An aggression machine III. The stability of aggressive and nonaggressive patterns of behaviour

Pitkänen, Lea

doi:10.1111/j.1467-9450.1973.tb00093.x

Cited by 12 publications

(7 citation statements)

References 2 publications

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“…This description of the children was given prior to and independently of the study itself. (The validity of teacher ratings was confirmed by Pitkanen, 1973). An additional group of 145 children (67 boys, 78 girls), in the same age range and of the same schools as the subjects of the study proper, served as a sample in the pre-tests devoted to constructing the CO questionnaire.…”

Section: Subjectsmentioning

confidence: 80%

Cognitive Orientation and Changing the Impulsivity of Children

Zakay

Bar-El

Kreitler

1984

Brit J of Edu Psychol

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SUMMARY. The purpose of the study was to demonstrate that impulsive behaviours and the resulting faulty social problem-solving may be changed by altering clusters of beliefs orienting to these behaviours. The theoretical rationale was provided by the cognitive orientation theory. The hypotheses were that the belief clusters would change through experimental training and that the behaviours would change if the belief clusters change. The subjects were 74 children, about 10 years old of both genders, defined as impulsive by their class tutors. They were tested before and after experimental treatments on the Pre-School Inter-personal Problem-Solving Test, Matching of Familiar Figures and beliefs concerning reflectiveness. In addition, pre-and post-measures on Behavioural Measures of Adjustment and behavioural observations of impulsivity were obtained. The experimental treatment of eight meetings consisted of training the relevant beliefs, or behavioural plans, or both. Control subjects had either eight meetings devoted to games or no meetings. The findings showed that the beliefs were changed as expected, and that in nine of the ten behavioural measures there were changes, provided the beliefs changed. The discussion focused on the implications for the cognitive orientation theory, impulsiveness, and changing of other behaviours.INTRODUCTION THE purpose of the study was to demonstrate that changing specific cognitive contents for children rated as impulsive would bring about a reduction in the level of their impulsiveness. The rationale and methodology for the study are rooted in the theory of cognitive orientation (CO) (Kreitler and Kreitler, 1972a, 1976, which is a general behaviour theory describing how cognitive contents 'and processes guide human molar behaviour. The theory outlines the major phases intervening between the occurrence of some external or internal input and a behavioural act. The input is first subjected to a primary meaning assignment procedure (" meaning action "),

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Section: Subjectsmentioning

confidence: 80%

Cognitive Orientation and Changing the Impulsivity of Children

Zakay

Bar-El

Kreitler

1984

Brit J of Edu Psychol

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“…While viewing, the aggressive children differed significantly from the others only by being less concentrated. Their poor concentration might be a reflection of their lack of impulse control which was one of the criterion variables for picking out this group according to Pitkanen's (1973) model. It was also reflected in their somewhat higher motor activity while viewing.…”

Section: Discussionmentioning

confidence: 99%

“…In her extensive follow-up studies of Finnish school boys, Pitkanen (1973Pitkanen ( , 1976 amved at a two-dimensional model to describe children's social reaction styles. This model depicts social behaviour as varying along two axes, viz., between strong and weak impulse control, and great and small number of overt responses (Fig.…”

Section: Personality Types and Aggressionmentioning

confidence: 99%

“…In studies by Lefkowitz et al (1977), by Olweus (1976) and by Pitkanen (1976), ratings made by others have been found to be a more reliable measure of personality traits than are tests and questionnaires, answered by the subjects themselves. Pitkanen (1973) used in her studies a questionnaire to teachers who were asked to answer the questions for each child in their class.…”

Section: Personality Types and Aggressionmentioning

confidence: 99%

“…All children had middle-class or lower middleclass background. The subjects were picked on the basis of their teacher's ratings, according to a questionnaire designed by and previously used by Pitkanen (1973) to rate children in school classes by their peers and teachers. According to the scores on this questionnaire, children can be assigned to four personality categories, here called aggressive, constructive, submissive and anxious (see above Introduction, p. 44).…”

Section: Subjectsmentioning

confidence: 99%

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Immediate reactions to TV‐violence by Finnish pre‐school children of different personality types

Lagerspetz

Engblom

1979

Scandinavian J Psychology

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Children were filmed while watching violent films and their facial expressions were rated from the videotape. After having seen the violent films and after a control film they were filmed while playing in groups of three. The children represented four personality types, aggressive, constructive, submissive, and anxious. While viewing, the aggressive children looked less concentrated than the others, the constructive children showing most tenseness and fear. In the play behaviour, personality accounted for more differences than type of film seen. The submissives and constructives showed an increase in aggressive play after the violent film. Facial expressions while viewing predicted later behaviour only to a small extent. There were no differences between the sexes in the total scores, but within the sexes there were differences between the personality types.

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Concurrent and predictive validity of self-reported aggressiveness

Pulkkinen

1981

Aggr. Behav.

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The subjects (60 boys) were drawn from the sample of a longitudinal study of social development and represented extremely aggressive, anxious, constructive, and submissive behaviour at the age of 8. They were presented with three question series concerning (1) their responses to aggressive attacks; (2) reactions in frustration situations presented in short stories; and (3) their aggressive initiatives. In each series the type of aggressive behaviour, attacker, victim, and other situational factors were systematically varied. In series 2 the type of response, open‐ended or forced‐choice, was also varied. The results showed that the most valid way of studying boys' self‐observations on their aggressive behaviour was to ask if they attack somebody without a specific reason (series 3). This correlated with contemporaneous overt aggression at the age of 8 and predicted aggressiveness and various characteristics of antisocial aggressive development at the ages of 14 and 19. Self‐observations on one's physical aggression were more valid for ratings of overt aggressiveness than on verbal aggression. The open‐ended or forced‐choice type of response did not affect the validity of aggressive responses. Of the categories of nonaggression, ‘conciliatory responses’ had the highest concurrent and predictive validity for constructiveness and other indicators of strong self‐control.

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An aggression machine III. The stability of aggressive and nonaggressive patterns of behaviour

Cited by 12 publications

References 2 publications

Cognitive Orientation and Changing the Impulsivity of Children

Cognitive Orientation and Changing the Impulsivity of Children

Immediate reactions to TV‐violence by Finnish pre‐school children of different personality types

Concurrent and predictive validity of self-reported aggressiveness

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