Beyond the aggregate score: Using multilevel modeling to examine trajectories of laboratory-measured aggression

Aggression is often measured in the laboratory as an iterative “tit-for-tat” sequence, in which two aggressors repeatedly inflict retaliatory harm upon each other. Aggression researchers typically quantify aggression by aggregating across participants’ aggressive behavior on such iterative encounters. However, this “aggregate approach” cannot capture trajectories of aggression across the iterative encounters and needlessly eliminates rich information in the form of within-participant variability. As an alternative approach, I used multilevel modeling (MLM) to examine the slope of aggression across the 25-trial Taylor Aggression Paradigm as a function of trait physical aggression and experimental provocation. Across two preregistered studies (combined N = 392), participants exhibited a modest decline in aggression. This decline reflected a reciprocal strategy, in which participants responded to an initially-provocative opponent with greater aggression that then decreased over time to match their opponent's declining levels of aggression. Against predictions, trait physical aggression and experimental provocation did not affect participants’ overall trajectories of aggression. Yet, exploratory analyses suggested that the participants’ tendency to reciprocate their opponent's aggression with more aggression was greater at higher levels of trait physical aggression and attenuated among participants who had already been experimentally provoked by their opponent. These findings (a) illustrate several advantages of an MLM approach as compared with an aggregate approach to iterative laboratory aggression paradigms; (b) demonstrate that the magnifying effects of trait aggression and experimental provocation on laboratory aggression are stable over brief time-frames; and (c) suggest that modeling the opponent's behavior on such tasks reveals important information.     

Contributors

Abstract

This paper studies the interaction of the clinical theories of two major British theorists, Melanie Klein and Donald Winnicott. Through three clinical examples, we see how the “Klein-Winnicott dialectic” operates in a significantly developmental fashion to advance and fulfill clinical work. Winnicott’s “object survival” is looked at in developmental conjunction with Klein’s “mourning” as a primary clinical and developmental process. This interaction also captures the essence of working with the aggression of a self that has been traumatically disrupted within its early development. This paper demonstrates how such work leads to the assimilation and grieving of primal object loss, evolving into a “developmental mourning process.” This developmental mourning includes the working-through of an “abandonment depression” in the character-disordered patient. A clinical example in a 1989 essay on “psychic pain” by Betty Joseph is used to set up the clinical challenge of going beyond the symptomatic clinging behavior of developmental arrest, into full psychic birth as a separate other, an Other who can relate to an Other. Conclusively, the subjective visceral affect noted and monitored in its clinical dimensions here is that of human “heartache,” which can also include regret.     

Defining,measuring, and predicting impulsive aggression: a heuristic model

Aggression research does not lack data—it lacks a model for integrating data. One of the problems confronting aggression researchers is the extensive body of multidisciplinary data that is difficult to synthesize to generate new directions in research. This paper proposes one solution that starts by asking “what is the minimal number of categories of concepts and measurements which are necessary to describe a person?”. The answer is four categories of concepts: biological; cognitive; behavioral; environmental (physical and social). One way of many for integrating these four categories of concepts is a proposed discipline neutral heuristic model that is used herein to compare two different research approaches to the study of impulsive aggression. This comparison identifies clearly the differences in the two approaches with regard to different emphases among the four categories of constructs for each program. Using the model, an example of common ground between the two approaches is sought as a basis for extending aggression research. The main conclusion of one of the research programs was that central nervous arousal is related to impulsive aggression. This program demonstrated that phenytoin will reduce impulsive aggressive acts and has an effect on CNS arousal. The other research program on impulsive aggression has been at the forefront in demonstrating the well established inverse relationship between serotonin levels and aggression. The comparison resulted in the suggestion that both serotonin and phenytoin may relate to a common neurochemical substrate which interacts in part to control CNS arousal, especially at the cortical level. The proposed heuristic model made obvious the need to use synthesizing concepts (e.g. information processing or language) which can interrelate multidisciplinary concepts and data from different research programs within the four categories of constructs when comparing interdisciplinary research. This paper also discusses a two step procedure for classifying aggressive acts as impulsive or premeditated. © 1998 John Wiley & Sons, Ltd.     

Examination of the effects of traditional and modern martial arts training on aggressiveness

This study addresses two issues associated with the relationship between martial arts training and aggressiveness. The first is a replication of two recent findings, that for students trained traditionally, length of training varies inversely with aggressiveness, whereas for students trained in a “modern” style, length of training and aggressiveness are related directly. Second, we examine two competing explanations for the findings above. One is the training hypothesis, which holds that elements present in traditional approaches to martial arts but absent in modern approaches act to reduce aggression levels of students. These may include meditation, philosophy, emphasis on the kata (the forms of combat), etc. The alternate hypothesis, selection, holds instead that these findings are artifactual, a result of differential mortality in a setting characterized by high drop-out rates. Two categories of students were interviewed: “movers,” students who had trained in more than one school, and “quitters,” students who had terminated their training, for any reason. These students were compared with “stayers” from an earlier study. Our results are consistent with the opposite effects of traditional and modern martial arts training on aggressiveness. Further, the data generally support the training hypothesis as against selection.     

Bouncers and barroom aggression: A review of the research

Bouncers (also referred to as “doormen,” “door staff,” “security personnel,” etc.) have received a great deal of attention in the available research on barroom aggression. All too often, researchers blame bouncers for provoking and escalating aggressive episodes in bars rather than functioning in a capacity that controls or prevents such incidents. The primary aim of this review paper is to provide an overview of the available research on bouncers and barroom aggression. Specifically, research on barroom aggression that implicates bouncers as one of possibly several environmental predictors of such incidents, as well as a growing body of research that provides a more focused exploration of the role of bouncers in barrooms and their impact on aggression, is examined and evaluated. Attempts to address problem bouncers and suggestions for future research are discussed.     

REVISITING DESTRUCTION IN “THE USE OF AN OBJECT”

“The Use of an Object” (1969a) has been widely recognized as among Winnicott's great papers and has deservedly received a good deal of attention. Much of that attention has focused on the importance that the paper gives to the role of destruction in bringing about the experience of externality. Yet the nature of that destruction has too often been assumed based on Winnicott's earlier writings. In the view that follows from that, destruction is equated with the aggression that fails to destroy the object, and the experience of externality is regarded just as the result of that failure. In offering a rereading of “The Use of an Object,” the author suggests that, while this aspect of aggression/destruction indeed plays an important role in the establishment of externality, it is only part of the story, and that the central contribution of “The Use of an Object” is Winnicott's attempt to offer a new theory of primitive destruction, one that provides an impulsive basis for separation/externality itself. This theory and Winnicott's ongoing attempts to develop it after “The Use of an Object” led him to rethink the very nature of the drives.     

Aggression: Appetite or aversion?—An ethologist's viewpoint

The term “aggression” has been used to describe practically all situations in which an organism threatens, damages, or kills another-with the exception of certain predator-prey relationships. As a result, a great deal of confusion and controversy has arisen as to the causal factors and functions of aggression. The main ethological hypotheses concerning the nature of aggression are put forward. In order to illustrate the divergence in causal factors and functions, differences in motivational, physiological, and ecological bases of aggression in two closely related fish species are described. A basic division of aggression into “self-defensive” and “property-protective” behavior is suggested, together with the parameters separating these categories on behavioral, causal, and functional bases. Mechanisms which enable motivational changes from one category to another to take place during a single encounter are discussed, these being pain stimuli and physical or psychological “cornering.” The importance of learning effects on fighting behavior are emphasized, especially their negative and positive reinforcing effects in relation to self and property defense. The biological significance of aggressive conditioning for the animal and the role of aggression in species maintenance are discussed.     

Mediators between frustration and aggression in a field experiment

To assess some of the mediators between a frustrating incident and subsequent aggressive behavior in a field situation, 320 male and female subjects were assigned to one of 32 experimental conditions in a 2 × 2 × 2 × 2 × 2 factorial design. Either a male or female experimenter, saying “Excuse me” or not, dressed in high or low status clothing, cut in line in front of the subject, who was standing near the front or back of the line. Verbal and nonverbal aggressiveness were coded and summed to measure total aggression. Subjects near the front of the line or interacting with a low status experimenter were more aggressive than those at the back of the line or seeing a high status experimenter. Less aggression was directed against the female experimenter or one who said “Excuse me,” and there was a strong tendency for subjects to be more aggressive to a same-sex experimenter. It was suggested that further research on instigators to aggression be carried out in such field situations.     

Einstein's theory of theories and types of theoretical explanation

In this paper I draw on Einstein's distinction between “principle” and “constructive” theories to isolate two levels of physical theory that can be found in both classical and (special) relativistic physics. I then argue that when we focus on theoretical explanations in physics, i.e. explanations of physical laws, the two leading views on explanation, Salmon's “bottom‐up” view and Kitcher's “top‐down” view, accurately describe theoretical explanations for a given level of theory. I arrive at this conclusion through an analysis of explanations of mass—energy equivalence in special relativity.     

Aggressive behavior among girls and boys during middle childhood: predictors and sequelae of trajectory group membership

Using longitudinal data spanning early elementary through middle school, aggression behavior trajectory groups were identified for boys and girls. Early elementary school predictors of trajectory group membership were examined as well as whether trajectory group predicted physical aggression, covert delinquency, and substance use in 9th grade. Semiparametric group modeling identified aggression behavior trajectory groups. We identified four aggression trajectory groups for both genders described as “not involved,” “low,” “moderate,” and “high.” Attention problems, family conflict, and low school commitment and attachment were predictors of membership in higher aggression groups for both boys and girls. Low family involvement and low parental education predicted membership in higher aggression groups for boys; while depression, low‐income status, and having a single parent predicted higher aggression group membership for girls. For both boys and girls, few risk predictors distinguished between the moderate and high aggression trajectories except that low school commitment and having a teen mother were significant predictors of being in the high group for girls, and low parental education and income were significant predictors of being in the high group for boys. Membership in the higher aggression trajectory groups predicted involvement in violent behaviors, covert delinquency, and substance use in 9th grade. Findings suggest that children who display an early trajectory of high levels of aggressive behavior are more likely to continue involvement in later problem behaviors. Second‐grade predictors suggest commonality of risk across genders and provide evidence of modifiable targets for preventive interventions. Aggr. Behav. 32:1–15. 2006. © 2006 Wiley‐Liss, Inc.     

Narcissism and unprovoked aggression

It is widely accepted that narcissists become aggressive when they experience ego‐threat. However, there is surprisingly little empirical research on the relationship between narcissism and aggression. Equivocal findings suggest that aggression in narcissists either occurs only in response to provocation, or regardless of provocation. One‐hundred and thirty‐seven collegiate men completed the Narcissistic Personality Inventory followed by a sham aggression paradigm, which afforded them the opportunity shock, or refrain entirely from shocking an ostensible opponent confederate. Participants were identified as “unprovoked aggressors,” “retaliatory aggressors,” or “nonaggressors” contingent on when and if they chose to administer electrical shocks to the confederate. Results indicated that participants who were high on narcissistic traits were more likely to be unprovoked aggressors than their low narcissism counterparts. Results are discussed in relation to threatened egotism theory and call for more research on narcissism, aggression, and the moderating effect of provocation. Aggr. Behav. 36:414–422, 2010. © 2010 Wiley‐Liss, Inc.     

On the difference between internal and external reactions to legitimate and illegitimate frustrations: A demonstration

Although it is commonly assumed that the nature of any given frustration (defined as an unexpected barrier to goal attainment) affects the strength of the resulting instigation to aggression, the present paper argues that the type of frustration, ie, whether it is legitimate or illegitimate, can also influence the strength of an overt attack upon an available target independently of instigation intensity. Two groups of university men were unexpectedly kept from winning a money prize for working on a motor task, and one group was induced to attribute this failure to their partner's misbehavior (illegitimate frustration) while the other men were told the failure was due to the apparatus (legitimate frustration). In comparison to a nonthwarted control group, both frustrated conditions displayed the same level of internal arousal. However, when all subjects had an opportunity to “supervise” a second partner on an unrelated task soon afterwards, only those who had been illegitimately thwarted earlier were now more openly punitive toward this “innocent” individual than the control group. Possible reasons for these results are discussed, but it is emphasized that a distinction must be drawn between the internal and external reactions to a frustration.     

Investigating whether controlling and aggressive relationship behaviors are discriminant

Control is theorized as central to intimate partner aggression (IPA). Tools measuring nonphysical “controlling behaviors” in relationships have therefore been developed to identify the latent construct of control. However, the underlying assumption that “controlling behaviors” form a distinct subset of IPA has not been validated. This study investigates the divergent validity of acts considered as “controlling behaviors” against other aggressive acts used in relationships. The IPA and relationship literatures were reviewed to identify 1,397 items involving “controlling,” physical, sexual, and psychologically aggressive acts perpetrated and/or experienced by an intimate partner. In total, 101 item pairs were identified and used to measure IPA tactics across these categories. In Study 1, exploratory factor analysis in a community sample (N = 561) found no evidence of a distinct factor of “controlling behaviors.” Behaviors labeled as “controlling” in existing measures were distributed across other factors, including “eclectic aggression,” “direct psychological aggression,” and “monitoring acts.” In Study 2A (N = 424 students), confirmatory factor analysis replicated the results of Study 1 and established configural measurement invariance (Study 2B), indicating no evidence for psychometric differences between samples. These results indicate that behaviors described as “controlling” in existing measures were not statistically distinguishable from other forms of IPA, and suggest that future research should investigate motivational, rather than behavioral, differences in the use of IPA. The findings challenge research to confirm whether a set of discrete behaviors can be used to accurately identify control in relationships and question the validity of tools that adopt this methodology.     

Decompressing aggressive inpatients: Breaking the aggression cycle to enhance positive outcome

Prolonged seclusions can result in exacerbation of psychotic symptomatology, self-injurious behavior, and increased likelihood of subsequent aggression. A patient's aggression can be contextualized as an interpersonal and cyclic series of events in which both the staff and the patient can play a contributing role. If this cycle can be interrupted, the likelihood of aggression decreases. The authors describe this aggression cycle and some strategies for interrupting it via a “decompression” treatment modality. Four case examples illustrate the range of outcomes achieved with patients who had been secluded for between 2 to 5 years due to their chronic history of aggression. The authors offer suggestions for developing a decompression treatment program.     

Aggressive Behavior and Peer Social Status of Elementary School Children

The relation between aggression and peer social status was investigated in a group of 238 third-through fifth-grade children. Peer social status refers to the degree to which a child is accepted by his or her peer group. By asking children to nominate peers they “like most” and “like least,” one can identify children who are popular, rejected, neglected, or viewed as average within their peer group. Results indicated low to moderate correlations between peer-nominated aggression and global indices of social acceptance. More specifically, it was found that aggressive children largely comprised the rejected and average social status groups, but not the popular or neglected groups. Furthermore, analyses indicated that according to both peers and teachers, aggressive/rejected children showed academic and social-skill deficits, whereas aggressive children of average peer status exhibited adequate adjustment similar to that of nonaggressive/average-status children. These results suggest the importance of considering peer social status when identifying aggressive children in need of intervention and in determining which skill deficits to address. In addition, knowledge of an aggressive child's peer status might be useful in enhancing the predictability of adult adjustment.     

Aggression and power restoration: The effects of identifiability and timing on aggressive behavior

The study was designed to demonstrate that one function of aggression is the restoration of power. It was predicted that, after an individual had his power reduced, greater aggression would be emitted when the individual could be identified as the attacker by his victim than when he could not. It was felt that only when the aggressor was identifiable could he completely restore his power vis-à-vis the victim. A second aim of the study was to investigate the effects of timing of aggression on the intensity of aggression. It was predicted that in a learning situation, if aggression were utilized solely as a teaching device, greater aggression would be emitted by the “teacher” when the “learner” made mistakes early as opposed to late in the task. However, if the individual were motivated to restore his power by aggressing, greater aggression would occur when the mistakes were made late since having to wait should frustrate the teacher's desire to restore power through aggression. The design of the study was a 2 × 2 × 2 factorial in which subjects were either insulted or not, given the opportunity to aggress either anonymously or when clearly identified, and able to aggress either early or late in a learning task. The results supported the power-restoration hypothesis: Subjects who were insulted aggressed more when identifiable than when anonymous. Also, there was greater aggression in the early as opposed to late conditions under all circumstances except in the insultidentifiable condition.     

大学生依恋焦虑与抑郁的关系:恋爱中关系攻击和关系质量的序列中介作用

浪漫关系中的关系攻击指通过操纵或损害关系以达到伤害浪漫关系伴侣的行为。本文以628名处于恋爱关系中的大学生为被试,探讨了依恋焦虑与抑郁之间的关系,并考察了恋爱中的关系攻击和恋爱关系质量在其中的序列中介作用。结果表明:(1)大学生依恋焦虑对抑郁有显著的正向预测作用;(2)关系攻击和关系质量在大学生依恋焦虑与抑郁之间分别发挥着单独中介作用;(3)关系攻击和关系质量在大学生依恋焦虑与抑郁之间发挥着序列中介作用。研究结果验证了依恋焦虑个体在关系中的“自我实现预言”模型,同时能够为大学生心理健康教育提供实践指导。     

Taking the Sting Out: Manifesting Aggression and Containing Difficult States in a Relational Group Psychotherapy

This paper describes ways of handling aggression and difficulty in containing intense emotional experiences in group psychotherapy. The clinical vignette illustrates how, in cases of overprotectiveness, an external trigger may sometime serve as a vehicle of liberation and ventilation. The therapist’s enactment in response to the sudden penetration of a wasp into the room is discussed by relating to the functions it serves in the process of encountering aggression, as well as the group and therapist’s capacity to move from “twoness” to a “co-created third.” Whereas aggression, in general, is difficult to deal with, in a group it might prove to be extremely threatening, posing dangers unique to groups. Moreover, openly discussing the group conductor’s aggressiveness is especially challenging in a group. The paper illustrates the fruitful intersection of group analytic thinking and relational psychoanalytic conceptualization.     

Pre-breeding aggression in male and female three-spined sticklebacks (gasterosteus aculeatus)

The reactions of 34 female and 32 male three-spined sticklebacks to a conspecific were observed in the month before the breeding season. Factor analysis indicated that the organization of the response in the two sexes was very similar; in both cases, axes labelled “aggression,” “threat,” “curiosity,” and “sex” emerged, with male fish having significantly higher scores on the first factor and females on the second. Any theory of the causes of aggression in sticklebacks should accommodate these facts.     

When Daughter Becomes Mother: Inferences from Multiple Dyadic Parent–Child Groups

In this paper, I describe how new mothers can be preoccupied with their mothers and can replay their relationship with them transferentially with professionals and nannies, who become surrogates for their mothers. New mothers need affirmation from their mothers and from mother surrogates because, in their new role, they experience a sense of helplessness and anxiety and have difficulty tolerating aggression, ambivalence, and conflict. Stern's “motherhood constellation” and “good grandmother transference” are useful constructs for understanding how to best approach and help new mothers and their babies. From observations in multiple dyadic parent–child groups at the Pacella Parent Child Center, I have distilled two factors that help new mothers address their anxieties—the bonds these mothers make with one another and their transferential bond with the group leader and other professionals at the center. I critically discuss and compare theoretical inferences derived from individual psychoanalytic or psychotherapeutic work (as exemplified by Balsam's work) with the inferences derived from Stern's dyadic model and with inferences derived from psychoanalytically informed group situations. I consider the implications of the ubiquity of ambivalence conflicts, especially around aggression.