Do Attitudes Toward Violence Affect Violent Behavior?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Attitudes toward violence are important in theoretical explanations of violent behavior and efforts to reduce violent behavior. Though an association between attitudes and violent behavior has been demonstrated, most studies have used correlational/observational research designs. We conducted a randomized experiment to test the effect of attitudes toward violence on violent behavior with 285 men from the community. Participants were randomly assigned to receive material to make attitudes toward violence more negative or to a control condition. Violent behavior was then approximated by asking participants to select from a range of violent and nonviolent options in response to a series of interpersonal conflict vignettes. Participants in the negative attitude condition responded with less violence on the vignette questionnaire than did participants in the control condition (Cohen’s d = −0.23, 95% CI [−0.46, 0.01]). Participants also completed a measure of attitudes toward violence at the end of the experiment; more positive attitudes toward violence showed a strong association with more violent responding on the vignette questionnaire (r = .62, 95% bootstrapped CI [.54, .69]). Consistent with theory and practice, our findings suggest that attitudes toward violence may play a role in violent behavior.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it