ESCAPE AS A FACTOR IN THE AGGRESSIVE BEHAVIOR OF TWO RETARDED CHILDREN

This study sought to identify some of the variables controlling the severely aggressive behavior of two retarded children. In Experiment 1, each child was presented with several demand and nondemand situations. Aggression was frequent in the demand situations and rare in the nondemand situations. When a stimulus correlated with the termination of demands was introduced, aggression fell to a near zero level. In Experiment 2, for one child, a variety of preferred reinforcers was introduced into the demand situation contingent on correct responding. Aggression abruptly decreased to a low level. Experiments 3 and 4 involved the second child. In Experiment 3, this child was permitted, in one condition, to leave the demand situation if he emitted a nonaggressive response. Aggression decreased to a low level. In Experiment 4, he was prevented, in one condition, from leaving the demand situation in spite of high levels of aggression. Aggression fell to a near zero level. In Experiments 3 and 4, he was permitted, in several conditions, to leave the demand situation following aggressive behavior. Aggression increased to a high level. The results suggested that: (1) aggression can sometimes function as an escape response; and (2) escape-motivated aggression can be controlled by: (a) introducing strongly preferred reinforcers to attenuate the aversiveness of the demand situation; (b) strengthening an alternative, nonaggressive escape response; or (c) using an escape-extinction procedure.     

Teacher escape,avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

We develop hypothese based on the research literature regarding behavioral responses to aversive stimuli. Specifically, escape, avoidance, and countercontrol responses are presented as teacher behaviors which may occur in the presence of disruptive and aggressive behaviors (aversive stimuli) which, in part, characterize many students with severe behavior disorders (SBD). The potential for teacher escape, avoidance, and countercontrol responses to the detrimental for both teachers and students is presented, as well as suggestions for addressing aversive behaviors of students in ways to reduce the potential detrimental impact.     

小学生攻击性行为的心理分析及对策研究

本研究采用同伴提名法对宁波市560名小学生进行调查,探讨了小学生攻击行为的类型特点及其年级差异,结果发现：（1）小学生言语攻击的比率最高,其次是直接身体攻击,间接攻击的发生率最低。（2）小学生三类攻击行为的比例均存在显著的年级差异。（3）小学生各年级之间既有存在显著性差异,也有不存在显著性差异。同时,本研究进一步分析了小学生攻击性行为产生的原因及其教育干预的对策。     

Attack priming and satiation in female golden hamsters: Tests of some alternatives to the aggression arousal interpretation

“Priming” a female hamster by allowing it a single attack on an intruder placed into its home cage transiently decreases the latency and increases the probability of attack on a second trial. Although we have previously argued that this priming effect reflects an increase in aggressive arousal, an alternative interpretation is that the fear elicited by placing a foreign object into the subject's home cage is reduced when it happens again on the second trial. Another interpretation is that priming is an effect of intruder novelty, i.e., the subject perceives a difference between the first and second intruders which causes it to attack the second more quickly. Experiment 1 compared the standard two trial paradigm with different intruders to trials in which (1) the first intruder was withdrawn and used again in the second trial, and (2) the intruder remained in the cage following the first attack. All intruders were pretreated with the analgesic-sedative methotrimeprazine to reduce the variability of their behavior. Neither hypothesis tested in Experiment 1 was supported, strengthening the interpretation of attack priming as a manipulation that affects primarily internal motivational mechanisms specific to aggression. Allowing a hamster to carry out a protracted series of attacks produces a “satiation” effect that is the reverse of priming, i.e., the latency of a subsequent attack is increased and its probability reduced. It is possible that the attack satiation observed in our earlier studies was not the result of processes internal to the subject, but could have been due to habituation to a particular intruder or to certain stimuli emitted by it during the protracted interaction. In Experiment 2 subjects were given three sessions of 10 successive trials using either 1 intruder presented repeatedly, 2 intruders presented alternately, or 10 different intruders presented once each. No difference among conditions was found in this study either suggesting that subject's aggressive behavior is insensitive to whatever changes may occur in intruders' behavior or other stimulus characteristics when they have been treated with methotrimeprazine. The lack of differences among test conditions in both experiments is most likely due to the efficacy of the drug in “standardizing” intruder behavior. Experiment 2 also revealed an interesting difference in two measures of attack latency. The time elapsing between intruder presentation and attack, i.e., the standard measure of latency, decreased from the first to the fourth trail; it then increased steadily over the remaining trials. The cumulative time that the subject remained in contact with the intruder prior to attack, a measure more indicative of attention to the intruder, dropped to an asymptotic value by the second trial. This difference suggests that the satiation effect may be accounted for by subjects' increasing avoidance of the intruders over trails, perhaps as a way of regualting their level of aggressive arousal.