Frustration-aggression hypothesis: Examination and reformulation.

Berkowitz, Leonard

doi:10.1037/0033-2909.106.1.59

Cited by 1,736 publications

(1,418 citation statements)

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“…Consistent with Berkowitz's (1989Berkowitz's ( , 1990Berkowitz's ( , 1993) model of aggression, provocation-induced negative affect was associated with increased displaced aggression for participants induced to ruminate but not for those who were distracted or were induced to think positively. Other correlational evidence suggested that within the rumination condition, the stronger the provocation-induced negative affect, the more negative was participants' reaction to the trigger.…”

Section: Discussionsupporting

confidence: 66%

Chewing on It Can Chew You Up: Effects of Rumination on Triggered Displaced Aggression.

Bushman

Bonacci

Pedersen

et al. 2005

Journal of Personality and Social Psychology

352

270

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Ruminating about a provocation increases the likelihood of displaced aggression following a minor annoyance (trigger). In Study 1, provoked participants who ruminated for 25 min were more aggressive toward a fumbling confederate than were distracted participants. Provocation-induced negative affect was positively related to aggression but only among those who ruminated. Study 2 conceptually replicated Study 1 and also found that the more negatively people reacted to the trigger, the more likely the trigger was to increase displaced aggression. Study 3 replicated the findings of Studies 1 and 2 by using an 8-hr rumination period. All 3 studies suggest that ruminating about a provocation increases the likelihood that a minor triggering annoyance will increase displaced aggression.

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Section: Discussionsupporting

confidence: 66%

Chewing on It Can Chew You Up: Effects of Rumination on Triggered Displaced Aggression.

Bushman

Bonacci

Pedersen

et al. 2005

Journal of Personality and Social Psychology

352

270

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“…It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005).…”

Section: Introductionmentioning

confidence: 99%

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Renouf

Brendgen

Séguin

et al. 2010

J Abnorm Child Psychol

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This study investigated the relation between theory of mind and reactive and proactive aggression, respectively, as well as the moderating role of peer victimization in this context. The 574 participants were drawn from a longitudinal study of twins. Theory of mind was assessed before school entry, when participants were 5 years old. Reactive and proactive aggression as well as peer victimization were assessed a year later in kindergarten. Results from multilevel regression CIHR Author Manuscript CIHR Author Manuscript CIHR Author Manuscriptanalyses revealed that low theory of mind was related to a high level of reactive aggression, but only in children who experienced average to high levels of peer victimization. In contrast, a high theory of mind was related to a high level of proactive aggression. Again, this relation was especially pronounced in children who experienced high levels of peer victimization. These findings challenge the social skills deficit view of aggression and provide support for a multidimensional perspective of aggressive behavior. KeywordsTheory of mind; Reactive and proactive aggression; Peer victimizationIn the study of aggressive behavior a fundamental distinction is made between reactive aggression and proactive aggression, which refer to two different underlying functions of aggression (Day, Bream and Paul 1992;Dodge and Coie 1987;Schwartz et al. 1998).Reactive aggression is defined as a retaliatory response to a real or perceived threat or provocation. It is associated with the frustration theory of aggression (Berkowitz 1989) and is accompanied by an activation of the autonomous system (Hubbard et al. 2002). In contrast, proactive aggression is considered a non-provoked behavior that is motivated by the desire for personal gains or the domination of others (Vitaro and Brendgen 2005). As an organized and planned behavior, proactive aggression is related to the anticipation of a positive outcome of the aggressive behavior (Dodge et al. 1997). Although studies usually report a high correlation between reactive and proactive aggression (mean r=0.68; Card and Little 2006), factor analyses and meta-analyses provide clear evidence for the validity of the distinction between the two functions of aggression (Card and Little 2006;Crick and Dodge 1996;McAuliffe et al. 2007;Poulin and Boivin 2000;Vitaro et al. 1998). As will be discussed in more detail below, evidence also suggests that these two functions of aggressive behavior are differentially related to social cognitive skills, particularly with respect to the decoding of social stimuli (Crick and Dodge 1996;Dodge et al. 1997;Dodge and Coie 1987;Hubbard et al. 2001;Schippel et al. 2003). The present study examines a specific and as yet unstudied aspect of decoding-related social cognitive skills, namely theory of mind, in relation to proactive and reactive aggression. The Role of Theory of Mind in Social BehaviorTheory of mind implies the capacity to attribute mental states to the self and to others in order to explain and predic...

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“…Unlike proactive or instrumental aggression, reactive aggression occurs primarily as a reaction to a social stimulus, often in an attempt to defend oneself from a perceived threat. Reactive aggression can result from associated feelings of frustration and anger (Berkowitz, 1989). Proactive or instrumental aggression has been characterized as controlled, deliberate, and goal-driven aggressive behavior (Dodge & Coie, 1987).…”

Section: Reactive Vs Proactive Aggressionmentioning

confidence: 99%

Real‐time hostile attribution measurement and aggression in children

Yaros

Lochman

Rosenbaum

et al. 2014

Aggressive Behavior

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Hostile attributions are acknowledged as an important part of maladaptive social information-processing that results in aggression in children. Literature suggests the largest effect size between aggressive behavior and hostile attributions is found when hostile attributions are measured using staged situations rather than commonly used vignette-based measures (Orobio de Castro et al., 2002), but few, if any, studies have investigated hostile attributions as they occur in real-time. The current study uses an interactive, video racing game along with a verbal and nonverbal response procedure to measure hostile attributions while children are playing against a presumed peer. A sample of 75 children between the ages of 10 and 13 played the game while their parents were asked to rate their child's reactive and proactive aggression. It was expected that the new real-time measure of hostile attributions would predict reactive aggression, but not proactive aggression. The predictive ability of the new measure was compared with that of the traditional, vignette-based measure of hostile attributions.Participants played a computer video game created for this study by racing their car against a presumed peer, though the opponent's car was actually computer-operated and preprogrammed to ambiguously provoke participants by crashing into their car. A visual prompt appeared on screen to elicit real-time attribution responses, either verbally or nonverbally, after each of eight crashes and at eight non-crash moments.iii Participants' hostile attributions using the nonverbal and verbal response procedures were significantly positively related to parent-rated reactive aggression, when controlling for proactive aggression. Multiple regression indicated that the real-time measure was a significant predictor of reactive aggression, while the vignette-based measure was not. The results of this study illustrate how hostile attributions in real-time occur quickly and simultaneously with social interaction, which differs from the deliberative, controlled appraisal process described in previous literature. These findings can be used to identify specific appraisal deficits in children at risk for aggressive behavior, which could enhance preventive interventions by more precisely targeting these cognitions and more effectively preventing aggression. iv LIST OF ABBREVIATIONS AND SYMBOLS αCronbach's index of internal consistency; probability of a Type I error

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Frustration-aggression hypothesis: Examination and reformulation.

Cited by 1,736 publications

References 98 publications

Chewing on It Can Chew You Up: Effects of Rumination on Triggered Displaced Aggression.

Chewing on It Can Chew You Up: Effects of Rumination on Triggered Displaced Aggression.

Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression

Real‐time hostile attribution measurement and aggression in children

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