身体攻击行为学生自主神经活动的情绪唤醒特点

运用情绪生理学的方法,以31名具有身体攻击行为的初中工读学生和30名普通初中生为研究对象,研究了身体攻击行为学生与普通学生在基线生理唤醒和情绪生理唤醒的方面不同特点。结果发现,在生理唤醒的基线水平上,身体攻击行为学生与普通学生在指温、R-R间期、心率、指脉率方面差异显著,身体攻击行为学生的指温、心率、指脉率比普通学生低,身体攻击行为学生的R-R间期比普通学生R-R间期长。在愤怒刺激条件下,身体攻击行为学生报告的愤怒体验水平比普通学生高;愤怒诱发刺激引起身体攻击行为学生R-R间期、心率变化显著,而普通学生R-R间期、心率变化不显著。厌恶与恐惧、悲伤、愉快诱发刺激引起普通学生皮肤电变化显著,而身体攻击行为学生皮肤电变化不显著     

Aggression and heat: mediating effects of prior provocation and exposure to an aggressive model.

Sixty-four undergraduate males participated in an experiment designed to examine the effects of level of prior anger arousal, exposure to an aggressive model, and ambient temperature on physical aggression. On the basis of Bandura's social learning theory of aggression, it was predicted that uncomfortably hot environmental conditions would be most effective in facilitating later aggression when subjects had both witnessed the actions of the model and been exposed to strong provocation from the victim, but least effective in this regard when they had neither witnessed the actions of the model nor been exposed to prior instigation. In contrast to these predictions, results indicated that high ambient temperatures facilitated aggression by nonangered subjects but actually inhibited such behavior by those who had previously been provoked.     

Association of Normative Beliefs and Anger with Aggression and Antisocial Behavior in Russian Male Juvenile Offenders and High School Students

Examined the association of anger experience and two types of normative beliefs with physical aggression and nonaggressive antisocial behavior in 361 juvenile offenders and 206 high school students in Russia. All participants were male and ranged in age from 14 to 18 years. Higher frequency of aggressive acts was significantly associated with higher levels of anger and stronger beliefs that physical aggression is an appropriate course of action in conflicts. After statistically controlling for nonaggressive antisocial behavior, the relationship between physical aggression and antisocial beliefs was not significant. Similarly, with physical aggression controlled, nonaggressive antisocial behavior was uniquely associated with approval of deviancy, but not with anger or beliefs legitimizing aggression. Juvenile offenders reported higher levels of anger experience and higher frequency of aggression and antisocial behavior compared to high school students. There were no differences in normative beliefs between these two groups. This specificity of association of social-cognitive and emotion-regulation processes to aggressive and nonaggressive forms of antisocial behavior may be relevant to understanding the mechanisms of cognitive-behavioral therapy for conduct disorder and antisocial behavior.     

Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners

This paper examines the relationships between individual differences in situational triggers of aggressive behaviors (STAR) and the FFM personality traits. The investigation, conducted among Polish male and female offenders and students, revealed different relationships across samples. Among students, higher sensitivity to frustration and provocation was related to higher Neuroticism and lower Agreeableness and sensitivity to provoking situations to lower Openness to Experience. Among prisoners, however, lower Agreeableness was negatively linked to being more sensitive to provocation. Furthermore, the study found sex differences in STAR scales in the student sample but not the prisoners’ sample.     

Emotion differentiation moderates aggressive tendencies in angry people: A daily diary analysis

Anger is commonly associated with aggression. Inefficient anger-coping strategies increase negative affect and deplete the regulatory resources needed to control aggressive impulses. Factors linked with better emotion regulation may then weaken the relationship between anger and aggression. The current work explored one factor associated with emotion regulation-differentiating one's emotions into discrete categories-that may buffer angry people from aggression. Three diary studies (N = 628) tested the hypothesis that emotion differentiation would weaken the relationship between anger and aggression. In Study 1, participants high in emotion differentiation reported less daily aggressive tendencies when angry, compared to low differentiators. In Study 2, compared to low differentiators, high differentiators reported less frequent provocation in daily life and less daily aggression in response to being provoked and feeling intense anger. Study 3 showed that high daily emotional control mediated the interactive effect of emotion differentiation and anger on aggression. These results highlight the importance of considering how angry people differentiate their emotions in predicting their aggressive responses to anger.     

状态自恋与攻击行为——知觉到的威胁、愤怒情绪和敌意归因偏差的多重中介作用

采用2(自恋故事vs.中性故事)×2(威胁情境vs.表扬情境)的被试间设计对162名大学生的状态自恋与攻击行为的关系及其机制进行考察。结果发现:(1)与中性故事组相比,自恋故事能够显著激活被试的状态自恋水平;(2)与表扬情境相比,威胁情境中自恋激活组个体的攻击意向显著高于中性故事组,说明状态自恋激活能够显著增加个体的攻击行为;(3)状态自恋通过知觉到的威胁、愤怒情绪和敌意归因偏差间接预测攻击行为;(4)从总体上来说,知觉到的威胁既可显著直接预测攻击行为,也可通过愤怒情绪间接预测攻击行为。对自恋激活组,状态自恋可以通过影响愤怒情绪和敌意归因偏差间接影响攻击行为;对中性控制组来说,这种关系则不存在。本研究结果证实,状态自恋的激活能够显著增加个体面对消极反馈时攻击行为产生的认知情绪机制。     

初中生情绪反应、表达及其与攻击行为

运用自编的《中学生情绪评定问卷》和修订的Spielberger《状态——特质愤怒表达问卷》对833名普通中学初中生进行了测试,并用同伴提名的方法把学生分为普通组、身体攻击组和关系攻击组,探讨了初中生情绪反应、表达的特点和攻击行为学生情绪反应、表达的特点。研究结果表明:(1)初中女生报告的恐惧感、悲伤感高于男生,女生报告的愤怒表达也显著高于男生;但在特质愤怒方面,男生报告的特质愤怒水平显著高于女生。在情绪表达与反应的大多数方面不存在显著的年级差异,只在负性情绪表达方面初二女生报告了比初一、初三女生更高的负性情绪表达。(2)被同伴提名为身体攻击学生在状态愤怒、特质愤怒、愤怒表达方面显著高于普通学生,被同伴提名为关系攻击的学生在特质愤怒、愤怒表达方面也显著高于普通学生。攻击行为学生的愤怒情绪系统存在一定的缺陷。     

Physical aggression as a function of perceived fighting ability among male and female prisoners

Study 1 used two scenarios depicting provocations to investigate whether prisoners' willingness to engage in physical aggression would vary according to the perceived fighting ability (Resource Holding Power [RHP]) of the opponent. RHP was operationalized in terms of three levels of the size, number of allies, and reputation. The sample (both sexes; N=1,253) was taken from a range of British prisons. Unexpectedly, the prisoners said that they would be less likely to attack a weaker opponent than an equally matched one. The predicted decline from equally matched to more formidable opponents was found only under some conditions. A further sample of male prisoners (N=260), completed a similar provocation scenario, with response options covering fear, several forms of aggression, the importance of the provocation for reputation, and that the provocation was unimportant. Fear increased with RHP as predicted. Lower physical aggression to a low RHP opponent was again found, and it was associated with a lesser impact on reputation of an insult from this source. There was also a lower likelihood of responding with physical aggression to a high RHP opponent, as originally predicted. Implications of the findings for motivational theories of aggression are discussed, and also the applicability to humans of concepts from game theory models of the evolution of fighting strategies.     

Concurrent and prospective effects of multi‐dimensional aggression and anger on adolescent alcohol use

This study examined the relationship between alcohol, anger, and aggression in high school students. Anger and three types of aggressive expression (verbal, physical toward people, and physical toward objects) were evaluated cross‐sectionally and prospectively, via structural equation modeling for relationships to alcohol use in Mexican American and white non‐Latino 9–10th (Time 1) and 11–12th grade (Time 2) students. At both times cross‐sectionally, anger and aggressive anger expression tended to correlate positively with alcohol use in each ethnicity/gender group. However, prospectively, aggressive forms of anger expression tended not to be related to alcohol use two years later. Only verbally aggressive anger expression was related to alcohol use two years later and then, only for Mexican American and white non‐Latino females. There was, therefore, little basis for causal links between aggressive anger expression and alcohol use in a general population of high school students. Aggress. Behav. 30:356–372, 2004. © 2004 Wiley‐Liss, Inc.     

Self-control training decreases aggression in response to provocation in aggressive individuals

One common cause of aggression is self-control failure, yet research suggests that practicing self-control over time can improve subsequent self-control. This experiment tested whether self-control training over a 2-week period could decrease anger and aggression in response to provocation. Seventy undergraduates completed 2 weeks of self-control training or a control task. At the end of the 2 weeks, participants were insulted and given the opportunity to retaliate by delivering a blast of loud white noise. Self-control training reduced aggression among those high in trait aggression. Participants who received the training also reported less anger than those in the control condition. These results provide initial support that self-control training might prove beneficial for assisting aggressive individuals to overcome aggressive impulses.     

Anger and aggression among Filipino students

This paper describes the extent of anger and aggression in a sample of secondary school students in the southern Philippines. A total of 650 students in both public and private schools completed a self-report survey of levels of anger and aggression, and homeroom teachers rated them on aggression. Results indicated that their overall levels of aggression and anger were average. Students in private schools had higher overall aggression and anger compared to students in public schools. Teachers rated males as having a higher level of aggression compared to females. Self-reported anger and aggression were significantly higher among older students, but teachers rated them as being less aggressive. The implications of these findings for intervention and future research are discussed.     

Contrasting effects of a hot and a cool system in anger regulation on cooperative behaviours

Angry mood and aggression are strongly associated. However, it is not socially acceptable to express strong aggression. Non-cooperative behaviours might be another aspect of aggressive behaviour. The present study examines the expression of non-cooperative behaviours after angry mood induction. Eighty-five university students were randomly assigned to hot or cool focus recall of a past angry event. At baseline, trait aggression and rejection sensitivity were evaluated. Just before the recall task, participants' state of angry mood was measured by the Anger Mood Scale. Then they engaged in either hot or cool focus recall of a past rejection event. Immediately after the mood induction, angry mood was measured again. They were then instructed to play the Mixed Motive game with an unknown person. Participants in both groups became angrier after the mood induction. One-way analysis of covariance, controlling for trait anger and rejection sensitivity, showed that the hot-focus participants gave significantly fewer points to the other person than the cool-focus participants. Participants high on trait aggression sent more verbally aggressive messages. The findings suggest that non-cooperative behaviour is another form of anger related aggression and might be more socially important than overt aggression.     

Patterns of Physical and Relational Aggression in a School-Based Sample of Boys and Girls

The current study investigated the patterns of aggressive behavior displayed in a sample of 282 students in the 4th through 7th grades (M age = 11.28; SD = 1.82). Using cluster analyses, two distinct patterns of physical aggression emerged for both boys and girls with one aggressive cluster showing mild levels of reactive aggression and one group showing high levels of both reactive and proactive aggression. Both aggressive clusters showed problems with anger dysregulation, impulsivity, thrill and adventure seeking, positive outcome expectancies for aggression, and higher rates of bullying. However, the combined cluster was most severe on all of these variables and only the combined aggressive group differed from non-aggressive students on their level of callous-unemotional traits. Similar patterns of findings emerged for relational aggression but only for girls.     

The object of my aggression: Sexual objectification increases physical aggression toward women

Objectification involves reducing someone to a sexual object, rather than seeing them as a full person. Despite numerous theoretical claims that people are more aggressive toward the objectified, and empirical evidence that objectification is linked to high willingness to aggress, rape proclivity, and aggressive attitudes, no research has examined a causal link between objectification and physical aggression, particularly in the context of provocation. In two experiments, we examined this predicted link. In Experiment 1, using a 2 (objectification: no/yes) × 2 (provocation: no/yes) factorial between‐subjects design, we investigated the effects of objectification, induced via body focus during a face‐to‐face interaction, and provocation on physical aggression toward a female confederate. Our results revealed a significant main effect of provocation, a marginal main effect of objectification, and a significant interaction between these variables. In the absence of a provocation, focusing on a woman's body increased aggression toward her. Experiment 2 replicated Experiment 1 using a video of a target woman instead of a face‐to‐face interaction. Again, our results showed a significant two‐way interaction between objectification and provocation, wherein objectification increased aggression in the absence of provocation. Overall, this research indicates that objectification can lead to heightened physical aggression toward objectified women.

     

个体攻击性对愤怒表情类别知觉的影响

探讨了个体攻击性对愤怒表情加工中反应偏向和敏感性的影响。使用愤怒、恐惧原型生成表情连续体作为实验材料, 采用类别知觉实验范式考察了高、低攻击个体识别和辨别愤怒-恐惧连续体的类别转折点和斜率。结果发现, 与低攻击个体相比, 高攻击个体识别愤怒-恐惧连续体类别界线处的曲线斜率更大; 高攻击个体具有类别界线向恐惧一端偏移的倾向, 但并没有达到统计显著。这表明, 高攻击个体不存在敌意归因偏向, 而是对愤怒和恐惧表情的转变具有更高的敏感性。     

Effects of background anger,provocation, and methylphenidate on emotional arousal and aggressive responding in attention-deficit hyperactivity disordered boys with and without concurrent aggressiveness

We investigated the effects of background anger, provocation, and methylphenidate on emotional, physiological, and behavioral responding in children with attentiondeficit hyperactivity disorder (ADHD) with and without concurrent aggression. Our study revealed that ADHD boys showed more emotional and physiological distress when exposed to an interaction in which an administrator chastised each boy's favorite counselor, compared to a friendly interaction between the two adults. The background anger manipulation did not affect the aggressive behavior of the boys against an opponent in an aggressive game. High-aggressive (HA) ADHD boys were more likely to respond to provocation with aggression than low-aggressive (LA) ADHD boys, but only LA boys showed increased physiological reactivity with increasing provocation. Methylphenidate resulted in increased heart rates under all conditions and did not interact with any of the other findings.This project was conducted while the first author had the support of National Institute of Alcohol Abuse and Alcoholism grant AA 06267.The authors wish to thank the staff members of the 1987 Summer Day Treatment Program who assisted in conducting this project. The authors also express their appreciation to Karen Guthrie for coordinating the medication assessment and to Hart Blanton for computer programming.     

Anger,aggression, and risky behavior: a comparison of high and low anger drivers

This research tested hypotheses from state-trait anger theory applied to anger while driving. High and low anger drivers drove equally often and as many miles, but high anger drivers reported more frequent and intense anger and more aggression and risky behavior in daily driving, greater anger in frequently occurring situations, more frequent close calls and moving violations, and greater use of hostile/aggressive and less adaptive/constructive ways of expressing anger. In low impedance simulations, groups did not differ on state anger or aggression; however, high anger drivers reported greater state anger and verbal and physical aggression in high impedance simulations. High anger drivers drove at higher speeds in low impedance simulations and had shorter times and distances to collision and were twice as likely to crash in high impedance simulations. Additionally, high anger drivers were more generally angry. Hypotheses were generally supported, and few gender differences were noted for anger and aggression.     

消除威胁或无能狂怒?自恋对暴力犯攻击的影响机制

通过2个研究探索了自恋与暴力犯攻击行为的关系及机制。研究1通过问卷法(N = 498)发现, 自恋与攻击存在正相关, 特质愤怒在自恋与预谋性和冲动性攻击间的中介作用成立, 心理特权的中介作用只对预谋性攻击成立。研究2对90名暴力犯进行了行为学实验, 结果表明威胁感和负性情绪在自恋与攻击间起中介作用, 挑衅调节了上述中介作用。显性自恋者只在挑衅条件下表现出更强的攻击性, 隐性自恋者则在挑衅和无挑衅条件下均有较强的攻击性。研究厘清了不同亚型下自恋与攻击的关系, 突出了隐性自恋的“黑暗性”, 并为罪犯矫治管理及犯罪预防提供了参考。     

Anger and effortful control moderate aggressogenic thought–behaviour associations

The effects of anger and effortful control on aggressogenic thought–behaviour associations were investigated among a total of 311 Finnish fifth and sixth graders (mean age = 11.9 years). Self-reported aggressive cognitions (i.e., normative- and self-efficacy beliefs about aggression) were expected to be associated with higher peer-reported aggressive behaviour. Teacher reported anger and effortful control were hypothesised, and found, to moderate the effects of aggressive cognitions on aggression, such that the effects were strongest for children who were high in anger and low in effortful control, as compared to other conditions. Furthermore, under the conditions of high anger and high effortful control, self-efficacy was negatively related to aggression. Thus, aggression is a result of a complex, hierarchically organised motivational system, being jointly influenced by aggressive cognitions, anger and effortful control. The findings support the importance of examining cognitive and emotional structures jointly when predicting children’s aggressive behaviour.     

Violent video games exposure and aggression: The role of moral disengagement,anger, hostility,and disinhibition

Based on the General Aggression Model (GAM), the current study investigated the interactive effect of personal factors (e.g., sensation-seeking) and situational factors (e.g., violent video games exposure [VVGE]) on the trait aggressive behavior, and the mediating role of individual difference trait (e.g., moral disengagement, anger, and hostility). We recruited 547 undergraduates (48.45% male) from five Chinese universities. The results showed that VVGE was positively associated with moral disengagement, disinhibition, and the four aggressive traits (physical aggression, verbal aggression, anger, and hostility), which were positively associated with each other. Moral disengagement was positively associated with both the disinhibition and the four aggressive traits. Disinhibition was positively associated with the four aggressive traits as well. When controlled for gender, moral disengagement, anger, and hostility wholly mediated the relationship between VVGE and aggression, but the moderation effect of disinhibition was not significant. These findings support the framework of GAM and indicate that moral disengagement, anger, and hostility may be the factors that increase the risk of a higher level of aggression following repeated exposure to violent video games.