Developmental Changes in the Response Types Versus Aggression Categories on the Rosenzweig Picture-Frustration Study, Children's Form

Graybill, Daniel

doi:10.1080/00223891.1990.9674094

Cited by 5 publications

(1 citation statement)

References 9 publications

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“…These subjects represented 7 1 Yo of the adolescents who still were attending the school and 5 1 Yo of the children who were in the school system 6 years earlier. The initial data collection in 1986 and 1987 is reported in Bodmer (1989), Graybill, Peterson, and Williams (1989), Graybill (1990) ' Graybill, Williams, Bodmer, and Peterson (1991) ' Graybill and Heuvelman (1993), Heuvelman and Graybill (1990), and Williams (1988).…”

Section: Subjectsmentioning

confidence: 97%

Prediction of adolescent aggression by childhood personality measures: A comparison of projective procedures, self-report tests, and behavior ratings

Graybill

Blackwood

1996

J. Clin. Psychol.

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Projective procedures, self-report measures, and teacher behavior ratings were compared as to which type of assessment best predicted adolescent aggressive behavior 6 years after they were administered. A questionnaire that assesses aggressive behavior was given to 125 adolescents in grades seven through twelve who had been administered a variety of projective, self-report, and teacher ratings of aggression 5 years earlier. Their parents were given the same questionnaire. Controlling for sex, age, and academic ability, the results indicated that children's scores on the projective measures predicted aggressive behaviors 5 years later. In addition, projective procedures were at least as valid as the other types of assessments in predicting aggressive behaviors. Results suggest that criticisms of projective procedures may be addressed with continued efforts to evaluate their validity.

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Section: Subjectsmentioning

confidence: 97%

Prediction of adolescent aggression by childhood personality measures: A comparison of projective procedures, self-report tests, and behavior ratings

Graybill

Blackwood

1996

J. Clin. Psychol.

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Emotional arousal and gender differences in aggression: A meta‐analysis

Knight¹,

Guthrie²,

Page³

et al. 2002

Aggressive Behavior

159

101

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This meta-analysis investigated the possibility that gender differences in aggression, and the variability in these differences, are a function of gender differences in the regulation of arousal generated in emotionally evocative contexts. The sample of studies for this analysis was based on an exhaustive search of the relevant research reports from 1965-1999. Studies were excluded from the sample if they were case studies; investigated spousal/familial or societal violence, war, suicide, or political violence; involved clinical or deviant participants; included fewer than 10 participants; included all male, all female, all non-Caucasian, or non-US/non-Canadian participants. Based on previous evidence that males may be more easily aroused by aggressive-relevant emotional stimuli than females, and that males may have more difficulty regulating emotionally arousing states than females, we hypothesized that the magnitude of the gender differences in aggression would covary, in a nonlinear manner, with the emotional evocativeness of the study context. Consistent with our hypothesis, the magnitude of gender differences in aggression was relatively small in research contexts that appeared to produce no or large increments in emotional arousal and larger (favoring males) in contexts that appeared to produce small or medium increments in emotional arousal. Aggr. Behav. 28:366-393,

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Validity of the Children's Picture-Frustration Study: A Social-Cognitive Perspective

Graybill¹,

Heuvelman²

1993

Journal of Personality Assessment

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We used three studies to examine the validity of hostility scores from the Children's Form of the Picture-Frustration (P-F) Study in the context of Dodge's (1986) social information-processing model of aggression. Dodge's theory states that frustration results in retaliatory aggression only if the frustrated individual attributes hostile intent to the frustrator. Further, differences between aggressive and nonaggressive children in retaliatory aggression are more likely when the frustrator's intent is ambiguous than when the frustrator's intent is clear. In Study 1, items on the Children's P-F Study were rated by 237 children according to how mean they believed the frustrator in each item was. Results showed that items varied significantly in the amount of hostility portrayed. On the basis of these ratings, items were divided into those in which the intent was hostile, nonhostile, or ambiguous. In Studies 2 and 3, we tested Dodge's theory that differences between aggressive and nonaggressive children would be revealed on those items in which the frustrator's intention is ambiguous. In both studies, teacher's ratings of children's retaliatory aggression correlated significantly with the scale comprised of the ambiguous items but not with the scales comprised of the hostile or nonhostile items. The results provide further support to Dodge's theory of aggression and to the use of the Children's P-F Study within a social-cognitive perspective.

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Developmental Changes in the Response Types Versus Aggression Categories on the Rosenzweig Picture-Frustration Study, Children's Form

Cited by 5 publications

References 9 publications

Prediction of adolescent aggression by childhood personality measures: A comparison of projective procedures, self-report tests, and behavior ratings

Prediction of adolescent aggression by childhood personality measures: A comparison of projective procedures, self-report tests, and behavior ratings

Emotional arousal and gender differences in aggression: A meta‐analysis

Validity of the Children's Picture-Frustration Study: A Social-Cognitive Perspective

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