Miller's Conflict Research Articles

The resolution of approach-avoidance conflict

Betting problems which established approach-avoidance conflicts were administered to college students in five experiments. The results of these experiments led to the development of a two-gradient model of approach-avoidance conflict. This model completed the integration of the essential postulates in Miller's conflict (1944) and displacement (1948) models, reduced the number of these postulates, modified the resolution postulate, and, at the same time, allowed an increase in the number of different kinds of approach-avoidance conflicts that could be considered. A review of previous conflict studies led to the conclusions that two different procedures are used to produce conflict and that a single-gradient model should be used when conflict is produced by the punishment of an approach response, while the two-gradient model developed in the present experiments should be used when conflicts are produced by the simultaneous arousal of independently established approach and avoidance tendencies.

A Review of Theory and Research on Miller's Response Competition (Conflict) Models.

This is a review of published theory and research on Miller's conflict models. The research is largely supporting of the many deductions that are generated from the postulate system, with especially extensive research on approach-withdrawal response competition (AW-RC). There is also impressive agreement in demonstrating an ordered arrangement of difficulty among the RC models [approach-approach response competition (AA-RC) to approach-withdrawal response competition (AW-RC) to withdrawal-withdrawal response competition (WW-RC) and double approach-withdrawal response competition (DAW-RC)]. The most apparent weakness is the divergence between the conceptual importance of oscillation behavior and its limited direct use in research. A number of heuristic thrusts into new methods and contents are noted: namely, varied punishment effects, mastery of fear, risk taking, psychopathology and personality testing, alcohol and drug addiction, attitude formation and change, unpracticed time-course effects, and development of another RC model [withdrawal-approach response competition (WA-RC)]. Potential relevance to the various RC models is noted of a theory of active CNS reward and passive CNS punishment centers.

A Review of Theory and Research on the Assumptions of Miller'S Response Competition (Conflict) Models: Response Gradients.

This is a review of published theory and research on the assumptions that underlie Miller's conflict models. Operational distinctions are made between single-goal and multiple-goal conditions and, within the latter, the spatial, temporal, and stimulus dimensions. Major operational divergences in research outcomes are single- vs. multiple-goal conditions and strength-of-pull vs. other measures. Support for Miller's postulate system is equivocal, with considerable support available for several alternate postulates. A preferred interpretation is that response gradients can assume any degree of steepness or generality as a function of several manipulation and selection conditions. One manipulation variable, time before testing, produces flatter gradients which simulate unpracticed time-course effects. A major unfinished research area deals with the summation hypothesis or, more generally, specification of principles of combination for response gradients.

A renewed look at Miller's conflict theory of aggression displacement.

A renewed look at Miller's conflict theory of aggression displacement.

A renewed look at Miller's conflict theory of aggression displacement.

The present study is the first to examine Miller's theoretical assumptions of displaced aggression using human subjects. Subjects in the present study either served as nonangered controls, were angered by the experimenter's confederate, or were both angered by and led to fear the confederate. All subjects were then able to three targets: the confederate, a person described as a friend of the confederate, and a person having no association with the confederate. Targets received the most intense aggression from angered subjects. The difference between the aggression gradients for high-anger-low-fear and control subject. Frightened subjects gave their most intense aggression to the displaced targets. Results also support the suggestion that direct aggression is most likely if the aggressor can first extinguish some of his fear by attacking more indirect targets.

Attack, inhibition and target of aggression

AbstractPredictions concerning aggression displacement, derived from Miller's conflict model, were investigated under conditions in which subjects' inhibitions about aggressing against an attacker were manipulated. Half of the high‐attacked subjects were placed in a high‐inhibition situation, designed so that strong inhibitory tendencies competed with strong aggressive tendencies; the remaining high‐attacked subjects were placed in a low‐inhibition situation, designed so that weak inhibitory tendencies competed with strong aggressive tendencies. Low‐attacked control subjects also received the inhibition treatment. High‐ and low‐attacked subjects were then confronted with one of four target persons, varying in similarity, toward whom they could aggress with electric shock.As expected, under high inhibition, the target most similar to the attacker received more shocks from high‐attacked subjects than did either the attacker or two less similar targets. Contrary to expectation, the attacker did not receive the most shocks under low inhibition; personality evaluations of the attacker suggested that high‐attacked subjects in substitute target conditions may have been unintentionally angered further by being denied the opportunity for direct retaliation.

On the assumption of a steeper gradient in Miller's conflict theory.

On the assumption of a steeper gradient in Miller's conflict theory.

On the quantification of Miller's conflict theory.

On the quantification of Miller's conflict theory.

THE RELATIONSHIP BETWEEN CHILDREN'S EXPRESSIONS OF HOSTILITY AND METHODS OF DISCIPLINE EXERCISED BY DOMINANT OVERPROTECTIVE PARENTS

In recent years, several experimenters have applied Miller's conflict and displacement theories (2, io) to the study of children's aggressive behavior (4, 8, 13). A frequent finding has been the relation between aggressive activity and the methods of discipline used by the parents. Sears (12) found that children who directed the most aggression toward parent figures in doll play came from homes where punishment was severest. Hollenberg and Sperry (4) reported similar results. In a study by Bandura and Walters (i) it was shown that the occurrence of aggressive behavior among delinquents was associated with frequent physical punishment by parents. The present study seeks to apply Miller's displacement and conflict paradigms in the further examination of some observations, made in a counseling situation, of methods of discipline and expression of hostility. In the process of counseling high school and college students for personal problems, it was noted that a large number of them, especially girls, had great difficulty in expressing negative feelings and criticism of their parents. This obtained in spite of the fact that parent-child interactions that would justify feelings of resentment on the part of the child were repeatedly described. That resentment was indeed experienced was verified by eventual verbalization of it in later phases of counseling. These counselees characteristically described their parents as dominant and overprotective. However, this was done indirectly in the context of descriptions of much love within the family where parents had considerable concern for the welfare and happiness of their children. There was a strong sense of obligation which served the means by which the parents imposed strong controls. Thus, even when the control sharply restricted the children's independence to an extent where they might reasonably experience resentment, the sense of obligation inhibited such negative feelings.

The Relationship between Children's Expressions of Hostility and Methods of Discipline Exercised by Dominant Overprotective Parents

In recent years, several experimenters have applied Miller's conflict and displacement theories (2, io) to the study of children's aggressive behavior (4, 8, 13). A frequent finding has been the relation between aggressive activity and the methods of discipline used by the parents. Sears (12) found that children who directed the most aggression toward parent figures in doll play came from homes where punishment was severest. Hollenberg and Sperry (4) reported similar results. In a study by Bandura and Walters (i) it was shown that the occurrence of aggressive behavior among delinquents was associated with frequent physical punishment by parents. The present study seeks to apply Miller's displacement and conflict paradigms in the further examination of some observations, made in a counseling situation, of methods of discipline and expression of hostility. In the process of counseling high school and college students for personal problems, it was noted that a large number of them, especially girls, had great difficulty in expressing negative feelings and criticism of their parents. This obtained in spite of the fact that parent-child interactions that would justify feelings of resentment on the part of the child were repeatedly described. That resentment was indeed experienced was verified by eventual verbalization of it in later phases of counseling. These counselees characteristically described their parents as dominant and overprotective. However, this was done indirectly in the context of descriptions of much love within the family where parents had considerable concern for the welfare and happiness of their children. There was a strong sense of obligation which served the means by which the parents imposed strong controls. Thus, even when the control sharply restricted the children's independence to an extent where they might reasonably experience resentment, the sense of obligation inhibited such negative feelings.