{"id":318,"date":"2015-02-06T23:15:43","date_gmt":"2015-02-06T23:15:43","guid":{"rendered":"https:\/\/courses.candelalearning.com\/ospsych\/?post_type=chapter&#038;p=318"},"modified":"2017-05-18T15:28:37","modified_gmt":"2017-05-18T15:28:37","slug":"aggression","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-intropsych\/chapter\/aggression\/","title":{"raw":"Aggression","rendered":"Aggression"},"content":{"raw":"<div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Describe\u00a0aggression and bullying<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<section data-depth=\"1\">\r\n<h2>Aggression<\/h2>\r\nHumans engage in <strong>aggression<\/strong> when they seek to cause harm or pain to another person. Aggression takes two forms depending on one\u2019s motives: hostile or instrumental. <strong>Hostile aggression<\/strong> is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, <strong>instrumental aggression<\/strong> is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire displays instrumental aggression.\r\n\r\nThere are many different theories as to why aggression exists. Some researchers argue that aggression serves an evolutionary function (Buss, 2004). Men are more likely than women to show aggression (Wilson &amp; Daly, 1985). From the perspective of evolutionary psychology, human male aggression, like that in nonhuman primates, likely serves to display dominance over other males, both to protect a mate and to perpetuate the male\u2019s genes (Figure 1). Sexual jealousy is part of male aggression; males endeavor to make sure their mates are not copulating with other males, thus ensuring their own paternity of the female\u2019s offspring. Although aggression provides an obvious evolutionary advantage for men, women also engage in aggression. Women typically display instrumental forms of aggression, with their aggression serving as a means to an end (Dodge &amp; Schwartz, 1997). For example, women may express their aggression covertly, for example, by communication that impairs the social standing of another person. Another theory that explains one of the functions of human aggression is <strong>frustration aggression theory<\/strong> (Dollard, Doob, Miller, Mowrer, &amp; Sears, 1939). This theory states that when humans are prevented from achieving an important goal, they become frustrated and aggressive.\r\n<figure>\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"325\"]<img src=\"https:\/\/textimgs.s3.amazonaws.com\/ospsych\/m49129\/CNX_Psych_12_06_dominance.jpg#fixme\" alt=\"A photograph shows two monkeys face to face.\" width=\"325\" height=\"217\" data-media-type=\"image\/jpeg\" \/> Figure 1. Human males and nonhuman male primates endeavor to gain and display dominance over other males, as demonstrated in the behavior of these monkeys. (credit: \u201cArcadiu\u0161\u201d\/Flickr)[\/caption]<\/figure>\r\n<section data-depth=\"2\">\r\n<h2 data-type=\"title\">Bullying<\/h2>\r\nA modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children\u2019s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying. <strong>Bullying<\/strong> is repeated negative treatment of another person, often an adolescent, over time (Olweus, 1993). A one-time incident in which one child hits another child on the playground would not be considered bullying: Bullying is repeated behavior. The negative treatment typical in bullying is the attempt to inflict harm, injury, or humiliation, and bullying can include physical or verbal attacks. However, bullying doesn\u2019t have to be physical or verbal, it can be psychological. Research finds gender differences in how girls and boys bully others (American Psychological Association, 2010; Olweus, 1993). Boys tend to engage in direct, physical aggression such as physically harming others. Girls tend to engage in indirect, social forms of aggression such as spreading rumors, ignoring, or socially isolating others. Based on what you have learned about child development and social roles, why do you think boys and girls display different types of bullying behavior?\r\n\r\nBullying involves three parties: the bully, the victim, and witnesses or bystanders. The act of bullying involves an imbalance of power with the bully holding more power\u2014physically, emotionally, and\/or socially over the victim. The experience of bullying can be positive for the bully, who may enjoy a boost to self-esteem. However, there are several negative consequences of bullying for the victim, and also for the bystanders. How do you think bullying negatively impacts adolescents? Being the victim of bullying is associated with decreased mental health, including experiencing anxiety and depression (APA, 2010). Victims of bullying may underperform in schoolwork (Bowen, 2011). Bullying also can result in the victim committing suicide (APA, 2010). How might bullying negatively affect witnesses?\r\n\r\nAlthough there is not one single personality profile for who becomes a bully and who becomes a victim of bullying (APA, 2010), researchers have identified some patterns in children who are at a greater risk of being bullied (Olweus, 1993): Children who are emotionally reactive are at a greater risk for being bullied. Bullies may be attracted to children who get upset easily because the bully can quickly get an emotional reaction from them. Children who are different from others are likely to be targeted for bullying. Children who are overweight, cognitively impaired, or racially or ethnically different from their peer group may be at higher risk. Gay, lesbian, bisexual, and transgender teens are at very high risk of being bullied and hurt due to their sexual orientation.\r\n\r\n<\/section><section data-depth=\"2\">\r\n<h2 data-type=\"title\">Cyberbullying<\/h2>\r\n[caption id=\"\" align=\"alignright\" width=\"325\"]<img src=\"https:\/\/textimgs.s3.amazonaws.com\/ospsych\/m49129\/CNX_Psych_12_06_cyberbully.jpg#fixme\" alt=\"A photograph shows a young person looking at a handheld electronic device.\" width=\"325\" height=\"217\" data-media-type=\"image\/jpeg\" \/> Figure 2. Because cyberbullying is not physical in nature, cyberbullies and their victims are most often female; however, there is much evidence that male homosexuals are frequently victims of cyberbullying as well (Hinduja &amp; Patchin, 2011). (credit: Steven Depolo)[\/caption]\r\n\r\nWith the rapid growth of technology, and widely available mobile technology and social networking media, a new form of bullying has emerged: cyberbullying (Hoff &amp; Mitchell, 2009). <strong>Cyberbullying<\/strong>, like bullying, is repeated behavior that is intended to cause psychological or emotional harm to another person. What is unique about cyberbullying is that it is typically covert, concealed, done in private, and the bully can remain anonymous. This anonymity gives the bully power, and the victim may feel helpless, unable to escape the harassment, and unable to retaliate (Spears, Slee, Owens, &amp; Johnson, 2009).\r\n\r\nCyberbullying can take many forms, including harassing a victim by spreading rumors, creating a website defaming the victim, and ignoring, insulting, laughing at, or teasing the victim (Spears et al., 2009). In cyberbullying, it is more common for girls to be the bullies and victims because cyberbullying is nonphysical and is a less direct form of bullying (Figure 2) (Hoff &amp; Mitchell, 2009). Interestingly, girls who become cyberbullies often have been the victims of cyberbullying at one time (Vandebosch &amp; Van Cleemput, 2009). The effects of cyberbullying are just as harmful as traditional bullying and include the victim feeling frustration, anger, sadness, helplessness, powerlessness, and fear. Victims will also experience lower self-esteem (Hoff &amp; Mitchell, 2009; Spears et al., 2009). Furthermore, recent research suggests that both cyberbullying victims and perpetrators are more likely to experience suicidal ideation, and they are more likely to attempt suicide than individuals who have no experience with cyberbullying (Hinduja &amp; Patchin, 2010). What features of technology make cyberbullying easier and perhaps more accessible to young adults? What can parents, teachers, and social networking websites, like Facebook, do to prevent cyberbullying?\r\n\r\n<\/section><\/section><section data-depth=\"1\">\r\n<div class=\"textbox examples\">\r\n<h3>Link to Learning<\/h3>\r\nWatch <a href=\"https:\/\/www.youtube.com\/watch?v=XoTx7Rt4dig&amp;feature=youtu.be&amp;list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6\" target=\"_blank\">this Crash Course video<\/a> to learn about the ideas of aggression and altruism. You can also read more about research on aggression and violence at the <a href=\"http:\/\/nobaproject.com\/textbooks\/wendy-king-introduction-to-psychology-the-full-noba-collection\/modules\/aggression-and-violence\">Noba Psychology website<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/4584\r\n\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/4585\r\n\r\n~meta: OpenStax problem id: fs-idp18519248\r\n\r\n~meta: OpenStax problem id: fs-idm14049952\r\n\r\n<\/div>\r\n<\/section><section data-depth=\"1\">\r\n<div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Think It Over<\/h3>\r\n<section data-depth=\"1\">\r\n<div data-type=\"exercise\">\r\n<div data-type=\"problem\">\r\n\r\nHave you ever experienced or witnessed bullying or cyberbullying? How did it make you feel? What did you do about it? After reading this section would you have done anything differently?\r\n\r\n<\/div>\r\n<\/div>\r\n<\/section><\/div>\r\n<\/div>\r\n<div><section>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n<div data-type=\"definition\"><strong>aggression:\u00a0<\/strong>seeking to cause harm or pain to another person<\/div>\r\n<div data-type=\"definition\"><strong>bullying:\u00a0<\/strong>a person, often an adolescent, being treated negatively repeatedly and over time<\/div>\r\n<div data-type=\"definition\"><strong>bystander effect:\u00a0<\/strong>situation in which a witness or bystander does not volunteer to help a victim or person in distress<\/div>\r\n<div data-type=\"definition\"><strong>cyberbullying:\u00a0<\/strong>repeated behavior that is intended to cause psychological or emotional harm to another person and that takes place online<\/div>\r\n<div data-type=\"definition\"><strong>diffusion of responsibility:\u00a0<\/strong>tendency for no one in a group to help because the responsibility to help is spread throughout the group<\/div>\r\n<div data-type=\"definition\"><strong>hostile aggression:\u00a0<\/strong>aggression motivated by feelings of anger with intent to cause pain<\/div>\r\n<div data-type=\"definition\"><strong>instrumental aggression:\u00a0<\/strong>aggression motivated by achieving a goal and does not necessarily involve intent to cause pain<\/div>\r\n<\/div>\r\n<\/section><\/div>\r\n<\/section>\r\n\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/4853","rendered":"<div>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Describe\u00a0aggression and bullying<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<section data-depth=\"1\">\n<h2>Aggression<\/h2>\n<p>Humans engage in <strong>aggression<\/strong> when they seek to cause harm or pain to another person. Aggression takes two forms depending on one\u2019s motives: hostile or instrumental. <strong>Hostile aggression<\/strong> is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, <strong>instrumental aggression<\/strong> is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire displays instrumental aggression.<\/p>\n<p>There are many different theories as to why aggression exists. Some researchers argue that aggression serves an evolutionary function (Buss, 2004). Men are more likely than women to show aggression (Wilson &amp; Daly, 1985). From the perspective of evolutionary psychology, human male aggression, like that in nonhuman primates, likely serves to display dominance over other males, both to protect a mate and to perpetuate the male\u2019s genes (Figure 1). Sexual jealousy is part of male aggression; males endeavor to make sure their mates are not copulating with other males, thus ensuring their own paternity of the female\u2019s offspring. Although aggression provides an obvious evolutionary advantage for men, women also engage in aggression. Women typically display instrumental forms of aggression, with their aggression serving as a means to an end (Dodge &amp; Schwartz, 1997). For example, women may express their aggression covertly, for example, by communication that impairs the social standing of another person. Another theory that explains one of the functions of human aggression is <strong>frustration aggression theory<\/strong> (Dollard, Doob, Miller, Mowrer, &amp; Sears, 1939). This theory states that when humans are prevented from achieving an important goal, they become frustrated and aggressive.<\/p>\n<figure>\n<div style=\"width: 335px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/textimgs.s3.amazonaws.com\/ospsych\/m49129\/CNX_Psych_12_06_dominance.jpg#fixme\" alt=\"A photograph shows two monkeys face to face.\" width=\"325\" height=\"217\" data-media-type=\"image\/jpeg\" \/><\/p>\n<p class=\"wp-caption-text\">Figure 1. Human males and nonhuman male primates endeavor to gain and display dominance over other males, as demonstrated in the behavior of these monkeys. (credit: \u201cArcadiu\u0161\u201d\/Flickr)<\/p>\n<\/div>\n<\/figure>\n<section data-depth=\"2\">\n<h2 data-type=\"title\">Bullying<\/h2>\n<p>A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children\u2019s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying. <strong>Bullying<\/strong> is repeated negative treatment of another person, often an adolescent, over time (Olweus, 1993). A one-time incident in which one child hits another child on the playground would not be considered bullying: Bullying is repeated behavior. The negative treatment typical in bullying is the attempt to inflict harm, injury, or humiliation, and bullying can include physical or verbal attacks. However, bullying doesn\u2019t have to be physical or verbal, it can be psychological. Research finds gender differences in how girls and boys bully others (American Psychological Association, 2010; Olweus, 1993). Boys tend to engage in direct, physical aggression such as physically harming others. Girls tend to engage in indirect, social forms of aggression such as spreading rumors, ignoring, or socially isolating others. Based on what you have learned about child development and social roles, why do you think boys and girls display different types of bullying behavior?<\/p>\n<p>Bullying involves three parties: the bully, the victim, and witnesses or bystanders. The act of bullying involves an imbalance of power with the bully holding more power\u2014physically, emotionally, and\/or socially over the victim. The experience of bullying can be positive for the bully, who may enjoy a boost to self-esteem. However, there are several negative consequences of bullying for the victim, and also for the bystanders. How do you think bullying negatively impacts adolescents? Being the victim of bullying is associated with decreased mental health, including experiencing anxiety and depression (APA, 2010). Victims of bullying may underperform in schoolwork (Bowen, 2011). Bullying also can result in the victim committing suicide (APA, 2010). How might bullying negatively affect witnesses?<\/p>\n<p>Although there is not one single personality profile for who becomes a bully and who becomes a victim of bullying (APA, 2010), researchers have identified some patterns in children who are at a greater risk of being bullied (Olweus, 1993): Children who are emotionally reactive are at a greater risk for being bullied. Bullies may be attracted to children who get upset easily because the bully can quickly get an emotional reaction from them. Children who are different from others are likely to be targeted for bullying. Children who are overweight, cognitively impaired, or racially or ethnically different from their peer group may be at higher risk. Gay, lesbian, bisexual, and transgender teens are at very high risk of being bullied and hurt due to their sexual orientation.<\/p>\n<\/section>\n<section data-depth=\"2\">\n<h2 data-type=\"title\">Cyberbullying<\/h2>\n<div style=\"width: 335px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/textimgs.s3.amazonaws.com\/ospsych\/m49129\/CNX_Psych_12_06_cyberbully.jpg#fixme\" alt=\"A photograph shows a young person looking at a handheld electronic device.\" width=\"325\" height=\"217\" data-media-type=\"image\/jpeg\" \/><\/p>\n<p class=\"wp-caption-text\">Figure 2. Because cyberbullying is not physical in nature, cyberbullies and their victims are most often female; however, there is much evidence that male homosexuals are frequently victims of cyberbullying as well (Hinduja &amp; Patchin, 2011). (credit: Steven Depolo)<\/p>\n<\/div>\n<p>With the rapid growth of technology, and widely available mobile technology and social networking media, a new form of bullying has emerged: cyberbullying (Hoff &amp; Mitchell, 2009). <strong>Cyberbullying<\/strong>, like bullying, is repeated behavior that is intended to cause psychological or emotional harm to another person. What is unique about cyberbullying is that it is typically covert, concealed, done in private, and the bully can remain anonymous. This anonymity gives the bully power, and the victim may feel helpless, unable to escape the harassment, and unable to retaliate (Spears, Slee, Owens, &amp; Johnson, 2009).<\/p>\n<p>Cyberbullying can take many forms, including harassing a victim by spreading rumors, creating a website defaming the victim, and ignoring, insulting, laughing at, or teasing the victim (Spears et al., 2009). In cyberbullying, it is more common for girls to be the bullies and victims because cyberbullying is nonphysical and is a less direct form of bullying (Figure 2) (Hoff &amp; Mitchell, 2009). Interestingly, girls who become cyberbullies often have been the victims of cyberbullying at one time (Vandebosch &amp; Van Cleemput, 2009). The effects of cyberbullying are just as harmful as traditional bullying and include the victim feeling frustration, anger, sadness, helplessness, powerlessness, and fear. Victims will also experience lower self-esteem (Hoff &amp; Mitchell, 2009; Spears et al., 2009). Furthermore, recent research suggests that both cyberbullying victims and perpetrators are more likely to experience suicidal ideation, and they are more likely to attempt suicide than individuals who have no experience with cyberbullying (Hinduja &amp; Patchin, 2010). What features of technology make cyberbullying easier and perhaps more accessible to young adults? What can parents, teachers, and social networking websites, like Facebook, do to prevent cyberbullying?<\/p>\n<\/section>\n<\/section>\n<section data-depth=\"1\">\n<div class=\"textbox examples\">\n<h3>Link to Learning<\/h3>\n<p>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=XoTx7Rt4dig&amp;feature=youtu.be&amp;list=PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6\" target=\"_blank\">this Crash Course video<\/a> to learn about the ideas of aggression and altruism. You can also read more about research on aggression and violence at the <a href=\"http:\/\/nobaproject.com\/textbooks\/wendy-king-introduction-to-psychology-the-full-noba-collection\/modules\/aggression-and-violence\">Noba Psychology website<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"lumen_assessment_4584\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=4584&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_4584\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"lumen_assessment_4585\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=4585&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_4585\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n<p>~meta: OpenStax problem id: fs-idp18519248<\/p>\n<p>~meta: OpenStax problem id: fs-idm14049952<\/p>\n<\/div>\n<\/section>\n<section data-depth=\"1\">\n<div>\n<div class=\"textbox learning-objectives\">\n<h3>Think It Over<\/h3>\n<section data-depth=\"1\">\n<div data-type=\"exercise\">\n<div data-type=\"problem\">\n<p>Have you ever experienced or witnessed bullying or cyberbullying? How did it make you feel? What did you do about it? After reading this section would you have done anything differently?<\/p>\n<\/div>\n<\/div>\n<\/section>\n<\/div>\n<\/div>\n<div>\n<section>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div data-type=\"definition\"><strong>aggression:\u00a0<\/strong>seeking to cause harm or pain to another person<\/div>\n<div data-type=\"definition\"><strong>bullying:\u00a0<\/strong>a person, often an adolescent, being treated negatively repeatedly and over time<\/div>\n<div data-type=\"definition\"><strong>bystander effect:\u00a0<\/strong>situation in which a witness or bystander does not volunteer to help a victim or person in distress<\/div>\n<div data-type=\"definition\"><strong>cyberbullying:\u00a0<\/strong>repeated behavior that is intended to cause psychological or emotional harm to another person and that takes place online<\/div>\n<div data-type=\"definition\"><strong>diffusion of responsibility:\u00a0<\/strong>tendency for no one in a group to help because the responsibility to help is spread throughout the group<\/div>\n<div data-type=\"definition\"><strong>hostile aggression:\u00a0<\/strong>aggression motivated by feelings of anger with intent to cause pain<\/div>\n<div data-type=\"definition\"><strong>instrumental aggression:\u00a0<\/strong>aggression motivated by achieving a goal and does not necessarily involve intent to cause pain<\/div>\n<\/div>\n<\/section>\n<\/div>\n<\/section>\n<p>\t<iframe id=\"lumen_assessment_4853\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=4853&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_4853\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-318\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Modification and adaptation, addition of link to learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Aggression. <strong>Authored by<\/strong>: OpenStax College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/cnx.org\/contents\/Sr8Ev5Og@5.52:A80TvPKV@5\/Aggression\">http:\/\/cnx.org\/contents\/Sr8Ev5Og@5.52:A80TvPKV@5\/Aggression<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em>. <strong>License Terms<\/strong>: Download for free at http:\/\/cnx.org\/content\/col11629\/latest\/.<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":5797,"menu_order":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Aggression\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"http:\/\/cnx.org\/contents\/Sr8Ev5Og@5.52:A80TvPKV@5\/Aggression\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at http:\/\/cnx.org\/content\/col11629\/latest\/.\"},{\"type\":\"original\",\"description\":\"Modification and adaptation, addition of link to learning\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"fffa6797-9297-4805-8df5-540fed74e8e7, 402de7ef-f739-45ff-80dc-595b478c8d1a, 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