Aggressive Behavior最新文献

Recent theories of socio-moral development assume that humans evolved a capacity to evaluate others' social actions in different kinds of interactions. Prior infant studies found both reaching and visual preferences for the prosocial over the antisocial agents. However, whether the attribution of either positive or negative valence to agents' actions involved in an aggressive chasing interaction can be inferred by both reaching behaviors and visual attention deployment (i.e., disengagement of visual attention) is still an open question. Here we presented 7-month-old infants (N = 92) with events displaying an aggressive chasing interaction. By using preferential reaching and an attentional task (i.e., overlap paradigm), we assessed whether and how infants evaluate aggressive chasing interactions. The results demonstrated that young infants prefer to reach the victim over the aggressor, but neither agent affects visual attention. Moreover, such reaching preferences emerged only when dynamic cues and emotional face-like features were congruent with agents' social roles. Overall, these findings suggested that infants' evaluations of aggressive interactions are based on infants' sensitivity to some kinematic cues that characterized agents' actions and, especially, to the congruency between such motions and the face-like emotional expressions of the agents.

Students around the globe still experience bullying daily. Teachers play a key role in supporting victimized students and they could do so using their classroom seating arrangement. Common teacher strategies are to separate victims and bullies and to seat victims close to supportive others, but research has not examined whether these strategies support victims' wellbeing. Therefore, the current study tested an intervention in which victims in experimental classrooms were seated far away from their bullies and next to their best friends, whereas a random seating arrangement was implemented in control classrooms. The underlying reasoning was that victims would experience a sense of safety next to their best friend and to limit bullies' opportunities to harass the victim. The outcomes were classroom comfort, internalizing problems, academic engagement, and victimization frequency. We used a sample of 1746 Dutch upper elementary school students (M_age = 10.21) of whom 250 students reported to be chronically and frequently victimized (M_age = 9.96 years). Ethical and practical reasons rendered the conditions similar regarding victims' distances to their bullies. Consequently, the intervention in the end tested the effect of victims sitting next to their best friend. Several mixed-effects models showed that no support was found for the effectiveness of this intervention. Additional exploratory analyses testing the effect of victims' continuous distances to their bullies on their wellbeing also found no effects. These findings suggest that changing victims', bullies', and best friends' seats do not improve victims' classroom wellbeing. Alternative explanations, directions for future research, and practical implications are discussed.

Indirect aggression is commonly used in adulthood, but most researchers have focused on this behavior in romantic relationships or from an intrasexual competition perspective. Therefore, we aimed to understand the social characteristics and mental health correlates of indirect aggression by combining perspectives from developmental psychopathology and evolutionary psychology. We examined: (1) whether social characteristics (social comparison, hypercompetitiveness) contributed to indirect aggression (perpetration, victimization) and (2) whether there were indirect effects from indirect aggression (perpetration, victimization) to mental health difficulties through loneliness. In a cross-sectional sample of 475 young adults (57.7% women, 51.6% White, M_age = 20.2, SD_age = 2.18), path analyses revealed that social comparison predicted indirect aggression victimization, which indirectly predicted mental health difficulties (depression, anxiety, somatic symptoms) through loneliness. In contrast, indirect aggression perpetration was only predicted by hypercompetitiveness. The findings highlight that reframing cognitions associated with social comparison could help prevent indirect aggression and mental health difficulties among young people.

Aggression refers to a wide range of behaviors with lasting individual and societal consequences. Recurrent, unplanned aggressive behavior is the core diagnostic criterion for intermittent explosive disorder (IED). In this study, we compared two behavioral measures of aggression in the laboratory: the Taylor Aggression Paradigm (TAP) and the Point-Subtraction Aggression Paradigm (PSAP). This sample (n = 528) included community participants who met DSM-5 criteria for IED (n = 156), met DSM-5 criteria for a nonaggressive psychiatric disorder (n = 205), or did not meet DSM-5 criteria for any psychiatric disorder (n = 167). All participants completed the TAP, a single-session PSAP, and relevant self-report measures. MANOVA analyses demonstrated differences between IED participants and nonaggressive participants; however, these group differences were no longer significant for the PSAP after including demographic variables. Correlation analyses found that the TAP and PSAP were positively related to one another and the composite variables associated with aggressive behavior (i.e., history of aggression, impulsivity, and propensity to experience anger) and; dependent correlations revealed that past aggression and trait anger were more strongly related to the TAP. Differences in TAP and PSAP outcomes may be partially attributed to operationalizations of aggression and methods of aggression and provocation. Further, as aggressive and nonaggressive participants differed on the PSAP somewhat mirroring the TAP, our results add to growing evidence of the validity of a single-session PSAP; further research is needed to fully establish single-session PSAP as a laboratory aggression task compared to the multi-session PSAP.

In this study, we sought to capture implicit attitudes toward violence by administering response latency measures. We then examined their associations with explicit (e.g., assessed with self-report) attitudes toward violence and self-reported violent behavior in a combined sample of males from a Canadian university and males from the general community (N = 251; 156 students and 95 community members). To date, there have been mixed findings regarding these associations; some of this inconsistency may be due to the difficulty in accurately conceptualizing and assessing implicit attitudes toward violence. Therefore, we administered three response latency measures to assess this construct: a violence evaluation implicit association test (VE-IAT), a personalized VE-IAT (P-VE-IAT), and a violence evaluation relational responding task, along with three self-report measures of explicit attitudes toward violence and three self-report measures of violent behavior. More positive implicit attitudes toward violence were related to more positive explicit attitudes toward violence (for VE-IAT and P-VE-IAT; r = 0.18 to 0.22), greater likelihood of violence (for VE-IAT; r = 0.18 and for P-VE-IAT; r = 0.16), and greater propensity for violence (for the VE-IAT; r = 0.16). All measures of explicit attitudes toward violence and violent behavior were moderately to strongly associated with one another (r = 0.42 to 0.81). Furthermore, implicit attitudes toward violence explained additional variance in some violent outcomes above explicit attitudes alone. Our findings suggest that scores on certain reaction time measures are important for understanding likelihood and propensity for violence, especially when combined with explicit attitude measures.

Aggression is one of the public social issues affecting campus harmony and stability, and social exclusion is an important interpersonal contextual factor among many factors affecting aggression. However, studies examining the influence of social exclusion on aggression and its mediating mechanism are not systematic enough. Based on the general aggression model (GAM), we intend to explore the role of hostile attribution bias (HAB) in both trait and state levels of social exclusion, which leads to aggression through a combination of questionnaire and experimental methods. Study 1 surveyed 388 current high school students (M_age = 16.09, SD = 1.01) and found that HAB mediates the relationship between long-term social exclusion (trait level) and aggression tendency. Study 2 experimented with 181 high school students (M_age = 16.95, SD = 1.13) to examine whether short-term social exclusion (state level) after initiating the Cyberball paradigm could still influence aggressive behavior through the mediating role of HAB. Results found that the mediating role of HAB still holds. The findings of the study further enrich the GAM and have important implications for a more targeted approach to aggression prevention and intervention.

Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two-wave panel study with a 1-year time lag (October 2021–October 2022) examined the cross-lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate social solitude). Participants were 485 middle school students (234 girls) attending the seventh or eighth grade at Time 1 (T1) (M_age = 12.67 years, SD = 1.14 years). Social anxiety and social withdrawal were assessed using subscales of the Social and Emotional Competencies Evaluation Questionnaire. Bullying perpetration and bullying victimization were assessed using the Bullying and Cyberbullying Behavior Questionnaire–Short Form. The within-wave associations between the study variables were similar at T1 and Time 2 (T2), with the exception that the association between bullying perpetration and social anxiety was much weaker at T1 than at T2. The results of the path analysis showed that T1 bullying perpetration predicted T2 social anxiety, and that T1 bullying victimization predicted T2 social withdrawal. We also found a reciprocal relationship between social anxiety and social withdrawal. These findings highlight the importance of preventive and remediation interventions to reduce social anxiety in adolescents who engage in and experience bullying behavior.

Being aggressive and by extension, dominant, is an important mechanism for determining access to resources such as mates or territories. While predictors of contest outcome and dominance are increasingly studied, we have a poor understanding of how they vary across populations. Here, I use the widely distributed Australian agamid lizard, the Jacky dragon (Amphibolurus muricatus), to quantify variation in features predicting contest outcome among males of different populations. I measured physical attributes, maximal physiological performance capacity (sprint speed, endurance, bite force) and visual displays during staged encounters. I found that morphology, performance capacity and the type and frequency of visual displays used during agonistic interactions varied significantly across populations. Contest winners from the Cann River State Forest population favored tail-flicks and push-up/body-rocks, while those from Royal National Park were more likely to chase and individuals from Yarratt State Forest performed more bite-lunges than other populations. The losers of contests also differed in their displays. Individuals from the Cann River population were dominant over the others based on behavioral attributes (i.e., aggressive visual displays, chases and bite-lunges). I suggest that population differences in signal form and function could have implications for range dynamics as populations come into contact in an era of rapid environmental change.

The current study examines the effects of trait aggressiveness, inhibitory control and emotional states on aggressive behavior in a laboratory paradigm. One hundred and fifty-one adult participants took part (73 men, 71 women, and 7 nondisclosed). Event Related Potentials (ERPs) during a Go/No-Go task were utilized to capture the extent of inhibitory processing, with a laboratory provocation paradigm used to assess aggression. Contrary to the expectations, negative affective responses to provocation were negatively associated only with short-lived aggression and only among those with high past aggressiveness. Furthermore, past aggressiveness was related to a continuous increase in laboratory aggressive behavior regardless of the level of inhibitory control (P3 difference amplitude). However, feeling hostile was associated with short-lived aggressive behavior, only in those with lower levels of inhibitory control. These findings demonstrate the effect of distinct mechanisms on different patterns of aggressive behavior.

Moral disengagement is an important aggressive and moral cognition. The mechanisms of changes in moral disengagement remain unclear, especially at the within-person level. We attempted to clarify this by exploring the serial effects of personal relative deprivation and hostility on civic moral disengagement. We conducted a three-wave longitudinal survey with 1058 undergraduates (63.61% women; mean age = 20.97). The results of the random intercept cross-lagged panel model showed that personal relative deprivation at Wave 1 and hostility at Wave 2 formed a serial effect on the within-person changes in civic moral disengagement at Wave 3, and the longitudinal indirect effect test showed that the within-person dynamics in hostility at Wave 2 acted as a mediator. The results of multiple group analysis across genders further showed that the longitudinal indirect role of hostility at Wave 2 was only observed for men, but not for women, which indicates the moderating effect of gender. These findings facilitate an understanding of the mechanisms of aggressive cognitions at the within-person level and offer implications for the prevention and intervention of aggression from the perspective of moral cognition.