Attributional bias among aggressive boys to interpret unambiguous social stimuli as displays of hostility

The relationship between social creativity and aggressive behavior among Chinese junior high school students: The moderating role of hostile attribution bias

Recently, research has begun to pay attention to the dark side of creativity. This research attempted to explore the association between social creativity and aggressive behavior as well as the moderating role of hostile attribution bias. Data were obtained from 496 junior high school students in two cities in China using a convenience sampling technique. The results showed that different aspects of social creativity were different related to aggressive behavior. Specifically, appropriateness was negatively, and harmfulness was positively related to aggressive behavior; However, the relation between originality and aggressive behavior was not significant. In addition, hostile attribution bias moderated the relationships between appropriateness/harmfulness and aggressive behavior. Specifically, the negative relation between appropriateness and aggressive behavior as well as the positive relation between harmfulness and aggressive behavior became non-significant when hostile attribution bias was low. Implications of this study are also discussed.

Communication Styles and Attention Performance in Primary School Children

Communication styles are the three communication patterns that result from merging the verbal elements of communication, the non-verbal elements and the paraverbal elements. The objective of this study was to test what effect different communication styles have on attention performance in primary school children. We administered the assertive behavior scale for children (CABS), the symbol digit modalities test (SDMT) and the d2 attention test to a sample of 77 participants of primary school. A statistically significant and proportional correlation was found between the assertive communication style and the total number of correct answers of the SDMT. We also found positive correlations between the assertive communication style and d2 attention test performance. Children with an assertive communication style have better attention performance than children with passive or aggressive communication styles.

Children with Behavioural Problems Misinterpret the Emotions and Intentions of Others

Research indicates that the misinterpretation of other's emotions or intentions may lead to antisocial behaviour. This study investigated emotion and intention recognition in children with behavioural problems and examined their relationship and relations with behaviour problem severity. Participants were 7-11 year old children with behavioural problems (n = 93, mean age: 8.78, 82.8% male) who were taking part in an early intervention program and typically developing controls (n = 44, mean age: 9.82, 79.5% male). Participants completed emotion recognition and Theory of Mind tasks. Teachers and parents rated children's emotional and behavioural problems. Children with behavioural problems showed impaired emotion and intention recognition. Emotion recognition and intention recognition were positively related and inversely associated with behavioural problem severity and, independently of one another, predicted behavioural problems. This study is the first to show that children with behavioural problems are impaired in identifying others' emotions as well as intentions. These social cognitive processes were found to be related and inversely associated with severity of behavioural problems. This has important implications for intervention and prevention programmes for children with behavioural difficulties.

Processing of Emotions in Speech in Forensic Patients With Schizophrenia: Impairments in Identification, Selective Attention, and Integration of Speech Channels

Individuals with schizophrenia show deficits in recognition of emotions which may increase the risk of violence. This study explored how forensic patients with schizophrenia process spoken emotion by: (a) identifying emotions expressed in prosodic and semantic content separately, (b) selectively attending to one speech channel while ignoring the other, and (c) integrating the prosodic and the semantic channels, compared to non-clinical controls. Twenty-one forensic patients with schizophrenia and 21 matched controls listened to sentences conveying four emotions (anger, happiness, sadness, and neutrality) presented in semantic or prosodic channels, in different combinations. They were asked to rate how much they agreed that the sentences conveyed a predefined emotion, focusing on one channel or on the sentence as a whole. Forensic patients with schizophrenia performed with intact identification and integration of spoken emotions, but their ratings indicated reduced discrimination, larger failures of selective attention, and under-ratings of negative emotions, compared to controls. This finding doesn't support previous reports of an inclination to interpret social situations in a negative way among individuals with schizophrenia. Finally, current results may guide rehabilitation approaches matched to the pattern of auditory emotional processing presented by forensic patients with schizophrenia, improving social interactions and quality of life.

Emotion recognition from the eye region in children with and without Autism Spectrum Disorder in Arab and Scandinavian countries

BACKGROUND

Difficulties in facial emotion recognition (ER) skills are linked to autism spectrum disorder (ASD) in studies performed in Western and Eastern Asian countries. However, there is a paucity of research examining ER skills in Arab countries, where face-covering veils are more common than in Western countries.

OBJECTIVE

Our aim was to examine basic ER and ER error patterns in Egyptian and Finnish children with and without ASD.

METHOD

We employed the eye-submodule of the Frankfurt Test and Training of Facial Affect Recognition (FEFA) and the Autism Spectrum Screening Questionnaire (ASSQ).

RESULTS

Arab children with ASD (n = 34, M age = 8.6 years, FSIQ = 96.7) recognized correctly fewer emotions than did Scandinavian children with ASD (n = 32, M age = 12.5 years, FSIQ = 102.8) and Arab typically developing (TD) children (n = 34, M age = 10.3 years, FSIQ = 123.4) in general and specifically on surprise, disgust and neutral scales as well as on a blended emotion scale. Scandinavian children with ASD demonstrated a lower ability to recognize emotions in general and specifically happiness than did Scandinavian TD children. There were no differences between Arab and Scandinavian (n = 28, M age = 13.9 years) TD children in ER accuracy. We found country specific differences in ER error patterns in happiness, sadness and anger: Arab children interpreted these emotions more often as another emotion (happiness = sadness, sadness = anger, anger = sadness and surprise), whereas Scandinavian children interpreted happiness and sadness as neutral expression and anger as disgust. Arab children with ASD labeled sadness and anger in their ER error patterns more negatively than did Arab TD children, but there were no differences between Scandinavian children with ASD and TD in ER error patterns.

CONCLUSIONS

The differences between the Arab and Scandinavian children may reflect cultural differences in ER and ER error patterns.

Perceiving the evil eye: Investigating hostile interpretation of ambiguous facial emotional expression in violent and non-violent offenders

Research into the causal and perpetuating factors influencing aggression has partly focused on the general tendency of aggression-prone individuals to infer hostile intent in others, even in ambiguous circumstances. This is referred to as the ‘hostile interpretation bias’. Whether this hostile interpretation bias also exists in basal information processing, such as perception of facial emotion, is not yet known, especially with respect to the perception of ambiguous expressions. In addition, little is known about how this potential bias in facial emotion perception is related to specific characteristics of aggression. In the present study, conducted in a penitentiary setting with detained male adults, we investigated if violent offenders (n = 71) show a stronger tendency to interpret ambiguous facial expressions on a computer task as angry rather than happy, compared to non-violent offenders (n = 14) and to a control group of healthy volunteers (n = 32). We also investigated if hostile perception of facial expressions is related to specific characteristics of aggression, such as proactive and reactive aggression. No clear statistical evidence was found that violent offenders perceived facial emotional expressions as more angry than non-violent offenders or healthy volunteers. A regression analysis in the violent offender group showed that only age and a self-report measure of hostility predicted outcome on the emotion perception task. Other traits, such as psychopathic traits, intelligence, attention and a tendency to jump to conclusions were not associated with interpretation of anger in facial emotional expressions. We discuss the possible impact of the study design and population studied on our results, as well as implications for future studies.

Emotional reactivity, self-control and children's hostile attributions over middle childhood

Hostile attribution bias, a child's tendency to interpret ambiguous social information as threatening or hostile, has been discussed as an important point in which social, emotional and cognitive information intersect. This study explores the natural changes that occur in children's hostile attributions across three grades during middle childhood and examines how emotional reactivity and self-control at third, fourth and fifth grade independently and interactively relate to these trajectories. Participants included 919 children whose mothers reported on their emotional reactivity, whose teachers reported on their self-control and who completed an attribution bias interview, all at grades 3, 4 and 5. Results revealed that among children with a greater tendency to make hostile attributions at third grade, lower self-control at third grade was associated with greater initial hostile attribution bias and less decline in biases over time. Additionally, greater emotional reactivity at fourth grade was associated with declines in these children's hostile attributions, but only when self-control was also higher at fourth grade.

Submissive Behaviour, Depression, and Suicide Probability in Male Arrestees and Convicts

INTRODUCTION

The aim of this study was to determine the relationship of suicide probability with submissive behaviors and the levels of depression in male arrestees and convicts staying in penal institutions.

METHODS

The study consisted of 326 male participants from five different prisons. A personal information form was used to collect the socio-demographic data, The Suicide Probability Scale (SPS), Beck Depression Inventory (BDI) and the Submissive Behaviour Scala (SBS) were used to determine the related psychological characteristics.

RESULTS

The results showed that depression was determined in 69% of the inmates (convicts and arrestees), while the suicide probability rate was found to be in the proportion of 88% which is higher than in the general population. Regarding the examination in terms of crime types, it was found that the suicide ideation rate of sex offenders or sex offender arrestees (x=18.33; ss=7.28) and the hostility rate of bulglary offenders (x=16.63; ss=4.75) were much higher than that of the other types of offenders. According to the findings of the Hierarchical Regression Analysis conducted in order to define the variables predicting the subscale rates of SPS, while previous suicide attempt(s) and depression predict hopelessness rate; self-attempted suicide, witnessing suicide attempts, self-harm and depression predict suicide ideation rate. Furthermore, education status and depression symptoms predict negative self-evaluation rate, and lastly education level, witnessing suicide attempts, self-harm and depression symptoms predict hostility subscale rate.

CONCLUSION

Factors such as social isolation, mislearning, etc. were considered to cause increased feelings of hopelessness, suicide ideation, negative sense of self and feelings of hostility in convicts and arrestees staying indoors.

Alcohol-related aggression-social and neurobiological factors

BACKGROUND

Alcohol-related aggression and violence are a widespread cause of personal suffering with high socioeconomic costs. In 2011, nearly one in three violent acts in Germany was committed under the influence of alcohol (31.8%). The link between alcohol consumption and aggression is promoted by various interacting factors.

METHODS

In this review, based on a selective search for pertinent literature in PubMed, we analyze and summarize information from original articles, reviews, and book chapters about alcohol and aggression and discuss the neurobiological basis of aggressive behavior.

RESULTS

Aggression is promoted both by the cognitive deficits arising in connection with acute or chronic alcohol use and by prior experience of violence in particular situations where alcohol was drunk. Only a minority of persons who drink alcohol become aggressive. On the other hand, alcohol abuse and dependence together constitute the second most commonly diagnosed cause of suicide (15-43%). Current research indicates that the individual tendency toward alcohol-induced aggression depends not just on neurobiological factors, but also on personal expectations of the effects of alcohol, on prior experience of violent conflicts, and on the environmental conditions of early childhood, especially social exclusion and discrimination. Gene-environment interactions affecting the serotonergic and other neurotransmitter systems play an important role. Potential (but not yet adequately validated) therapeutic approaches involve reinforcing cognitive processes or pharmacologically modulating serotonergic neurotransmission (and other target processes).

CONCLUSION

Alcohol-related aggression has manifold social and neurobiological causes. Specific treatments must be tested in controlled trials.

Cognitive and neurobiological mechanisms of alcohol-related aggression

Alcohol-related violence is a serious and common social problem. Moreover, violent behaviour is much more common in alcohol-dependent individuals. Animal experiments and human studies have provided insights into the acute effect of alcohol on aggressive behaviour and into common factors underlying acute and chronic alcohol intake and aggression. These studies have shown that environmental factors, such as early-life stress, interact with genetic variations in serotonin-related genes that affect serotonergic and GABAergic neurotransmission. This leads to increased amygdala activity and impaired prefrontal function that, together, predispose to both increased alcohol intake and impulsive aggression. In addition, acute and chronic alcohol intake can further impair executive control and thereby facilitate aggressive behaviour.

Accuracy in judgments of aggressiveness

Perceivers are both accurate and biased in their understanding of others. Past research has distinguished between three types of accuracy: generalized accuracy, a perceiver's accuracy about how a target interacts with others in general; perceiver accuracy, a perceiver's view of others corresponding with how the perceiver is treated by others in general; and dyadic accuracy, a perceiver's accuracy about a target when interacting with that target. Researchers have proposed that there should be more dyadic than other forms of accuracy among well-acquainted individuals because of the pragmatic utility of forecasting the behavior of interaction partners. We examined behavioral aggression among well-acquainted peers. A total of 116 9-year-old boys rated how aggressive their classmates were toward other classmates. Subsequently, 11 groups of 6 boys each interacted in play groups, during which observations of aggression were made. Analyses indicated strong generalized accuracy yet little dyadic and perceiver accuracy.

Social-cognitive and behavioral correlates of aggression and victimization in boys' play groups

A contrived play group procedure was utilized to examine the behavioral and social-cognitive correlates of reactive aggression, proactive aggression, and victimization via peers. Eleven play groups, each of which consisted of six familiar African-American 8-year-old boys, met for 45-min sessions on five consecutive days. Social-cognitive interviews were conducted following the second and fourth sessions. Play group interactions were videotaped and examined by trained observers. High rates of proactive aggression were associated with positive outcome expectancies for aggression/assertion, frequent displays of assertive social behavior, and low rates of submissive behavior. Reactive aggression was associated with hostile attributional tendencies and frequent victimization by peers. Victimization was associated with submissive behavior, hostile attributional bias, reactive aggression, and negative outcome expectations for aggression/assertion. These results demonstrate that there is a theoretically coherent and empirically distinct set of correlates associated with each of the examined aggression subtypes, and with victimization by peers.