1.) BIOLOGICAL INFLUENCES ON AGGRESSION:

a.) HORMONES:
TESTORSTERONE ASSOCIATED WITH AGGRESSION
IN 15 TO 17-YEAR-OLD BOYS; ASSOCIATED WITH
IRRITABILITY (LOW THREHSOLD FOR NEGATIVE
AFFECTIVE AROUSAL)
TESTOSTERONE AND AGGRESSION IN ANIMALS: THE
PRENATAL EFFECT OF TESTOSTERONE ON MALES

b.) TEMPERAMENT SYSTEMS
AGGRESSION AS A SUBSYSTEM WITHIN THE GO SYSTEM
EMOTIONALITY: PRONENESS TO ANGER
IRRITABILITY
NEGATIVE ASSOCIATION WITH STOP SYSTEM,
CONSCIENTIOUSNESS SYSTEM, AND
AFFECTIONAL SYSTEM, BUT
COMPARTMENTALIZATION POSSIBLE

2.) ENVIRONMENTAL INFLUENCES ON AGGRESSION
a.) MODELING, POSITIVE REINFORCEMENT

b.) NEGATIVE REINFORCEMENT: AGGRESSION IS REINFORCED
BECAUSE IT ELIMINATES AN AVERSIVE STIMULUS
COERCIVE FAMILY PROCESSES AMONG AGGRESSIVE
CHILDREN

c.) AVERSIVE STIMULATION:
1.) EVENT------>ANGER, FRUSTRATION, NEGATIVE AFFECT
NATURAL CLUE
E. G., TAIL PINCH, SHOCK, HEAT

2.) EVENT------>COGNITIVE INTERPRETIVE PROCESS
IN TERMS OF INTERESTS AND GOALS
E. G., BOSS SAYS YOU'RE FIRED
 

ANGER, FRUSTRATION, NEGATIVE AFFECT

AGGRESSION AS A PREPOTENT RESPONSE TO FRUSTRATING,
ANGER-INDUCING EVENTS, BUT OTHER RESPONSES
POSSIBLE; RESPONSE DEPENDS PARTLY ON TEMPERAMENT,
PARTLY ON ASSESSMENT OF COSTS/BENEFITS, ETC.

SOCIALIZATION WITH AVERSIVE EVENTS ASSOCIATED WITH
AGGRESSION: E. G., CHILD ABUSE, TRIBAL SOCIETIES
ELABORATING THE NEURAL BASIS OF THE AGGRESSION
SUBSYSTEM VIA SOCIALIZATION WITH AVERSIVE
STIMULATION:

3. ) COGNITIVE BIASES AND AGGRESSION
THE ATTRIBUTIONAL BIASES OF AGGRESSIVE CHILDREN

4.) CONTEXTUAL INFLUENCES ON AGGRESSION:
a.) SCARCE RESOURCES AND AGGRESSION
b.) SOCIETAL LEVEL INFLUENCES: SOCIALIZING
AGGRESSION AS PUBLIC POLICY
ANCIENT SPARTA, NAZI GERMANY

Phases in Development of Attachment

1.) Preattachment (0-2 mos.): Indiscriminate social responsiveness

2.) Attachment in the making (2-7 mos.): Recognition of familiar people

3.) Clear-cut attachment (7-24 mos.): Separation protest; wariness of strangers, intentional
communication

4.) Goal-corrected partnership (24 mos. on): Relationships more two-sided: Children understand
parent's intentions, plans, goals, and needs.

Assessing Attachment: Ainsworth's Strange Situation Procedure' Table 7.5 on p. 251
Tested at ~1 year of age (6 mos. to 2 yrs.), at a time when child uses mother as a SECURE
BASE'i.e., the attachment object who the child sees as a base from which to explore new things
and a haven in times of distress.

Attachment classifications:
1.) Secure (B Babies) (60% OF U.S. SAMPLE):
ACTIVELY SEEK PROXIMITY AND CONTACT AT REUNION;
EXPLORE WHILE MOM IS AROUND, SEE HER AS A
SECURE BASE; OFTEN DISTRESSED DURING SEPARATION, BUT
CALM DOWN QUICKLY AT REUNION

2.) Insecure-avoidant (A Babies; 20%):
OFTEN DO NOT CRY MUCH AT SEPARATION; DO NOT SEEK
PROXIMITY AND ACTIVELY AVOID THE MOTHER AT
REUNION; DO NOT RESIST CONTACT IF MOTHER INITIATES IT; DO NOT CRY MUCH
AT REUNION

2.) Insecure-resistant (C Babies; 10-15%):
VERY UPSET AND DISTRESSED DURING SEPARATION; ACTIVELY
SEEK PROXIMITY AND CONTACT AT REUNION
RESIST CONTACT AT REUNION, OFTEN SHOWING ANGER;
CONTINUE CRYING AT REUNION; THEY DO NOT CALM
DOWN EASILY AT REUNION

2.) Insecure-disorganized (D Babies):
DISORIENTED, DAZED, REPETITIVE BEHAVIORS; Approach/Avoidance
 

ETHOLOGICAL THEORY OF ATTACHMENT: JOHN BOWLBY

    A HYBRID THEORY:
    (1) BIOLOGICAL SYSTEMS
    (2) LEARNING
    (3) COGNITIVE SCHEMES

    * * * * BIOLOGICAL SYSTEMS * * * *

    1.) ATTACHMENT AS AN ADAPTATION
    ADAPTATION = A BEHAVIOR OR MORPHOLOGICAL FEATURE DESIGNED BY NATURAL
    SELECTION IN ORDER TO PERFORM A PARTICULAR FUNCTION

    FUNCTION OF ATTACHMENT IS TO PROVIDE PROTECTION FOR HELPLESS
    INFANTS.

    ATTACHMENT IS AN ADAPTATION DESIGNED BY NATURAL SELECTION TO KEEP THE
    BABY CLOSE
    TO THE MOTHER AS A SOURCE OF PROTECTION; IT IS A PROXIMITY MAINTAINING
    SYSTEM

    2.) ETHOLOGICAL IDEA OF 'NATURAL CLUE' = AN INNATE CONNECTION BETWEEN A
    STIMULUS
    AND AN AFFECTIVE (EVALUATIVE) RESPONSE

    STIMULUS --> AFFECTIVE, EVALUATIVE RESPONSE
    S -->R+ (CONTACT COMFORT, AFFECTIONATE TOUCHING, MUTUAL GAZING
    AND SMILING) SWEET TASTES

    S --> R - (MOTHER ABSENT; STRANGER PRESENT), BITTER TASTES
    THE CONNECTION BETWEEN THE STIMULUS AND THE AFFECTIVE
    RESPONSE IS INNATE, UNLEARNED; BABIES COME INTO THE WORLD
    WITH LIKES AND DISLIKES

    3.) MOTHER AND BABY ARE BIOLOGICALLY PROGRAMMED FOR SOCIAL
    INTERACTION
    a.) BABIES' BEHAVIORS FOR MAINTAINING CONTACT: CRYING,
    LOCOMOTION, "MOLDING TO MOTHER'S BODY";
    b.) FOR FACILITATING INTERACTION: APPEARANCE OF BABY, SMILING,
    VOCALIZING, MAKING EYE CONTACT

    SOCIAL INTERACTION IS INNATELY PLEASURABLE FOR MOTHER AND BABY
    (INVOLVES NATURAL CLUES)

    * * * * COGNITIVE AND LEARNING ASPECTS * * * *

    1.) MOTHER AS SECURE BASE FOR EXPLORATION:

    THE SET POINT: CHANGES WITH DEVELOPMENT CHANGES WITH
    SITUATION
 
 
 

    MOTHER WITHIN SET POINT: BABY EXPLORES
 
 
 

    MOTHER EXCEEDS SET POINT: ATTACHMENT BEHAVIORS TRIGGERED, EXPLORATION
    CEASES

    DISCRETE SYSTEMS IDEA: ATTACHMENT SYSTEM INTERACTS WITH

    THE EXPLORATION SYSTEM, THE PLAY SYSTEM, AND OTHER SYSTEMS.

    IF SAFE, THEN PLAY, EXPLORE

    IF STRANGER IS PRESENT, THEN STOP PLAY, LOOK FOR MOTHER

    IF HUNGRY, STOP PLAY AND EXPLORATION, SEEK FOOD

    2.) INTERNAL WORKING MODEL (IWM) OF MOTHER = A MODEL (SCHEMA)

    OF WHAT MOTHER IS LIKE

    a.) BUILT UP FROM EXPERIENCE (LEARNING)

    b.) EMPHASIS ON SENSITIVITY AND RESPONSIVITY

    c.) RESULTS IN A MODEL OF FUTURE RELATIONSHIPS; RESISTANT TO
    CHANGE

    IWM FOR A (AVOIDANT) CHILD: PEOPLE ARE NOT AVAILABLE WHEN I NEED HELP

    IWM FOR B (sECURE) CHILD: PEOPLE WILL BE SENSITIVE AND RESPONSIVE
    WHEN I NEED HELP

    IWM FOR C (AMBIVALENT, RESISTANT) CHILD: PEOPLE ARE UNRELIABLE WHEN I NEED
    HELP;
    SOMETIMES THEY ARE RESPONSIVE, SOMETIMES NOT.