Personality theorists who follow the trait approach focus on individual differ-
ences and the stability of aggressive beh avior (Bettencourt, Talley, Benjamin, &
Valentine, 2006). For example, one team of researchers measured aggressiveness
in 8-year-old children (Huesmann, Eron, & Yarmel, 1987). The investigators
interviewed the participants again when the participants were 30 years old. The
researchers discovered that the children identified as aggressive in elementary
school were likely to have become aggressive adults. The children who pushed
and shoved their classmates often grew into adults who abused their spouses andengaged in violent criminal behavior.
Personality psychologists from the biological perspective also are inter-
ested in stable patterns of aggressive behavior. They point to a genetic predis-position to act aggressively as one reason for this stability. Evidence now
suggests that some people inherit more of a proclivity toward aggression than
others (Miles & Carey, 1997). That is, some people may be born with aggres-sive dispositions that, depending on their upbringing, result in their becoming
aggressive adults. Other psychologists explain aggression in terms of evolu-
tionary theory (Cairns, 1986). For example, the fact that men tend to bemore aggressive than women might be explained by the man ’s inherited need
to exercise control over rivals to survive and pass along his genes. Researchers
also look at the role hormones and neurotransmitters play in aggressive behav-
ior (Berman, McCloskey, Fanning, Schumacher, & Coccaro, 2009; Klinesmith,
Kasser, & McAndrew, 2006).
Psychologists with a humanistic approach to personality explain aggres-
sive behavior in yet another way. These theorists deny that some individualsare born to be aggressive. In fact, many argue that people are basically good.
They believe all people can become happy, nonviolent adults if allowed to
grow and develop in an enriching and encouraging environment. Problems
develop when something interferes with this natural growth process.
Aggressive children often come from homes in which basic needs are frus-trated. If the child develops a poor self-image, he or she may strike out at
others in frustration.
The behavioral/social learning approach contrasts in many ways with the
humanistic view. According to these psychologists, people learn to be aggressivethe same way they learn other behaviors. Playground bullies find that ag-
gressive behavior is rewarded. They get to bat first and have first choice ofplayground equipment because other children fear them. The key to the be-
havioral interpretation is that rewarded behavior will be repeated. Thus the
playground bully probably will continue this aggressive behavior and try it inother situations. If the aggression is continually met with rewards instead of pun-
ishment, the result will be an aggressive adult. People also learn from watching
models. Children may learn from watching aggressive classmates that hurtingothers is sometimes useful. As discussed in Chapter 14, many people are con-
cerned that the aggressive role models children routinely watch on television
may be responsible for increasing the amount of violence in society.
Cognitive psychologists approach the question of aggressive behavior
from yet another perspective. Their main focus is on the way aggressive peo-ple process information. Certain cues in the environment, such as images ofSix Approaches to Personality 7