Effects of violent movies and trait hostility on hostile feelings and aggressive thoughts

The General Affective Aggression Model [Anderson CA, Deuser WE, DeNeve KM (1995): Personality and Social Psychology Bulletin 21:434–448; Anderson CA, Anderson KB, Deuser WE (1996): Personality and Social Psychology Bulletin 22:366–376] suggests that violent movies may increase aggression by increasing hostile feelings and the accessibility of aggressive thoughts. It also suggests that trait hostility may similarly influence affect and cognition. Experiment 1 explored the effects of viewing violent movie clips on affect and cognition. Participants who viewed a violent movie clip later reported higher levels of state hostility than did those who viewed a nonviolent clip. Experiment 2 added trait hostility to the design as a potentially important individual difference variable. The state hostility results of Experiment 1 were replicated. In addition, the relative accessibility of aggressive thoughts was increased by the violent clip, but only for low irritable participants. Discussion focused on the relevance to aggressive behavior. Aggr. Behav. 23:161–178, 1997. © 1997 Wiley-Liss, Inc.     

A meta-analysis of aggression in the presence of violent cues: Effects of gender differences and aversive provocation

Meta-analytically examines experimental studies that include violent cues in the setting and assesses the effects of aversive provocation on gender differences in aggression. The results show that when violent cues are present, men are more aggressive than women under neutral unprovoked conditions. However, when they are exposed to both violent cues and aversive provocation, men and women are equally aggressive. Differences in individual reactivity to violent cues as well as the type of aggressive response and the sex of the target also affected the magnitude of gender differences in the presence of violent cues. Aggr. Behav. 23:447–456, 1997. © 1997 Wiley-Liss, Inc.     

A victimization survey of female‐perpetrated assaults in the United Kingdom

A survey of a national representative sample of adults (1,455) in the United Kingdom investigated the incidence of female‐perpetrated assault as had been experienced by adult male and female respondents in any context over the past five years. Sampling was undertaken throughout the United Kingdom by a self‐completion instrument modeled on the Conflict Tactics Scale. Respondents reporting assault were also asked brief details about their assailant and the context of the assault (e.g., estimated age, relation to victim, and involvement of alcohol) and whether injury was suffered. Men reported being victimized by females more than women and experiencing the more severe forms of assault more than women. Single women were the most likely women to report a female assault, and approximately 50% of assaulted men reported that they experienced assault by a female intimate or ex‐intimate. Aggr. Behav. 25:67–79, 1999. © 1999 Wiley‐Liss, Inc.     

Traffic congestion,driver stress,and driver aggression

Drivers were interviewed over cellular telephones in high‐ and low‐congestion conditions during a single commute. During each interview, state measures of driver stress and driver behaviors were obtained. Behavior responses were subdivided into six categories: aggressive, information seeking, planning, minor self‐destructive, distraction, and relaxation techniques. Both state driver stress and aggression were greater in high‐ than in low‐congestion conditions. No other behavior category differed between low and high congestion. Multiple regressions were calculated to determine the predictors of state driver stress. In low congestion, time urgency predicted state driver stress, while aggression predicted driver stress in high congestion. In both conditions, a trait susceptibility toward viewing driving as generally stressful was predictive of state driver stress levels, which further strengthens the use of the Driving Behaviour Inventory—General as a predictor of “trait” driver stress. Females and males did not differentiate on state stress or any behavior category. Aggr. Behav. 25:409–423, 1999. © 1999 Wiley‐Liss, Inc.     

Aggression, conflict resolution, popularity, and attitude to school in Russian adolescents

The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, third-party intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective.     

Threat interpretation bias as a vulnerability factor in childhood anxiety disorders

The present study examined threat interpretation biases in children 7-12 years of age with separation, social and generalised anxiety disorders (N=15), non-anxious offspring at risk due to parental anxiety (N=16) and non-anxious controls of non-anxious parents (N=14). Children provided interpretations of ambiguous situations to assess cognitive, emotional and behavioural responses. In comparison with non-anxious control children and at-risk children who did not differ from each other, anxious children reported stronger negative emotion and less ability to influence ambiguous situations. These results suggest that threat interpretation bias may be a cognitive factor associated with ongoing childhood anxiety but not a vulnerability factor associated with parental anxiety.     

Reactive and proactive aggression: Similarities and differences

The purpose of the current study was to elaborate the nomological net surrounding the constructs of reactive (RA) and proactive aggression (PA). Typically examined in the context of children, the current study utilized a sample of 211 young adults to examine the relations between reactive and proactive aggression and measures of general personality and social information processing, as well as maladaptive behavioral correlates such as crime, substance use, and riskier sex. Both raw and residualized scores were examined. Using raw scores, the primary differences between RA and PA were related to Neuroticism (i.e., RA more strongly related) and externalizing behaviors (i.e., PA more strongly). The authors comment on the similarity of findings when using raw scores and the divergence of findings using residualized scores and argue for a cautious interpretation of differences based on residualized scores. The authors conclude that the role of Neuroticism warrants further exploration as a means for understanding the heterogeneity of aggressive behavior.     

Study on the relations between temperament,aggression, and anger in children

The present work analyzes the relationships between the dimensions of temperament and the exteriorized emotions of aggression and anger. Temperament was assessed by mothers using the Dimensions of Temperament Survey‐Revised, while aggression and anger were self‐reported by the children using the Scale of physical and Verbal Aggression and the State–Trait Anger Expression Inventory for Children. The sample studied was made up of 293 children (49.83% boys; 50.17% girls) with a mean age of 11.13 years. The results showed that temperamental difficulties give rise to exteriorized emotions, especially anger. Predictive values of temperament on aggression and anger ranged from 1% to 7% of explained variance. Aggr. Behav. 32:207–215, 2006. © 2006 Wiley‐Liss, Inc.     

Early Childhood Anxious Solitude and Subsequent Peer Relationships: Maternal and Cognitive Moderators

It was hypothesized that the relation between early anxious solitude and subsequent peer relations would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother–child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children.