REFERENCES EXAMINING ASSAULTS BY WOMEN ON THEIR SPOUSES OR MALE PARTNERS: AN ANNOTATED BIBLIOGRAPHY

This bibliography examines 155 scholarly investigations; 126 empirical studies and 29 reviews and/or analyses, which demonstrate that women are as physically aggressive, or more aggressive, than men in their relationships with their spouses or male partners. The aggregate sample size in the reviewed studies exceeds 116,000.     

References Examining Assaults by Women on Their Spouses or Male Partners: An Annotated Bibliography

This annotated bibliography describes 271 scholarly investigations (211 empirical studies and 60 reviews), which demonstrate that women are as physically aggressive, or more aggressive, than men in their relationships with their spouses or male partners. The aggregate sample size in the reviewed studies exceeds 365,000.     

Attributional biases in aggressive children and their mothers

To investigate if mothers and their aggressive children share the tendency to infer hostile motives from others' behavior in ambiguous social situations, 100 pairs of mothers and their clinic-referred or comparison children (50 boys and 50 girls) were asked to interpret hypothetical situations involving both overtly and relationally provocative scenarios. Results replicated previous findings of studies on social information processing of aggressive children and extended the findings to mothers of aggressive children. Findings were generally consistent with the hypothesis that mothers of aggressive children tend to view others' ambiguous actions as hostile, increasing the probability of responding with aggression and, in effect, modeling a hostile attributional bias for their children. Examinations of mothers' and their children's attributional and behavioral intentions suggested that mothers' and daughters' attributions and behavioral intentions were significantly correlated, whereas mothers' and sons' were not. Gender effects with regard to provocation type are also discussed.     

Verbal imagery and connotation as memory-induced mediators of aggressive behavior.

Three studies investigated the effects of an information-processing variable (imagery-concreteness) on susceptibility to aggressive stimulation. Study 1 (n=83) results indicated that subjects' rating of imagery level and aggressive connotation for words can be manipulated independently. In study 2 (n=64), manipulations of verbal connotation and verbal imagery indicated that imagery level but not aggressive connotation significantly influenced the delayed recall of the verbal material. In Study 3 (n=60), males in a 2 X 2 between-subjects factorial design first learned lists of words varying in imagery (high or low) and verbal connotation (aggressive or neutral). Next, subjects were given the opportunity to shock their partners as part of a sham learning task. To induce arousal, all subjects learning high-imagery-aggressive word lists delivered significantly more intense shock to their partners. The results were interpreted as supporting an information-processing (memory) analysis of the effects of exposure to aggressive material.     

Barbiturates and Human Physical Aggression

The effects of barbiturates on aggressive behavior were investigated in two studies. In both studies, subjects were given the opportunity to administer electric shocks to an opponent within the context of a competitive reaction time task. In Study 1, 30 subjects received increasing provocation from an opponent following their ingestion of one of three doses of secobarbital. Aggressive behavior was not found to increase as a function of drug dosage. In Study 2, 30 subjects ingested a placebo or one of two doses of pentobarbital. Once again, the barbiturate did not influence aggressive responding. The findings suggest that barbiturates, in moderate, clinically appropriate doses do not facilitate aggressive responding.     

Violent video games and aggression: A review of the literature

One of the main concerns that has constantly been raised against video games is that most of the games feature aggressive elements. This has led many people to assert that this may have a detrimental effect on individuals who play such games. Despite continuing controversy for over 15 years, there has been little in the way of systematic research. This article reviews the empirical studies in this area, including research methodologies such as the observation of free play, self-report methods, and experimental studies. The article argues that all the published studies on video game violence have methodological problems and that they only include possible short-term measures of aggressive consequences. The one consistent finding is that the majority of the studies on very young children—as opposed to those in their teens upwards—tend to show that children do become more aggressive after either playing or watching a violent video game. However, all of these come from the use of one particular research methodology (i.e., observation of children’s free play).     

The stimulating and inhibiting effects of weapons on Aggressive behavior

Evidence is presented suggesting that firearms violence is an important social problem. Research strongly suggests that the effectiveness of firearms as a cause of death and injury may be due to their widespread availability, their lethality, and the impulsivity of their use. The investigation of a possible causal link between firearms and impulsive aggression led to Berkowitz and LePage's (1967) weapons effect experiment. The results suggested that weapons can increase the instigation to aggression in aroused an uninhibited individuals. The researchers reasoned that weapons might stimulate aggression by classical conditioning processes resulting from learned associations between aggressive acts and weapons. Although a few studies have failed to reproduce an aggression-enhancing effect of weapons, the original finding has been replicated in several countries with diverse subject groups both in field and laboratory settings. However, these studies also indicate that many individuals may react with anxiety or fear in the presence of weapons and inhibit aggressive reactions. Manipulations of evaluation apprehension, subject suspiciousness, and/or hypothesis awareness about the purpose of the weapons in the experiments all seem to lead to reduced levels of aggressive response in the presence of weapons. These findings offer a possible explanation for the few failures to replicate the original weapons effect; if researchers used apprehensive subjects or subjects who were aware of possible experimental deceptions, they were more likely to observe an inhibitory reaction rather than an aggression-enhancing effect of weapons.     

Co-occurring Aggressive and Depressive Symptoms as Related to Overestimations of Competence in Children with Attention-Deficit/Hyperactivity Disorder

Research indicates that on average, children with attention-deficit/hyperactivity disorder (ADHD) overestimate their competence in various domains. ADHD also frequently co-occurs with disorders involving aggressive and depressive symptoms, which themselves seem to influence estimations of self-competence in social, academic, and behavioral domains. In particular, high levels of aggressive behavior are generally associated with overestimations of competence, and high levels of depressive symptoms are related to underestimations of competence. This paper reviews studies of overestimations of competence among children with ADHD and examines the extent to which comorbid aggressive or depressive symptoms may be influencing these estimates. Although significant challenges arise due to limited information regarding comorbidities and problematic methods used to assess overestimations of competence, existing evidence suggests that ADHD may be associated with overestimations of competence over and above co-occurring aggression. As well, studies suggest that comorbid depression may reduce the appearance of overestimations of competence in children with ADHD. Underlying mechanisms (e.g., neuropsychological deficits or self-protection) of overestimations in children with ADHD are discussed, each with particular clinical implications for the assessment and treatment of ADHD. Future research would do well to carefully consider and explicitly describe the comorbid aggressive and depressive characteristics among individuals with ADHD when overestimations of competence are examined.     

Catching aggression from one's peers: A longitudinal and multilevel analysis

Exposure to peer aggression is a major risk factor for the development of aggressive behavior in childhood and adolescence. Furthermore, peer aggression has the propensity to spread and affect individuals who were not exposed to the original source of aggression. The aim of this paper is to demonstrate that peer aggression is in many regards similar to a contagious disease. By presenting a program of research based on longitudinal and multilevel studies, we provide evidence for the contagious quality of aggressive behavior, show that individuals vary in their susceptibility to peer aggression, and describe group‐level characteristics that moderate the influence of peer aggression. We discuss mechanisms that may explain how individuals catch aggressive behavior from their peers and how the effects on the development of individuals' aggressive behavior unfold over time. Further, we examine processes that may increase the risk of being exposed to peers' aggressive behavior. We conclude with discussing implications for future studies on the contagious nature of peer aggression.     

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.     

Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments

Aggressive victims—children who are both perpetrators and victims of peer aggression—experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim subgroups have focused on preadolescents and/or adolescents. Further, whether children who exhibit early and persistent patterns of aggression and victimization continue to experience greater mental health problems and functional impairments through the transition to adolescence is not known. This study followed 344 children (180 girls) previously identified as socially adjusted, victims, aggressors, or aggressive victims at Grade 1 (Burk et al. 2008) to investigate their involvement in peer bullying through Grade 5. The children, their mothers, and teachers reported on children’s involvement in peer aggression and victimization at Grades 1, 3, and 5; and reported on internalizing symptoms, externalizing symptoms, inattention and impulsivity, as well as academic functioning, physical health, and service use at Grades 5, 7, and 9. Most children categorized as aggressive victims in Grade 1 continued to be significantly involved in peer bullying across elementary school. Children with recurrent aggressive victim status exhibited higher levels of some mental health problems and greater school impairments across the adolescent transition when compared to other longitudinal peer status groups. This study suggests screening for aggressive victim status at Grade 1 is potentially beneficial. Further early interventions may need to be carefully tailored to prevent and/or attenuate later psychological, academic, and physical health problems.     

Effects of harsh parenting and positive parenting practices on youth aggressive behavior: The moderating role of early pubertal timing

Prior research indicates that early pubertal timing is associated with aggressive behavior, particularly in the context of adversity as postulated in the contextual amplification hypothesis. However, few studies have examined harsh parenting as the context for the effect of early pubertal timing. Even fewer studies have tested the interactive effect of early pubertal timing and positive parenting on aggressive behavior. In this study, we tested the proposition that early pubertal timing, contrary to the general conception of it as a vulnerability, indexed susceptibility, and thus early maturing individuals were affected more by their environment in a “for better and for worse” manner. The sample consisted of 411 community‐recruited youth aged 11–12 years (51% boys, 80% African Americans). Participants reported Tanner Stages of pubertal development, aggressive behavior and harsh parenting practice of their parents. Puberty scores were standardized with groups of the same age, sex, and ethnicity, and those that scored the top one‐third were defined as early maturing individuals. Parents reported youth's aggressive behavior and their parenting practices towards the youth, including harsh parenting and positive parenting. Early pubertal timing significantly moderated the relationship between harsh/positive parenting and aggressive behavior. Specifically, harsh parenting was positively associated with aggressive behavior to a larger degree among early maturing individuals than among on‐time/late‐maturing individuals. Positive parenting was inversely associated with aggressive behavior but only among early maturing individuals. This study is the first to document support for early pubertal timing as susceptibility to the environmental influences in relation to aggressive behavior. Theoretical and intervention implications are discussed.

     

Hyperactive and aggressive behaviors in childhood: Intertwined dimensions

The relationship between aggression and hyperactivity is unclear in childhood hyperkinesis. To examine the relationship between the two dimensions, a sample of 109 first-, second-, and third grade children who were rated as hyperactive were evaluated daily by their teachers for 12 consecutive school days on the Daily Behavior Checklist. Daily recordings were made on a total of 22 specific behaviors, 11 physically or verbally aggressive acts, and 11 acts of a restless or hyperactive nature. The Conners hyperactivity score correlated. 47 with daily aggression and .49 with daily hyperactivity. A subgroup of hyperactive children who exhibited both hyperactive and aggressive behaviors at rates greater than 98% of their classmates was selected. These children were rated significantly higher on the Conners scale than an alternate subgroup of hyperactive children who showed high rates of hyperactive but not aggressive behaviors. In view of heavy reliance on teacher ratings with the Conners scale in studies of hyperactivity, careful consideration of the potential confounding of hyperactivity and aggression is recommended. Implications for classification, longitudinal investigation, and evaluation of treatment of hyperactive children were discussed.     

Judgments of Aggressive, Withdrawn and Prosocial Behavior: Perceived Control, Anger, Pity and Sympathy in Young Dutch Children

In two studies, we examined first- and second-grade children's judgments of aggressive, withdrawn, and prosocial behavior by means of fictional scenarios. In study I, we compared judgments of fictional aggressive children with those of fictional withdrawn children. Aggressive children were perceived as more responsible for their behavior and elicited more feelings of anger, while withdrawn children were more likely to be chosen as a friend and elicited more feelings of pity. In study II, we compared judgments of fictional aggressive, withdrawn, and prosocial children with each other. Again aggressive children elicited the strongest feelings of anger, while withdrawn children elicited the strongest feelings of pity. These withdrawn children were perceived as more similar to the prosocial children. In an attempt to test the ecological validity of our sympathy measure, we asked children to rate their peers on a three-point liking scale and checked the scores of those judged to be aggressive by their teachers. These aggressive children were found to receive the lowest liking scores. The results are discussed.     

“Don’t you know I own the road?” The link between narcissism and aggressive driving

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. This research tests whether narcissists are more aggressive drivers than other individuals. Narcissists think they are special people who deserve special treatment. When they don’t get the special treatment they think they deserve, narcissists often lash out at others in an aggressive manner. Narcissists might think they “own the road” and can drive anyway they want, and that other drivers should get out of their way. In the article, we conduct three studies to test the link between narcissism and aggressive driving. In Studies 1 (N = 139) and 2 (N = 100), Luxembourgish motorists completed a measure of narcissism and a self-report measure of aggressive driving. In Study 3 (N = 60), American university students completed a measure of narcissism and then completed a driving simulation scenario that contained a number of frustrating elements. Several measures of aggressive driving and road rage were obtained. In all three studies, narcissism was positively related to aggressive driving. A meta-analysis found an average correlation of r = 0.35 across the three studies. This research replicates previous research linking narcissism to aggression, and extends it to a driving context.     

Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study

Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical), (2) by measuring media violence exposure (MVE) across three types of media, and (3) by measuring MVE and aggressive/prosocial behaviors at two points in time during the school year. In this study, 430 3rd-5th grade children, their peers, and their teachers were surveyed. Children's consumption of media violence early in the school year predicted higher verbally aggressive behavior, higher relationally aggressive behavior, higher physically aggressive behavior, and less prosocial behavior later in the school year. Additionally, these effects were mediated by hostile attribution bias. The findings are interpreted within the theoretical framework of the General Aggression Model.     

Effects of media violence on viewers' aggression in unconstrained social interaction

This article provides a meta-analytic review of the experimental effects of media violence on viewers' aggression in unstructured social interaction. In the reviewed experiments, children or adolescents were exposed to violent or control presentations and their postexposure behavior was coded for aggression during spontaneous social interaction. Exposure to media violence significantly enhanced viewers' aggressive behavior when the findings were aggregated across studies, but the effect was not uniform across investigations. Only suggestive evidence was obtained concerning moderators of the effect: Marginally stronger relations were obtained in those studies using a cross-section of the normal population of children (vs. emotionally disturbed children) and in those studies conducted in laboratory settings (vs. other contexts).     

儿童和青少年同伴侵害与攻击行为关系的三水平元分析

攻击行为在儿童和青少年的社会、情感和心理适应中发挥着重要作用, 而同伴侵害是儿童和青少年攻击行为一个重要的预测因素。先前的一些研究已经考察了儿童和青少年同伴侵害与攻击行为之间的关系, 但是尚不完全清楚调节效应对二者关系的影响。因此当前研究采用三水平元分析方法检验效应量的可靠性和一系列调节效应。在系统地搜索了2020年10月之前发表的文献后, 当前元分析确定了40项研究, 包括25605名被试, 共计333个效应量。主效应检验发现儿童和青少年的同伴侵害与攻击行为呈显著正相关。此外, 调节效应检验发现同伴侵害变量具有显著的调节作用。与身体侵害相比, 关系侵害与儿童和青少年攻击行为之间的相关更强。儿童和青少年的同伴侵害与攻击行为也受到了地区的调节, 它们之间的关系在亚洲地区比在南美洲地区更强。研究设计也是一个显著的调节变量, 儿童和青少年同伴侵害与攻击行为的相关在纵向研究中比在横向研究中更低。最后, 当前元分析的结果显示同伴侵害的报告者也是一个显著的调节变量。与同伴报告的同伴侵害相比, 教师报告的同伴侵害与儿童和青少年攻击行为之间的相关较高。当前研究的结果指出, 在预防、控制儿童和青少年的攻击行为时应该注意同伴侵害对其的影响。     

Processing bias for aggression words in forensic and nonforensic samples

Presenting stimuli that are salient to their concerns produces particular patterns of avoidance or vigilance in both clinical and nonclinical populations. To date, no research has explored if this effect extends to forensic populations when presented with violently themed stimuli. Such material can be seen as potentially salient to those people who might habitually resort to aggression. To test this prediction, two studies (a dot-probe and emotional Stroop) examined the effect of presenting aggressively themed words to a group of offenders and undergraduates. Violent offenders (as classified by their index offence) demonstrated significant response biases to aggression words in both tests. This effect was also found in the aggressive undergraduates (as classified by anger scores on the Buss-Perry Aggression Questionnaire). These data confirm the saliency of aggression words to aggressive individuals and suggest that these simple cognitive tests may offer a potential objective measure of assessment in forensic populations.