Studies Flashcards
Deikmann et al (1996) - Driving Paradigm
Main finding -> people with higher status cars were more likely to display aggression through honking
Bushman & Baumeister (1998) - Essay Evaluation Paradigm & Competitive Reaction Paradigm
Main finding -> As narcissism scores get higher so do aggressive responses to ego threat
Berkowitz & LePage (1967) -> Weapons Effect and Learning/Shock Paradigm
Main finding -> The presence of weapons can increase aggression whether or not we experience frustration first
- There is an additive effect when frustration is experienced as well
Zillman (1971) -> used shock/learning paradigm
Main finding -> After the induction of frustration, watching an erotic clip increases aggression more significantly than watching a violent clip and even more significantly than watching a neutral clip
**Arousal does not have to be negatively valanced to lead to aggression
Hay et al., (2010) -> used the Cardiff Infant Conscientiousness Scale (CICS)
Main finding 1 -> if infant scores high on CICS at time 1 they will demonstrate vocal distress in response to frustration
Main finding 2 -> if infant scores high on CICS at time 1 they will score high on it at time 2 and demonstrate greater peer directed aggression
Trembley et al., (2004) -> Maternal interviews at 4 different time points
Main finding -> significant predictors of childhood physical aggression (largest to smallest):
1. Presence of other young siblings
2. Maternal antisocial behaviour
3. Early motherhood
4. Low income
5. Maternal coercive parenting
6. Maternal smoking during pregnancy
7. High family dysfunction
Renouf et al., (2012) -> Unexpected identity task (ToM and aggression)
Main finding -> Those higher in ToM demonstrated more proactive aggression and those lower in ToM demonstrated more reactive aggression
***Both relationships were contingent upon peer victimization
Rohlf et al., (2016) -> longitudinal classroom study
Main finding 1 -> Relational aggression is more sensitive to the classroom climate (norms) than physical aggression
Main finding 2 -> Relational aggression is classroom dependent but physical aggression is always rejected
Busching & Krahe (2015) -> Classroom study
Main finding -> Students low in physical aggression became more aggressive in a classroom where normative acceptance of physical aggression was high
**Not for relational
**Opposite findings to Rohlf et al., (2015)
Collins & Bell (1997) -> Rumination-Dissipation and Buss Paradigm
Main finding 1 -> If provoked or not, low ruminators do not respond aggressively
Main finding 2 -> Provocation results in greater aggressive response for high ruminators
Characteristics of trait impulsivity and their association with aggression
Negative urgency, sensation seeking, and lack of premeditation are are all associated with aggression (all 3 types - general, physical, and verbal) BUT unrelated to lack perseverance
Lightdale & Prentice (1994) - deindividuation and video game aggression
Main finding -> in the deinidividuation condition no significant gender difference in aggression BUT in the individuation condition men were more aggressive than women
Griskevicius et al., (2009) - courtship and competition
Main finding 1 -> Males demonstrate greater direct aggression compared to females in all 3 conditions
Main finding 2 -> Females demonstrate greater indirect aggression compared to men in all 3 conditions
Main finding 3 -> Motive and audience can cause Males to inhibit direct aggression but does not affect female’s indirect aggression
Valliancourt & Sharma (2011) -> intrasexual competition, females indirect aggression
Main finding -> When with someone who can diminish their value as a mate, they will be more likely to engage in indirect aggression
Massar, Buunk, & Rempt (2012) -> intrasexual competition,
Main finding 1 -> younger people gossip more, older people gossip less
Main finding 2 -> mediation variable is mate value (younger participants have a higher mate value)
