Predictors of women's aggressive driving behavior

Predictors of women's aggressive driving behavior were explored in a study involving 256 female motorists. Sex role orientation, dispositional aggressiveness, age, and annual mileage were measured as independent variables, and aggressive driving behavior was included as the dependent variable. Stepwise hierarchical regression analysis showed that age was negatively related to driving aggression, whereas annual mileage had a positive relationship with driving aggression. Dispositional aggressiveness was a significant predictor of driving aggression. Of the two components of sex role orientation, only femininity was associated with driving aggression, with higher femininity scores predicting lower aggressive driving scores. Masculinity failed to predict aggressive driving, as did the interaction of masculinity and femininity. In combination, the predictors explained 29% of the variance in women's aggressive driving. The results are discussed with respect to the role of dispositional variables as predictors of driving aggression in women. Aggress. Behav. 00:1–10, 2005. © 2005 Wiley‐Liss, Inc.     

Instrumental conditioning of aggressive behavior in rats

A method has been developed for bringing an aggressive response under stimulus control. It was found that the number of conditioned aggyessive responses was maximal when low-weight target rats were used. The latencies of the conditioned responses toward target animals of 124 gm were significantly lower than those toward animals of 221 and 284 gm. The application of an extinction procedure on the conditioned aggressive response substantially increased the total number of emitted aggressive responses.     

Stages in the development of aggressive behavior in early childhood

Primary manifestations of aggression appear in the behavior of children in the second half of the first year of life. The frequency of Occurrence of interpeer aggression increases with age, and reaches its maximum in the third year. The frequency of aggression may later decrease, but there are considerable individual differences. Changes a h Occur in the form in which aggression is manifested; its motivational background and associated elicitors; its direction, duration, timing, and other operational characteristics, and in the modes of its acquisition. A certain continuity may be traced, however, in any of these features and the development of aggression may be perhaps more adequately represented by the following sequence of developmental stage:

• 1 Stage of preaggressive behavior;
• 2 Stage of primary differentiation;
• 3 Stage of the appearance of the individual pattern of aggressive behavior;
• 4 Stage of secondary differentiation of aggression;
• 5 Stage of the beginning of the transition into covert behavior—internalization of aggression

These stages represent certain facets of the interaction between the changing behavioral performance of the child and herlhis social environment, and may be used for evaluating aggressive behavior in young children.     

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.     

Characterization of aggressive behavior and phenytoin response

Recent work has suggested that the success of pharmacological treatment for chronic aggressive behavior may depend, in part, on the subtype of aggressive behavior displayed (e.g. reactive, impulsive aggression vs. predatory, premeditated aggression). The present study examined the usefulness of characterizing aggressive behavior during a 16‐week double‐blind crossover study of phenytoin (PHT) treatment in 41 aggressive adult males. The Impulsive/Premeditated Aggression Scales (IPAS) were used to characterize aggressive behavior as predominantly impulsive or predominantly premeditated in nature. Analyses indicated that participants who did not respond to PHT treatment endorsed significantly more premeditated characteristics on the IPAS than those who responded to PHT treatment. Non‐responders also exhibited fewer aggressive outbursts during placebo treatment, suggesting a greater level of behavior control. Participants who did not complete the study were younger, endorsed significantly more premeditated aggression characteristics and reported more lifetime antisocial behaviors than those who completed the study. Taken together, these data emphasize several factors that may influence the success of pharmacological treatment in aggressive individuals, namely the importance of characterizing the predominant type of problem aggressive behavior. Aggr. Behav. 00:1–6, 2005. © 2005 Wiley‐Liss, Inc.     

Men who target women: specificity of target, generality of aggressive behavior

Two studies examined the effects of individual differences identified by the Confluence Model of aggression against women [Malamuth Linz, Hevey et al., 1995] and the General Aggression Model [GAM: Anderson and Carnagey, 2004] as predictors of male-on-female aggression. Study 1, a correlational study, found that hostile masculinity predicts self-reported sexual aggression independently of nonsexual aggression against women, and is itself predicted by proneness to general hostility, masculine gender role stress, and violent attitudes toward women. Furthermore, hostility toward women independently predicted sexual and nonsexual aggression against women, above the effects of general attitudes toward violence and general levels of hostility and aggression. Study 2, an experimental study, found that under high provocation, high hostility toward women predicted increases in male nonsexual aggression against women and slight decreases in male aggression against men. This effect remained significant even after controlling for general attitudes toward violence and for general levels of hostility and aggression, indicating that males who are highly hostile toward women specifically target women and that their aggression toward women generalizes beyond sexual aggression. The findings are discussed in terms of a model that integrates the Confluence Model with GAM.     

Intellectual ability and aggressive behavior in nonclinical-nonforensic males

The purpose of this study was to test the relationship between IQ and physical aggression in a nonclinical-nonforensic male sample in a laboratory setting. Thirty males completed an abbreviated version of the Wechsler Adult Intelligence Scale—Revised. Aggression was measured using a modified version of the Taylor reaction-time (RT) aggression paradigm in which subjects competed on a RT task and both received and delivered shocks to a fictitious opponent in provoking and nonprovoking conditions. Provocation conditions (High and Low) were defined by the intensity of shocks the subjects received. Results demonstrated strong inverse correlations between IQ and aggressive behavior under both High and Low Provocation conditions.     

Anxiety sensitivity and retaliatory aggressive behavior in research volunteers

An important focus of recent aggression research has been to identify personality variables that influence the expression of aggression. One such variable may be anxiety sensitivity (AS). Individuals high in AS fear unpleasant anxiety-related physiological sensations and perhaps physiological arousal in general. Accordingly, people high in AS are motivated to avoid situations that produce these sensations. With respect to aggressive encounters, an intense attack by an opponent involves significant physiological arousal. High anxiety-sensitive individuals may therefore attempt to decrease the intensity of the interaction by responding in a non-aggressive or conciliatory manner. To test this possibility, 112 community volunteers completed a measure of AS and a well-validated laboratory task designed to assess aggressive behavior. As predicted, an inverse relation between AS and extreme aggressive responding was found. Specifically, as AS increases, retaliatory aggression is less likely after intense attack by an opponent.     

Neural correlates of intertemporal choice in aggressive behavior

People often have to make decisions between immediate rewards and more long-term goals. Such intertemporal judgments are often investigated in the context of monetary choice or drug use, yet not in regard to aggressive behavior. We combined a novel intertemporal aggression paradigm with functional neuroimaging to examine the role of temporal delay in aggressive behavior and the neural correlates thereof. Sixty-one participants (aged 18–22 years; 37 females) exhibited substantial variability in the extent to which they selected immediate acts of lesser aggression versus delayed acts of greater aggression against a same-sex opponent. Choosing delayed-yet-more-severe aggression was increased by provocation and associated with greater self-control. Preferences for delayed aggression were associated with greater activity in the ventromedial prefrontal cortex (VMPFC) during such choices, and reduced functional connectivity between the VMPFC and brain regions implicated in motor impulsivity. Preferences for immediate aggression were associated with reduced functional connectivity between the VMPFC and the frontoparietal control network. Dispositionally aggressive participants exhibited reduced VMPFC activity, which partially explained and suppressed their preferences for delayed aggression. Blunted VMPFC activity may thus be a neural mechanism that promotes reactive aggression towards provocateurs among dispositionally aggressive individuals. These findings demonstrate the utility of an intertemporal framework for investigating aggression and provide further evidence for the similar underlying neurobiology between aggression and other rewarding behaviors.     

Main and interaction effects of metallic toxins on aggressive classroom behavior

The present study investigated possible relationships of metal levels and metal combinations to children's aggressive classroom behavior. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 80 randomly selected elementary-age children. Each child was also rated by his classroom teacher on the acting-out subscale of the Walker Problem Behavior Identification Checklist. Parents of subjects were interviewed to control for confounding variables that may affect behavioral development. Regression data indicated that the set of metals was significantly related to increased scores on the acting-out subscale (P < 0.07) with lead being the major contributor (P < 0.05), and the metal combinations were also significantly related to increased acting-out scores (P < 0.01) with the interaction of lead-cadmium being the major contributor (P < 0.001). A continuing reexamination of metal-poisoning concentrations is needed, because metal levels and metal combinations previously thought harmless may be associated with aggressive classroom behavior.     

Experimentally manipulated change in children's proactive and reactive aggressive behavior

The current study assessed the effectiveness of two behavior manipulations created to differentially lower aggressive responses in a laboratory task. It was hypothesized that the reactive anger manipulation would have the greatest effect for reactive aggressive behavior and the instrumental manipulation would significantly affect proactive aggressive behavior and slightly affect the reactive behavior. Fifty participants played pinball in competition for points against an unknown peer, whose responses were actually controlled by the experimenter. Participants could push a noise button, sending the peer an annoying noise; a tilt button, interfering with the opponent's game; or a no answer button, offering a pro‐social alternative to aggression. After playing four rounds, participants were randomly assigned to either a reactive anger or a positive instrumental manipulation group; they then played pinball again for four rounds. Results indicate that the instrumental manipulation significantly lowered aggressive responses for both reactive and proactive behavior. The reactive manipulation effected aggressive responses only for use of the noise button and produced significantly lower levels of anger. Aggr. Behav. 29:215–227, 2003. © 2003 Wiley‐Liss, Inc.     

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.     

Theoretical and methodological considerations in cross-generational research on parenting and child aggressive behavior

The four studies in this special issue represent important advances in research on the intergenerational transmission of aggressive behavior. In this commentary, we review the key features and findings of these studies, as well as our own cross-generational study of aggression, the Columbia County Longitudinal Study. Next, we consider important theoretical issues (e.g., defining and operationalizing raggression and parenting assessing reciprocal effects of parenting and child aggression; identifying the ages at which aggression should be assessed across generations; broadening the investigation of contextual and individual factors). We then discuss several methodological issues (e.g., determining the most informative measurement intervals for assessing prospective effects; sampling considerations; measuring potential moderating and mediating variables that might explain cross-generational continuities and discontinuities in parenting and aggression). Finally, we raise implications of cross-generational research for designing interventions targeting the reduction and prevention of child aggression.     

The association between high status positions and aggressive behavior in early adolescence

The present study examined the association between high status social positions in early adolescence and both overt and relational aggression. A sample of 234 sixth graders (132 girls, 102 boys) completed peer nominations assessing aggression, social centrality, and coolness. Data analyses were based on all sixth graders who received peer nominations, for a total sample size of 417 students (224 girls, 193 boys). Hierarchical linear modeling was used to examine both within-peer group differences and between-peer group differences. Results indicated relational aggression was related to higher overall social centrality and being nominated as cool even when controlling for overt aggression. Overt aggression appeared to be related to higher overall social centrality and being nominated as cool, but this relationship was much weaker when relational aggression was controlled. Although girls used relational aggression more often and boys used overt aggression more often, the use of relational aggression by either gender was related to membership in high status peer groups and high status within the peer group. Implications of the findings and suggestions for future research are discussed.     

Some characteristics of the aggressive behavior of mice after prolonged Isolation: Intraspecific and interspecific aspects

Experiments on mice have demonstrated changes in the relationships, interdependence and sequence of behavioral items following prolonged isolation. It was found that aggression in isolates was stereotyped and hardly amenable to the control not only by intraspecific but also by interspecific factors. Isolated mice, in contrast to the group-reared animals, spontaneously attacked adult rats. This finding was interpreted as being due to a disruption of behavioral plasticity under circumstances of prolonged isolation from conspecifics.     

Role of prevolitional processes in aggressive behavior: the indirect influence of goal

The central aim of this article is to investigate the relationship between prevolitional processes and aggressive behavior. More specifically, the role of the goal underlying aggressive behavior was examined. A model of attitude, the Extended Model of Goal‐directed Behavior, was tested with structural equation models to analyze the process that leads to the verbally aggressive behavior of calling someone names. Results showed that Goal Desire was a significant predictor but its relation to behavior is indirect, through desire toward and intention of calling someone names. Moreover, the results indicated that the positive emotions one anticipates if successful in calling someone names and the control one has over calling someone names play a significant role in the desire to call someone names. The discussion emphasizes the necessity of considering prevolitional processes when studying deliberative processes involved in the emergence of aggressive behavior. Aggr. Behav. 37:36–47, 2011. © 2010 Wiley‐Liss, Inc.