Reactive and proactive aggression: predictions to physical violence in different contexts and moderating effects of parental monitoring and caregiving behavior

This study aimed at (a) comparing the links of proactive and reactive aggression at 13 years of age to delinquency-related violence and dating violence at ages 16 and 17, and (b) examining the moderating effects of parental supervision, and mother's and father's warmth and caregiving behaviors on these links. Based on a sample of 525 Caucasian boys, the results showed that proactive aggression uniquely predicted delinquency-related violence, whereas reactive aggression uniquely predicted later dating violence. The relation between proactive aggression and delinquency-related violence, however, was moderated by parental supervision. The relation between reactive aggression and dating violence was moderated by mother's warmth and caregiving behavior. The implications of the findings for the theoretical and practical distinction between proactive and reactive aggression are discussed.     

Reactive and proactive aggression as meaningful distinctions at the variable and person level in primary school‐aged children

Reactive and proactive aggression is a dichotomous classification of aggression in adults and children. This distinction has been supported by a number of variable‐based and factor analytic studies. Due to high inter‐correlations, however, the reactive—proactive aggression distinction may not be entirely useful for understanding how group or individual aggressive behavior varies in children and adolescents. Drawing on a sample of primary school‐aged children (N = 242) aged 7–12 years, this study sought to determine whether reactive and proactive aggression could be distinguished at the variable‐level and the person‐level in children. Exploratory Factor Analysis of data from an aggression instrument measuring both functions and forms of aggression, found a two‐factor construct of aggression constituted by a reactive and proactive aggression factor. A person‐based analysis was then conducted after classifying children according to the presence of reactive and/or proactive aggression. Discriminant function analysis was used to discern whether classifications on the basis of aggression function produced meaningful distinctions in terms of antisocial traits and emotional valence and intensity measures. Two functions were identified which distinguished children with different combinations of reactive and proactive aggression. Reactive‐only aggressive children were defined primarily by high levels of impulsivity, while proactive‐only children were defined primarily by higher levels of antisocial traits. Children high in both types of aggression exhibited both the presence of antisocial traits and impulsivity. Contrary to recent findings, this suggests that differences in aggression functions remain meaningful at the person level in children. Implications for interventions are discussed.

     

Instrumental and hostile aggression in childhood disruptive behavior disorders

An analogue task of instrumental and hostile aggression during a competitive game was evaluated in a sample of clinically-referred 8-to 12-year-old aggressive boys. Similar to a prior task in a normative sample (Having, Wallace, & La Forme, 1979), both types of aggression increased during provocation as compared to baseline, indicating the success of the provocation manipulation, with moderate correlations between the two aggressive responses. The aggressive group with attention-deficit hyperactivity disorder (ADHD) and the aggressive group without ADHD each had higher rates of instrumental aggression than controls. Only the aggressive/ADHD group had higher rates of hostile aggression than controls. Parent Child Behavior Checklist ratings indicated a modest but significant unique relationship between instrumental aggression and delinquency. The high rate of both types of aggression in the aggressive/ADHD group suggests that comorbid ADHD and aggression may result in qualitative differences in aggressive behavior. The high rate of hostile aggression in the aggressive-ADHD group supports theoretical assumptions regarding the relationship of hostile aggression to poor impulse control.This research was supported in part by grants to the first author from the Medical College of Pennsylvania, the Allegheny-Singer Research Institute, NIMH First Award (MH4682), and support from NICHD Mental Retardation Research Center Core Center Grant (DH26979); and NIMH grants (MH40364 and MH00590) awarded to the second author. The authors are grateful to Marianne Torchinsky and Abby Michaleski for assistance in data collection. Preliminary data were presented at the annual meetings of the Association for Advancement of Behavior Therapy, New York, November 1988, and the Society for Research in Child and Adolescent Psychopathology, Costa Mesa, CA, January 1990.     

Reaction time indices of attention deficits in boys with disruptive behavior disorders

Boys with diagnoses in the disruptive behavior disorder (DBD) spectrum and normal controls were tested in two reaction time (RT) experiments. In Experiment I simple warned RT was measured and the length and regularity of the preparatory intervals were varied in order to study sustained attention in the sense of preparation. With age and IQ controlled, DBD boys had slower and more variable RT overall than controls and showed generally more pronounced effects of variations in the length and sequence of the preparatory intervals. The results suggest that DBD boys are subject to lapses of attention which are increased by a relatively long preparatory interval, and that they have a particular problem with temporal uncertainty. In Experiment II some aspects of selective attention were studied in a paradigm in which stimulus modality uncertainty and response selection were varied. DBD boys showed greater effects of modality uncertainty but not response selection than controls. No differences between subdiagnoses within the DBD spectrum could be demonstrated.     

Categories of behavior and the ontogeny of aggression

The papers in this symposiwn constitute important contributions to the study of children's aggression. Rather than summarizing them, it may be helpful in conclusion to underline two difficulties in understanding the ontogeny of aggression. Both are implicit in much of the symposium, and may in fact stem from the scientific methodology necessarily used to study behavior.     

Relationship between shock-induced aggression and other laboratory tests of agonistic behavior in rats

The utility of the shock-induced aggression paradigm has been questioned in recent years. Studies were reviewed that demonstrated similar effects of independent variables on shock-induced, resident-intruder, and home-cage aggressive behavior. Correlations between naturally occurring aggression and shock-induced aggression, studies showing the influence of naturally occurring agonistic experience on shock-induced aggression, and the effects of shock-induced aggressive experience on resident-intruder behavior were also reviewed. It was argued that continued research into shock-induced aggression and its relationship to other laboratory paradigms would be useful, and that abandonment of the paradigm at this time would be premature.     

Reward dominance among children with disruptive behavior disorders

Investigated was a deficit in avoidance learning in situations of competing rewards and punishments in boys with behavior disorders. This learning style has been found to differentiate adults with psychopathy and controls and has been labeled reward dominance. The present study investigated the reward dominance paradigm in a group of 9- to 13-year-old boys with disruptive behavior disorders (N=21) and a normal control group (N=22). Subjects played four computer games programmed to provide the subject with a steadily decreasing ratio of rewards to punishments. Although the groups did not differ initially on the number of trials played, significant group differences emerged when measures of anxiety were included in the analysis. That is, boys with disruptive behavior disorders played more trials (reward dominance) only when the effect of anxiety was controlled. These findings are consistent with Gray's biobehavioral theory of personality and are also consistent with research indicating that anxiety is an important marker for a distinct subgroup of children with behavior problems.     

Effects of provocation on emotions and aggression in males

The effects of provocation of emotions and human physical aggression were examined using a competitive reaction time paradigm. Fifty-four males participated in the competitive task with a fictitious opponent. Participants were assigned to two conditions, low-constant provocation and increasing provocation. Aggression was defined as the intensity of electric shocks participants selected for the opponent to receive. Negative emotions (threat, harm) and positive emotions (benefit, challenge) were assessed at four times during the experimental task. The results revealed that both aggressive responding and harm emotions differed as a function of opponent's level of provocation. There was little compelling evidence that emotions served as an important intervening variable in the relationship between provocation and aggression. Aggr. Behav. 23:1–10, 1997. © 1997 Wiley-Liss, Inc.     

The relation of prosocial behavior to the development of aggression and psychopathology

The development of prosocial behavior is traced from middle childhood to adulthood in a 22-year longitudinal study of 800 children first seen at age 8 and is compared to the development of aggression over the same period. Prosocial behavior and aggression seem to represent opposite ends of a single dimension of behavior since they are consistently negatively related to each other and relate in opposite ways to correlated variables both synchronously and over time. Both are stable forms of behavior with good predictability over the time span studied and both are related to the quality of the parent-child relationship. The most important deterrent to the development of antisocial behavior and the encouragement of prosocial behavior is probably a close identification between the child and his/her parents.     

Reactive and proactive aggression: Similarities and differences

The purpose of the current study was to elaborate the nomological net surrounding the constructs of reactive (RA) and proactive aggression (PA). Typically examined in the context of children, the current study utilized a sample of 211 young adults to examine the relations between reactive and proactive aggression and measures of general personality and social information processing, as well as maladaptive behavioral correlates such as crime, substance use, and riskier sex. Both raw and residualized scores were examined. Using raw scores, the primary differences between RA and PA were related to Neuroticism (i.e., RA more strongly related) and externalizing behaviors (i.e., PA more strongly). The authors comment on the similarity of findings when using raw scores and the divergence of findings using residualized scores and argue for a cautious interpretation of differences based on residualized scores. The authors conclude that the role of Neuroticism warrants further exploration as a means for understanding the heterogeneity of aggressive behavior.     

Predicting dating behavior from aggression and self‐perceived social status in adolescence

We investigated the longitudinal associations between self‐reported aggression, self‐perceived social status, and dating in adolescence using an intrasexual competition theoretical framework. Participants consisted of 536 students in Grade 9 (age 15), recruited from a community sample, who were assessed on a yearly basis until they were in Grade 11 (age 17). Adolescents self‐reported their use of direct and indirect aggression, social status, and number of dating partners. A cross‐lagged panel model that controlled for within‐time covariance and across‐time stability while examining cross‐lagged pathways was used to analyze the data. The findings revealed that direct aggression did not predict dating behavior and was negatively associated with self‐perceived social status in Grade 10. Self‐perceived social status in Grade 9 was positively associated with greater use of indirect aggression in Grade 10. Regarding dating, in Grade 9, self‐perceived social status positively predicted more dating partners the following year, while in Grade 10, it was higher levels of indirect aggression that predicted greater dating activity the following year. Overall, there were no significant sex differences in the model. The study supports the utility of evolutionary psychological theory in explaining peer aggression, and suggests that although social status can increase dating opportunities, as adolescents mature, indirect aggression becomes the most successful and strategic means of competing intrasexually and gaining mating advantages.

     

Responsiveness in Interactions of Mothers and Sons with ADHD: Relations to Maternal and Child Characteristics

We observed mother–child interactions, at baseline, in 136 families of 7–10-year-old boys with attention-deficit/hyperactivity disorder (ADHD) who were part of a large clinical trial, the Multimodal Treatment Study of Children with ADHD. Independent coders rated stylistic aspects of maternal behavior and factor analyses revealed a responsiveness factor that included overall responsiveness and sensitivity to the child, warmth and acceptance, and appropriate control. We examined relations between maternal responsiveness and (a) maternal depressive symptoms and maternal childhood ADHD symptoms, and (b) boys' ADHD and conduct problem symptoms. Controlling for all other variables, maternal responsiveness displayed a unique negative association with mother-reported child conduct problems, but not with child ADHD symptoms, and also was negatively related to maternal depressive symptoms. We discuss the unique association between mother-reported child conduct problems and parenting, and note the utility of studying parenting style in families of children with ADHD. We describe the results within the framework of a transactional model.     

Attack-target attributes and pigeon aggression: Accessibility,vocalization, and body movements

Characteristics of the attack-target in laboratory tests appear to greatly influence the tendency for aggression to be initiated, maintained, and stopped. To address this question, accessibility, target movement, and vocalization among pigeon conspecifics were investigated in two different aggression tests: 1) paired aggression (PA); and 2) schedule-induced aggression (SI). In the PA test, dominant and subordinate roles formed quickly, and soon aggression episodes started to decline. In part, the subordinate's yielding behavior appeared to discourage attack. The significance of the target bird's behavior on attack frequency was borne out by the finding in the SI test that pigeons attacked a shielded, live, active target more often than a passive one. Furthermore, using a specially constructed stuffed pigeon in the SI test, results indicated that programmed, combined aggressive vocalization and body movement evoked most attacks with the VT schedule, vocalization alone evoked the next highest number of attacks, body movement alone the third most, and combined silence and immobility the least attacks. These findings provide a basis for explaining some past reported results associated with target features and a means for selecting other target features for future study.     

Personality correlates of revenge‐seeking: Multidimensional links to physical aggression,impulsivity, and aggressive pleasure

People differ in how much they seek retribution for interpersonal insults, slights, rejections, and other antagonistic actions. Identifying individuals who are most prone towards such revenge‐seeking is a theoretically‐informative and potentially violence‐reducing endeavor. However, we have yet to understand the extent to which revenge‐seeking individuals exhibit specific features of aggressiveness, impulsivity, and what motivates their hunt for retribution. Toward this end, we conducted three studies (total N = 673), in which revenge‐seeking was measured alongside these other constructs. Analyses repeatedly demonstrated that revenge‐seeking was associated with greater physical (but not verbal) aggressiveness, anger, and hostility. Revenge‐seeking's link to physical aggression was partially accounted for by impulses toward enjoying aggression and the tendency to use aggression to improve mood. Dominance analyses revealed that sadism explained the most variance in revenge‐seeking. Revenge‐seeking was associated with greater impulsive responses to negative and positive affect, as well as greater premeditation of behavior. These findings paint a picture of revenge‐seekers as physically aggressive curators of anger, whose retributive acts are performed with planned malice and motivated by the act's entertaining and therapeutic qualities.

     

Teacher escape,avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

We develop hypothese based on the research literature regarding behavioral responses to aversive stimuli. Specifically, escape, avoidance, and countercontrol responses are presented as teacher behaviors which may occur in the presence of disruptive and aggressive behaviors (aversive stimuli) which, in part, characterize many students with severe behavior disorders (SBD). The potential for teacher escape, avoidance, and countercontrol responses to the detrimental for both teachers and students is presented, as well as suggestions for addressing aversive behaviors of students in ways to reduce the potential detrimental impact.     

Role of female aggression in prevention of infanticidal behavior in male common voles,Microtus arvalis (Pallas, 1779)

Infanticidal behavior of male common voles (Microtus arvalis) was investigated in relation to the age of unfamiliar pups. Sires from 18 pairs were removed after parturition of their offspring and replaced by unfamiliar males at different ages of the neonates. In group 1, containing six females with their offspring, the new male was introduced into the females' cages on day 1 after the parturition. In group 2 the new male was introduced on day 5 after parturition and in group 3 on day 9 after parturition. The male was removed after 3 days and the neonates recounted. Male common voles killed up to 100% of the neonates in litters containing neonates younger than 9 days by rapid bites to the head of the neonates (groups 1 and 2, mortality rates of 0.86 and 0.38). However, with older pups, a mortality rate of 0.06 was observed while 33% of the intruder males showed signs of injuries (group 3). These findings show that infanticidal behavior of male common voles represents one factor of pup mortality. The results are discussed in relation to changes in the degree of maternal aggression and in the context of the social system of the common vole for solving the conflict between postpartum estrous mating and infanticidal behavior of male common voles. Aggr. Behav. 23:293–298, 1997. © 1997 Wiley-Liss, Inc.     

Psychopathy and aggression: Examining the role of psychopathy factors in predicting laboratory aggression under hostile and instrumental conditions

Psychopathy is a problematic configuration of traits and behaviors that is consistently correlated with aggressive, criminal behavior. Studies have suggested that psychopathy is composed of related but distinct factors that manifest divergent relations with a host of constructs including aggression. In the current study, we used a sample of 126 men to examine whether these psychopathy factors are differentially related to aggression manifested in two conditions (instrumental and hostile/reactive aggression) of a laboratory aggression paradigm. Traits related to an antagonistic interpersonal style and emotional detachment (i.e., Factor 1) were related to aggression in both conditions whereas traits related to negative emotionality, impulsivity, and an antagonistic style (i.e., Factor 2) were related to aggression only in the hostile/reactive condition. Potential explanations for these findings are put forth.     

Proactive and reactive aggression in early adolescence as precursors to anti- and prosocial behavior in young adults

Three groups of adolescents who were 14 years old in 1974 were formed on the basis of peer nominations and teacher ratings in an ongoing longitudinal study: 1) reactively aggressive (REA) individuals who displayed reactive, that is, self-defensive aggression but not proactive aggression (43 boys, 35 girls); 2) proactively aggressive (PROA) individuals who attacked another person without a reason (56 boys, 35 girls); and 3) nonaggressive (NONA) individuals who were low in proactive and reactive aggression (48 boys, 45 girls). The groups were compared at ages 8, 14, and 27 in variables representing the constructs of a two-dimensional model of emotional and behavioral regulation. The REA Ss were characterized by higher self-control, especially constructiveness, at each age and better adult adjustment than the PROA Ss. The PROA males were prone to externalizing problems and criminality in adulthood, whereas the PROA females were prone to internalizing problems and neuroticism in adulthood. Both exhibited conduct problems in adolescence, and became heavy users of alcohol in adulthood. The PROA Ss had more children at age 27 than the other Ss. © 1996 Wiley-Liss, Inc.     

The expression of the genes of aggressiveness in mice: The effect of androgen on aggression and sexual behavior in females

Female mice of strains selectively bred for aggressiveness or nonaggressiveness were injected with testosterone propionate (TF′) at the age of 2 days and as adults, or they were injected as adults only. Aggressive and sexual behavior was then tested with female, receptive female, and male partners before, during, and after the latter TP treatment. The females that had received both TP treatments displayed as much or as little aggression as males of the same strain, leading to the conclusion that aggressiveness genes are not linked with the male sex chromosome, even though they depend on it for their expression. The sexual behavior of the females of both strains that had received both TP treatments was altered to the male type. In the females of the aggressive strain even adult treatment alone was sufficient for this change. Aggressiveness and male sexual behavior would seem to be determined separately, although aggressiveness facilitates the display of male sexual behavior.