that (i) people may consider aggressive action whenever it works, even if peaceful action is efficacious, and (ii) people may consider aggressive action even when it seems unpromising, if peaceful action is not efficacious, in an apparent nothing‐to‐lose strategy.     

Children's evaluations of ambiguous provocation by relationally aggressive,physically aggressive and prosocial peers

The present study assessed children's evaluations of hypothetical peer provocation. Participants (N = 75, ages 8–11) were presented with hypothetical vignettes depicting relationally aggressive, physically aggressive and prosocial peers engaging in provocative behaviours directed at the participant, including (a) relational (not receiving a party invitation); (b) physical (having a beverage spilled on him/her); and (c) prosocial (being given stale snack food) provocations. Children rated the hostility of the peer's intentions and explained what they themselves would do if actually confronted with the situation. Children were more hostile in their attributions for the behaviour of relationally and physically aggressive peers as compared with the prosocial peers. Additionally, when children reported that they liked the peer, they were less likely to attribute hostility to that peer's behaviour. Results involving children's responses indicate the importance of considering peer reputation and provocation type when examining children's social problem solving. For example, very few children said that they would seek help from an adult when relationally provoked by an aggressive peer; however, in response to physical provocation from an aggressive peer, seeking the assistance of an adult was a common response.     

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.     

An aggression machine I. The intensity of aggressive defence aroused by aggressive offence

PitkÄnen, L. An aggression machine. I. The intensity of aggressive defence aroused by aggressive offence. Scand. J. Psychol., 1973, 14, 56–64.-Sixty 9-year-old boys were tested with an aggression machine (PAM) designed by the writer. PAM allows the variation of both S (light) and R (pressing a button) intensities. The stimuli and responses were given the designations of offensive and defensive aggression, respectively. The following main hypotheses were supported: (1) The intensity of impulsive aggressive defence to an aggressive offence was adapted to the intensity of attack. (2) The intensity of aggressive defence was determined by the authority of the attacker, the defence being strongest when the attacker was a person of the same age and status, and least vigorous when the attacker was a figure of authority or a weaker person. (3) The correlations of the intensity of aggressive defence against different attackers depended on the similarity of their social position; the correlations were higher the closer the position.     

False memories for aggressive acts

Can people develop false memories for committing aggressive acts? How does this process compare to developing false memories for victimhood? In the current research we used a simple false feedback procedure to implant false memories for committing aggressive acts (causing a black eye or spreading malicious gossip) or for victimhood (receiving a black eye). We then compared these false memories to other subjects' true memories for equivalent events. False aggressive memories were all too easy to implant, particularly in the minds of individuals with a proclivity towards aggression. Once implanted, the false memories were indistinguishable from true memories for the same events, on several dimensions, including emotional content. Implications for aggression-related memory more generally as well as false confessions are discussed.     

Naturalistic studies of aggressive behavior: aggressive stimuli, victim visibility, and horn honking.

Three studies extended laboratory research on aggression to a naturalistic setting which involved horn honking from drivers as a measure of aggression; the studies were adapted from Doob and Gross. The results from a survey (Study 1) of 59 drivers suggested that they were frequently irritated by and aggressive toward other drivers. A second study (using a 3x2 factorial design with 92 male drivers) indicated that manipulations of a rifle in an aggressive context and victim visibility (dehumanization) both significantly influenced horn honking rates subsequent to obstruction at a signal light. A third study with 137 male drivers and 63 female drivers examined the interactive effects of a rifle, an aggressively connotated bumper sticker, and individual subject characteristics (sex and an exploratory index of self-perceived status) on horn honking. The results for three studies in naturalistic settings offer possible extensions of laboratory based findings on aggression. The role of inhibitions in modifying the pattern of results was also discussed.     

Serotonin's influence on predatory behavior of highly aggressive cba and weakly aggressive DD strains of mice

The effects of serotonin were studied on locust-killing behavior of mice from low (DD) and high (CBA) predatory aggressive strains. 5-HTP injected intraperitoneally (50 and 100 mg/kg) or 5-HT administered into the lateral ventricle (10 μg) significantly reduced locust-killing behavior in highly aggressive CBA mice. Imipramine (20, 30, and 40 mg/kg) elicited a dose-dependent inhibitory effect on predatory behavior. Fluoxetine (10 and 20 mg/kg) alone had a slight influence on locust-killing behavior but potentiated the action of the subthreshold dose of 5-HTP (25 mg/kg). Pretreatment with the blocker of 5-HT₂ type receptors methysergide (2 mg/kg) abolished the inhibitory effect of 5-HTP. These finding indicate that serotonin of the brain exerts an inhibitory effect on predatory behavior in mice. In contrast, neither lesion of the dorsal raphe nucleus (although significantly depleting the brain serotonin) nor treatment with methysergide (2 mg/kg) induced locust-killing behavior in weakly aggressive DD mice. Low predatory aggressiveness in DD mice is suggested to be related to the low tonus of the mechanisms activating killing behavior rather than to excessive serotonergic inhibitory influences.     

Children's and adolescents' aggressive behavior in context: The development and application of aggressive problem-solving strategies

Social-cognitive information-processing models have frequently been used as a reference in studying children's and adolescents' aggressive behavior. According to these models, aggressive behavior is considered to be one way for children and adolescents to cope with the social problems of everyday life. A high level of aggressive behavior is traced to deficiencies in processing social information (e.g., in encoding social cues, interpreting situations, adopting goals, producing strategies, and evaluating responses), leading to an increased likelihood of employing aggressive problem-solving strategies. Emotions and physiological factors are also suggested to contribute to the social-cognitive information-processing activities promoting aggression. The development of aggressively biased ways of processing social information is seen to be related to numerous biological and environmental factors.     

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.     

Prosocial video games reduce aggressive cognitions

Previous research has shown that playing violent video games increased aggressive tendencies. However, as pointed out by the General Learning Model (GLM) [Buckley, K. E., & Anderson, C. A. (2006). A theoretical model of the effects and consequences of playing video games. In: P. Vorderer & J. Bryant (Eds.), Playing video games motives responses and consequences (pp. 363-378). Mahwah, NJ: Lawrence Erlbaum], depending on their content, video games do not inevitably increase but may also decrease aggressive responses. Accordingly, the present research tested the hypothesis that playing prosocial video games decreases aggressive cognitions. In fact, playing a prosocial (relative to a neutral) video game reduced the hostile expectation bias (Experiment 1) and decreased the accessibility of antisocial thoughts (Experiment 2). Thus, these results lend credence to GLMs assumption that the effects of video game exposure depend to a great extent on the content of the game played.