Cognitive competencies and aggressive behavior: A developmental study

A number of studies have demonstrated that increased socially related cognitive skills are associated with decreases in aggressive behavior. However, the link between aggression and intelligence or academic skills is less evident. While some research indicates that poor academic performance is related to aggression, it is unclear which components of intellectual ability and performance are critical to the management of aggressive behaviors. In two independent longitudinal studies of elementary school-age children, the relationship among several aspects of cognitive competence and several aspects of aggressive behavior were examined. The results of the first study showed that aggressive behavior observed in kindergarten children was more closely related to academic performance in the first and second grades than to general cognitive ability (IQ). The results of the second study, a comprehensive three-year investigation of upper elementary school-age children, indicated that teachers' assessments of aggression and parents' ratings of cruelty were consistent over time for boys, but not for girls. The intercorrelations among aggression measures within each of the three years also revealed stable sex differences. Boys identified as aggressive in the classroom were more likely to be perceived as aggressive, cruel, and/or delinquent at home, but for girls, there was little correlation between aggression at school and in the home. The analyses relating measures of cognitive functioning to indices of aggressive behavior made clear the importance of discriminating among various facets of these psychological constructs. IQ had a negligible relationship with aggression and a weak inverse relationship to delinquency. An overall index of cognitive functioning was a somewhat more consistent negative correlate of aggression, cruelty, and delinquency, especially for boys. A similar pattern was found for the correlates of academic performance. Academic disability was strongly related to delinquency in boys, and to a lesser degree to aggression in boys. Of the several cognitively related factors that were explored, Low Need Achievement manifested the strongest and most consistent relationships with the different facets of aggression and antisocial behavior, especially in boys. The implications of these results for psychological interventions in the school are discussed.     

Habituation of aggressive behavior in mice: A parametric study

The decline of aggression as a result of repeated episodes of fighting may represent a habituation phenomenon. The frequency of biting and sideways threat by male mice toward conspecific intruders declined over ten 5-min confrontations. Aggression returned to about 50% of original levels when a new intruder was introduced. Variations in length or frequency of confrontation indicated that the rate of decline of attack bites and sideways threats depended on these confrontation parameters. The condition that provided the fewest opportunities to fight provided the least decline in the frequency of attack and threat. The frequency of attack bites and sideways threats elicited by the presentation of a new intruder after repeated confrontations was greater than the frequency of attack bite and sideways threat in the last confrontation with the original intruder, when the resident and intruder were relatively inexperienced. Spontaneous recovery of attack and threat occurred but rate of recovery did not depend on confrontation parameters. The results indicate that the decrement of aggression in mice in repeated confrontations may be the result of habituation but fatigue is an important cofactor.     

The persistence of attack satiation in female golden hamsters

Female hamsters were allowed to attack a series of target hamsters until they reached a criterion of attack satiation. Following delays of 0, 24, or 48 hr they were then presented with a novel “probe” target. Attacks on the probe target were reduced to 26% of baseline at 0 delay and had returned to 71% of baseline by 48 hr. The number of attacks necessary to achieve satiation criterion increased then decreased over the three test occasions, suggesting that habituationlike processes may contribute to, but cannot wholly account for, the satiation effect.     

Colony aggression in laboratory rats: A review and some recommendations

The behavioral response of established colonies of domesticated rats to the presence of an unfamiliar intruder of the same species represents one of the most effective procedures yet developed to study aggression in the laboratory. Here, the social, experiential, and environmental variables that influence attack severity are reviewed and several important methodological issues are discussed. Brief exposures of intruders to intact colonies may produce misleading results but long-term test sessions increase the likelihood that intruders will be either killed or severely injured. We describe a simple modification of the colony-intruder procedure whereby intruders can successfully defend themselves during long sessions and thus reduce serious injury. The modified procedure appears to conform more closely to what happens during aggressive encounters in free-living populations of wild rats.     

Instigation to aggress and escalation of aggression examined from a personological perspective: The role of irritability and of emotional susceptibility

Two studies were conducted using Buss hostility machine paradigm to investigate the role of individual differences in irritability and emotional susceptibility on the instigation to aggress by a self-esteem lowering manipulation and on the hypothesized escalation of aggression over trials. The role of sex was also examined. In the first study, 60 highly irritable and 60 low irritable subjects were given the opportunity to deliver electric shocks to an experimental confederate, half after being provoked by a negative judgement on their performance in a learning task, half without such an experience. Each group of subjects was divided equally between males and females. It was found that highly irritable subjects, both males and females, delivered higher shocks after provocation than low irritable subjects under similar circumstances. An upward drift of shock level over trials was found only in provoked males and only in highly irritable females. In the second study, 60 highly emotionally susceptible and 60 low emotionally susceptible males and females were given the opportunity to deliver electric shocks to an experimental confederate, half after experiencing provocation, half without such an experience. It was found that provoked subjects delivered higher shocks than unprovoked subjects and that highly emotionally susceptible subjects delivered higher shocks than low emotionally susceptible subjects. Whereas an upward drift of shock levels over trials was found only in provoked males, the same effect was found in females, whether provoked or not. These findings are discussed in terms of the importance of stable personality characteristics that may mediate aggressive response.     

Women's aggression: An African case study

Theories of human aggression tend to emphasize aggression as a male phenomenon. An ecological approach to aggression implies that females ought to be aggressive when confrontation is a viable means of attaining scarce resources. In modern Zambia, intrafemale aggression occurs at the individual and socioeconomic class levels. At the individual level, aggression occurs between women for a specific man or his economic resources both within households and beyond their boundaries. At the class level, elite and poor women combine forces to victimize subelite women. Both levels of aggression involve competition over the scarce resource of socially desirable men and their support. Competition is due to the unequal access of the genders to opportunities for labor-force participation and hence different positions in the stratification system, the desire for hypergamous marriage, marital instability, changing role expectations, and the increased dependency of women on men.     

The pain-aggression relationship and its expression in naturalistic settings

Relationships between environmental events and aggression are briefly reviewed. Response-independent pain is a fundamental antecedent environmental cause of attack. Aggression-contingent pain decrease causes further attack strengthening, while pain increase following aggression can decrease attack and foster escape and avoidance behavior. Recent experiments that have questioned the pain-aggression relation and proposed, in the alternative, a pain-defense relationship are discussed. It is argued that this contradiction results from observational difficulties in naturalistic settings, discordance between field and laboratory terminology, substitution of behavioral taxonomy in the place of functional analysis, incomplete understanding of previous findings, and an absence of essential experimental control observations.     

Effects of reactivity to dorsal stimulation and social role on aggressive behavior in laboratory rats

Rats were selected on the basis of reactivity to dorsal tactile stimulation and then tested in a resident-intruder paradigm. While reactivity of residents did not influence the occurrence of agonistic behaviors or wounding of residents and intruders, reactivity of intruders did affect offensive and defensive patterns of interactions and the wounds sustained by residents and intruders. Subsequent to resident-intruder testing, rats were tested for shock-induced aggression. The pattern of the results and the results of additional experiments demonstrated that resident-intruder experience could affect subsequent shock-induced aggressive behavior.     

父母感知的家庭压力对儿童问题行为的影响：父母心理攻击和儿童应激下皮质醇反应的中介作用

儿童问题行为受到环境与个体因素的协同影响。研究以北京150名五、六年级儿童及其家长为被试,探究心理攻击和应激下皮质醇反应在父母感知的家庭压力与儿童问题行为间的中介作用。采用儿童版特里尔社会应激测试测量儿童应激下皮质醇反应,并由家长报告感知的家庭压力、对儿童的心理攻击及儿童的问题行为。结果发现：(1)父母感知的家庭压力可正向预测儿童问题行为;(2)心理攻击在父母感知的家庭压力与儿童问题行为间起中介作用;(3)心理攻击和儿童应激下皮质醇反应在父母感知的家庭压力与儿童问题行为之间起链式中介作用。研究揭示了父母感知压力对儿童问题行为影响的心理和生理机制,从父母和儿童角度为减少儿童问题行为提供了参考。     

Self-Esteem, Narcissism, and Aggression: Does Violence Result From Low Self-Esteem or From Threatened Egotism?

A traditional view holds that low self-esteem causes aggression, but recent work has not confirmed this. Although aggressive people typically have high self-esteem, there are also many nonaggressive people with high self-esteem, and so newer constructs such as narcissism and unstable self-esteem are most effective at predicting aggression. The link between self-regard and aggression is best captured by the theory of threatened egotism, which depicts aggression as a means of defending a highly favorable view of self against someone who seeks to undermine or discredit that view.