Investigates experimentally whether classroom enrichment produces only a decrease in aggressive behavior, both a decrease in aggressive behavior and cooperative behavior, or a decrease in aggressive behavior and an increase in cooperative behavior. (JM)

Studies the effects of anger arousal, displays of aggression, and pain cues on later interpersonal aggression. The hypothesis that symbolic aggression has a cathartic effect is contradicted by the results. Bibliography, table, and graphs. (JB)

Deals with the interaction of general arousal and aggressive stimuli on subsequent aggressive behavior. Results showed that subjects who underwent both treatment conditions exhibited the most aggression. Bibliography and tables. (JB)

Shows that punitive actions exhibited after anger arousal will vary with how angry the subject is made to think he is. Discussion of results is in terms of emotions theory. Bibliography and tables. (JB)

Studies mothers from poverty-stricken Appalachia who exhibit the apathy-futility syndrome or childish impulsivity. Suggestions for treatment are made. (MG)

From a special feature on "Violence & Agression. Other articles in the feature include "Agression in the Classroom by Fritz Redl, "Temper Trantrums by A.E. Trieschman, and "Scapegoating by Beryce W. MacLennan.

Examines early phases of understanding of causes of moderately and extremely displaced aggression. Preschool and kindergarten children three to five years of age viewed eight videotaped episodes of displaced aggression. Comprehension was assessed by means of open-ended questions and forced-choice picture selections. (Author/RH)

Reports three studies which assess bias on the part of aggressive boys to overattribute hostile intentions to peers. After determining the condition under which aggressive attributions are made, the role of selective attention to and recall of hostile cues in biased attribution was investigated. Additionally, peer-directed aggressive behaviors…

Using three samples of children--a heterogeneous group, a hyperactive group, and a replication sample of hyperactive children--evaluted the Stony Brook Scale (SBS). Results indicated the SBS independently assessed hyperactivity and aggression in samples of hyperactive children. (Author/RC)

Investigated patterns of conflict style and conflict outcome as associated with degree of marital satisfaction. Young married couples (N=244) responded to a questionnaire. Found four types of conflict resolution patterns. Data analysis indicated that marital satisfaction was most highly related to intimacy and aggression. (RC)