The role of arbitrariness in the frustration-aggression hypothesis.

Pastore, Nicholas

doi:10.1037/h0060884

Cited by 191 publications

(96 citation statements)

References 5 publications

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“…In making "correspondent inferences," they consider covariation over time, examine possible discounting factors, and question the constancy of a relation. Specifically regarding provocation stimuli in which the cause of a frustration is at issue, Pastore (1952) found that arbitrary frustrations, in which a plausible alternative explanation cannot be identified, are more likely to be attributed to hostile intentional behavior by the frustrator than are nonarbitrary frustrations for which plausible alternate causal explanations are obvious.…”

Section: Social Psychology: Principles Of Attribution Theorymentioning

confidence: 99%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

584

504

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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Section: Social Psychology: Principles Of Attribution Theorymentioning

confidence: 99%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

584

504

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“…The unjustifiable aspect of these thwartings renders them conceptually similar to Pastore's (1952) notion of arbitrary frustration, though the latter construct has typically been confined to personally, rather than impersonally, delivered thwartings (cf. Burnstein & Worchel, 1962;Cohen, 1955;Rothaus & Worchel, 1960).…”

Section: Differentiation Of Alienation From Related Psychological Conmentioning

confidence: 99%

Toward a psychological theory of alienation.

Stokols¹

1975

Psychological Review

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The experience of alienation is conceptualized as a sequential-developmental process which (a) develops in the context of an ongoing relationship between an individual and another person or group of people; (b) involves an unexpected deterioration in the quality of outcomes provided to the individual by the other(s) ; and (c) persists to the extent that the individual and the other(s) remain spatially or psychologically proximal. On the basis of two variable components, personal-neutral thwarting and saliencenonsalience of alternatives, a typology of estrangement experiences is proposed which includes four behavioral syndromes: isolation, reintegration, subjugation, and rebellion. Though in each of these syndromes the individual's appraisal of the situation leads to at least temporary disillusionment, the induction of persisting cognitive changes as a result of one's exposure to personal thwarting by another is viewed to be the central and unique feature of the alienation experience. Finally, research directions and policy implications of the proposed framework are discussed.

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“…Posteriores reformulaciones han matizado las relaciones entre frustración y agresión, mostrando que la frustración sólo induce a la agresión cuando va asociada a determinadas características, las cuales hacen más probable la aparición de un acto agresivo: a) Su carácter de arbitrariedad, injusticia o ilegitimidad (Pastore, 1952); b) El grado de satisfacción anticipada de la meta que se frustra (Worchel, 1974); y la atribución de intencionalidad que se hace sobre la fuente que frustra (Averrill, 1982;Weiner, Graham y Chandler, 1982). Pastore (1952) halló, entre estudiantes, que su inclinación a agredir era mucho mayor ante situaciones frustrantes arbitrarias o injustas (Ej: Pasar un autobús tras haber esperado largo tiempo en una parada cuando el conductor claramente ha visto que estaban esperando) frente a situaciones menos arbitrarias o comprensibles (Ej: Ver llegar un autobús especial que pasa la parada porque está fuera de servicio).…”

Section: -Teoría De La Frustración-agresión Revisadaunclassified

Aspectos conceptuales de la agresión: definición y modelos explicativos [Theoretical issues on aggression: concept and models]

2006

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ResumenEl presente artículo aporta una revisión histórica del estudio de la agresión. En lo referente a su definición, se revisa su concepto y la delimitación del mismo respecto de otros términos, tales como agresividad, ira, hostilidad, violencia, delito o crimen. Así mismo, se resumen una selección de las principales tipologías de la agresión. Por último, se presentan los distintos modelos explicativos de la conducta agresiva: instintivos, biológicos, del drive, conductuales, cognitivos, aquellos centrados en la dinámica familiar y en los hábitos de crianza, así como las aproximaciones evolutivas y, finalmente, los modelos integradores. Palabras ClaveAgresión, concepto, tipología, modelos explicativos AbstractThe present paper provides a historical review of the study of aggression. As far as its definition, its concept is revised and so is its delimitatión with regard to other terms such as aggressiveness, anger, hostility, violence or crime. Likewise, a selection of the main typologies is also summarized. Lastly, several explicative models of aggression are presented: instinctive, biological, drive models, behavioral, cognitive, those related to family dynamics or rearing patterns, as well as the developing approaches and the integrative theories.

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The role of arbitrariness in the frustration-aggression hypothesis.

Cited by 191 publications

References 5 publications

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Toward a psychological theory of alienation.

Aspectos conceptuales de la agresión: definición y modelos explicativos [Theoretical issues on aggression: concept and models]

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