Outcome of aggression affects processing and can legitimise subsequent aggression: Influence of trait aggressiveness

The present study investigated differences in processing times between positive and negative outcomes to an aggressive reaction to provocation. The effects of outcome, sex, trait aggressiveness and current mood on subsequent subject‐generated material were also examined. Fifty subjects read stories line by line on a computer screen. Reading time for the key sentence describing a positive or negative outcome to an aggressive reaction to provocation was recorded and subjects wrote a continuing sentence to half the stories. Subjects took less time to process the negative outcome. The positive outcome resulted in more subject‐generated aggression than the negative outcome. There were few sex differences but men wrote more aggressive endings than women for the stories containing physical aggression. Trait aggressiveness was correlated with producing more aggressive content in the continuing sentence for both outcomes. Feeling peaceful was correlated with producing prosocial material to neutral stories. Subjects therefore expect a negative outcome to aggressive behaviour. Reading stories which present a positive outcome to aggression increases the accessibility of aggressive cognitions. Subjects high in trait aggressiveness are not inhibited by a negative outcome. Aggr. Behav. 30:284–297, 2004. © 2004 Wiley‐Liss, Inc.     

P300 to emotionally relevant stimuli as an indicator of aggression levels

Severe acts of aggression have been associated with prefrontal dysfunction. Less severe aggression may be associated with more subtle abnormalities. P300 event‐related potentials were recorded from 32 healthy volunteers during a novel modified oddball task. The task required participants to respond only to rare, food words (targets), which occurred randomly among neutral words. Aggressive words appeared randomly with the same frequency as the target words. A median split divided subjects into high‐ and low‐aggression groups based on their scores on the Buss–Durkee Hostility Inventory. The groups did not differ in their responses to the target words. Participants with higher aggression scores had lowered responses to the aggressive words at the frontal relative to the other electrode sites. Cognitive processing of aggressive stimuli was less efficient at frontal sites in individuals who reported higher levels of aggression. This result extends work showing frontal P300 decrements in more severe aggressive groups, using simple oddball tasks. Aggr. Behav. 32:1–8, 2006. © 2006 Wiley‐Liss, Inc.     

Effects of normal and perturbed social play on the duration and amplitude of different types of infant smiles

Different types of smiling varying in amplitude of lip corner retraction were investigated during 2 mother-infant games--peekaboo and tickle--at 6 and 12 months and during normally occurring and perturbed games. Using Facial Action Coding System (FACS), infant smiles were coded as simple (lip corner retraction only), Duchenne (simple plus cheek raising), play (simple plus jaw drop), and duplay (Duchenne plus jaw drop). In addition, again using FACS, the amplitude of lip corner retraction was coded on a 5-point scale. Rather than a single smile expression that differs only in amplitude, the authors found a complex family of different smile expressions differing in their duration and amplitude as a function of game, setup versus climax of the game, and perturbation. Both type of smiling and amplitude of smiling appear to be controlled independently by the infant in relation to the context. These findings reveal systematic and context-specific nuances in infant smiles in the 2nd half of the first year.     

The influence of attention on holistic face encoding

We examined the influence of attention on the formation of holistic face representations using the composite effect (Perception 16 (1987) 747). In Experiment 1, stimuli composed of a face superimposed on a house were shown during encoding. Subjects delineated either the face or the house, thus manipulating attention away or toward the face. In Experiment 2, an intact face image was presented with letters scrolling from top to bottom. Subjects were asked to either ignore the letters or read them and decipher the words that they formed. Aligned and misaligned composites were shown at testing. Recognition performance was consistently better for misaligned than aligned stimuli, regardless of the allocation of attention during encoding. In Experiment 3, we show that the composite effect can be eliminated by a disruption in holistic processing at the time of encoding. We conclude that holistic encoding is one aspect of face analysis that occurs equally well with or without attention.     

The whole picture: Holistic body posture recognition in infancy

Holistic processing is tied to expertise and is characteristic of face and body perception by adults. Infants process faces holistically, but it is unknown whether they process body information holistically. In the present study, infants were tested for discrimination between body postures that differed in limb orientations in three conditions: in the context of the whole body, with just the isolated limbs that changed orientation, or with the limbs in the context of scrambled body parts. Five- and 9-month-olds discriminated between whole-body postures, but failed in the isolated-part and scrambled-body conditions, demonstrating holistic processing of information from bodies. These results indicate that at least some level of expertise in body processing develops quite early in life.     

Contextual sensitivity in young children's drawings

Previous research has examined the characteristic errors made by young children when drawing from a three-dimensional array. The aim of the present research was to investigate the influence of context in copying tasks. In a series of three experiments children between the ages of 4 and 7 years were presented with contrasting models to copy. These included cups and sugar bowls in various combinations and orientations. In each experiment the children's copies were scored for inclusion or omission of the occluded handle on the model. The results showed that nearly one third of the children did not respond consistently by either copying accurately or by always including the occluded handle. Instead the findings pointed to a large group of children whose responses were directed by the type of context present within the arrays.     

Turning the gender tables: evidence of students’ awareness of a reversal in gender status between academic and occupational contexts

Social Psychology of Education - This study investigates young people’s awareness of gender differences in achievement and their reversal between educational and occupational contexts. Girls...     

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.     

Self-reported posttraumatic growth predicts greater subsequent posttraumatic stress amidst war and terrorism

Background and objective: This study tested three alternative explanations for research indicating a positive, but heterogeneous relationship between self-reported posttraumatic growth (PTG) and posttraumatic stress symptoms (PSS): (a) the third-variable hypothesis that the relationship between PTG and PSS is a spurious one driven by positive relationships with resource loss, (b) the growth over time hypothesis that the relationship between PTG and PSS is initially a positive one, but becomes negative over time, and (c) the moderator hypothesis that resource loss moderates the relationship between PTG and PSS such that PTG is associated with lower levels of PSS as loss increases. Design and method: A nationally representative sample (N?=?1622) of Israelis was assessed at three time points during a period of ongoing violence. PTG, resource loss, and the interaction between PTG and loss were examined as lagged predictors of PSS to test the proposed hypotheses. Results: Results were inconsistent with all three hypotheses, showing that PTG positively predicted subsequent PSS when accounting for main and interactive effects of loss. Conclusions: Our results suggest that self-reported PTG is a meaningful but counterintuitive predictor of poorer mental health following trauma.     

Maternal Depressive Symptomatology and Parenting Behavior: Exploration of Possible Mediators

Possible mediators of the relation between maternal depressive symptomatology and parenting behavior were examined for 96 children with ADHD and their mothers drawn from the Multimodal Treatment Study of Children with ADHD (MTA) as part of an add-on investigation conducted by two of the six MTA sites. General cognitions (i.e., maternal locus of control and self-esteem) and parenting-specific factors (i.e., maternal parenting efficacy and parenting stress) were examined as possible mediators. Findings provide initial support that maternal parenting stress, as well as maternal locus of control and self-esteem mediate the relation between maternal depressive symptomatology and parenting behavior. This provides support for the argument that some families of children with ADHD may benefit from an expanded version of parent management training that includes sessions directly targeting affective and cognitive factors in parents, similar to treatment programs used to treat childhood conduct problems.