Aggression Flashcards

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1
Q

2 types of aggression?

A
  1. Proactive aggression:
    - Cold blooded
    - Intended/ planned
    ( bullying)
  2. Reactive aggression:
    - Hot blooded
    - Angry + impulsive
    - Accompanied by physical arousal
    (Response to smth)
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2
Q

Neural mechanism

  1. Limbic system:
A

limbic system
- subcortical structure in the brain (hypothalamus + amygdala) thought to be closely involved in regulating emotional behaviour (aggression)

  • Associated emotional response
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3
Q
  1. Hypothalamus
A

Controls hormone release = maintain homeostasis

  • Regulates blood pressure, breathing, hunger, anger, response
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4
Q
  1. Amygdala
A
  • play a role in assessing + responding to environmental challenges /stimulus (alarm systems)
  • When a subject is provoked = amygdala is stimulated
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5
Q
  1. Hippocampus
A
  • Is involved in memory, learning, + emotion
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6
Q

Supporting evidence:
Kluver + Bucy’s procedure + findings

A
  • Rhesus monkey’ removed the main areas of the limbic system including the amygdala, hippocampus + surrounding cortical areas

findings:
- Monkeys displayed an absence of emotional, motor+ vocal reactions normally associated with stimuli / situations eliciting fear + anger

  • Lesioned monkeys also lost the social understanding of group hierarchies + would try to fight the more dominant + larger members of the group
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7
Q

AO3 of it

A
  • Adds credibility to the role of neural mechanisms on aggressive behaviour + increases our confidence that aggression is influenced by biological factors
  • Also means we cannot only predict who is more likely to demonstrate aggressive behaviour, but researchers could potentially ‘control’ aggressive behaviour through drug therapy
  • Could have positive economical implications as such treatment could possibly reduce the levels of violent crimes + institutional aggression
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8
Q

Neural mechanism

  1. Serotonin
A
  • Normal levels have an inhibitory effect
  • Inhibits / decreases likelihood that serotonin will fire + pass on the electrical impulse to the amygdala
  • Normal levels of serotonin are linked with
    a greater degree of behavioural self-control
  • Decreased levels of serotonin = reduced
    self control, increase in impulsive behaviour including aggression
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9
Q

supporting evidence for the association between serotonin + aggressive behaviour :

Ferrari et al

A
  • They allowed adult male rats to fight with another rat at a specific time for 10 days
  • On the 11th day = rat wasn’t allowed to fight
  • Researchers found that the rat’s dopamine levels had raised by 65% + his serotonin levels were reduced by 35%
  • Despite the fact that the rat was not fighting = the experience had changed the rat’s brain chemistry
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10
Q

Ferrari et al AO3

A
  • Adds credibility to the role of neural
    mechanisms in aggressive behaviour + increases our confidence in the claim that aggression is influence by biological factors
    • it means we cannot only predict who is
      more likely to demonstrate aggressive behaviour, but researchers could potentially ‘control’ aggressive behaviour through drug therapy
  • This could have positive economical implications as such treatment could possibly reduce the levels of violent crimes + institutional aggression
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11
Q

AO3 of serotonin hypothesis:

A
  1. supporting evidence
  2. causation issue with evidence
  3. Animal studies issue
  4. effective treatment (practical application)
  5. practical advice (+economic) = extra 1
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12
Q
  1. causation issue with evidence
A
  • Ferrari et al.’s research raises the question of whether lower levels of serotonin cause aggression or whether they are a response to aggression being carried out
  • The issue of cause + effect is a key factor in the
    explanation of aggressive behaviour
  • The aim of any science is to establish the cause by measuring the effect.
  • However, we cannot confidently conclude that the low serptonin levels are what cause the aggressive behaviour as it could have been a biologcal change in the body in response to aggression = substantially lowers the validity of the explanation as to the causes of aggression
  • Nevertheless, this research does demonstrate
    the complexity of the role of serotonin in aggressive behaviour
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13
Q
  1. Animal studies issues
A
  • issues with extrapolating findings from monkeys to humans = they’re adapted differently = different behaviours and aggression is different to humans
  • check workbook page 5
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14
Q
  1. practical advice (+economic)
A
  • Research into the link between serotonin + aggression could lead to practical advice to individuals who are displaying aggressive behaviour
  • They could be advised to increase their intake / food which naturally increases serotonin levels (banana’s, oats, walnuts)
  • This advice could help improve the quality of their lives + have both a direct/ indirect effect on
    the economy, including the reduction in violent crimes + better social relationships with others
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15
Q
  1. Practical application = effective treatment
A
  • The serotonin hypothesis for aggression has a
    practical application,
  • Investigation into this association has led to the development of effective drug therapy, paroxetine, which reduces aggressive behaviour, by increasing serotonin activity
  • This validates + makes the serotonin hypothesis a plausible explanation for aggressive behaviour
  • Paroxetine can be used to control/ reduce aggression in violent individuals/ inmate
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16
Q

Hormonal mechanism (hypothesis) + aggression

A
  • Observations of non-human + human species have demonstrated that aggression is more evident in males than in females
  • Animal studies have led to the explanation that male hormones (testosterone) are implicated in aggression = High testosterone linked to aggression

Allan Mazur (1985) formulated the biosocial model of status (BMoS) to explain the link between testosterone + aggression in humans

  • Testosterone levels change rapidly during the day especially in response to social interactions
    related to status / competition
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17
Q

AO3 of hormonal mechanism:

A
  1. Supporting evidence
  2. Causation problem
  3. Beta gender bias
  4. Limitation of animal study
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18
Q
  1. Supporting evidence
A
  • Supporting evidence for the association between testosterone + aggressive behaviour by
  • Nelson found that there was a positive correlation between the level of testosterone +
    aggressive behaviour in female + male prisoners
  • Wagner et al found that if:
  • a male mouse is castrated = overall levels of
    aggression tend to reduce
  • the castrated mouse receives testosterone =
    aggression levels increase
  • Validate + credibility to + increase our confidence in the testosterone hypothesis for aggression
  • Gives us a greater insight into the biological
    mechanism which influence aggressive behaviour + can be used to predict + possibly control via drug therapy which reduces testosterone levels, violent behaviour/ crimes.
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19
Q
  1. Causation problem
A
  • Nelson only found an association between testosterone + aggression
  • causation has not been established = difficult to conclude whether high testosterone are linked to aggressive behavior / whether aggressive behavior increases testosterone levels
  • Therefore the findings from this study are limited as other factors, including environmental influences + other hormones could influence aggressive behaviour

= questions the validity of Nelson’s findings + may mean a more rigorous + scientific investigation is needed to fully understand the role of testosterone and aggression

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20
Q
  1. Beta gender bias
A

Nelson’s investigation was beta gender biased.

  • Nelson investigated the testosterone levels of male + female prisoners, ignoring the fact that males naturally have higher levels of testosterone than females
  • He exaggerated the similarities between male + female hormone levels + ignored their biologically differences, a factor which could influence aggressive behaviour
  • Therefore the findings of the study are limited as it is difficult to conclusively claim that testosterone is solely responsible for
    aggression as females naturally have lower levels of testosterone then males, but can still be as or even more aggressive than males
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21
Q
  1. Limitation of animal study
A
  • Wagner et al’s use of mice is limited + a poor predictor of human aggressive behaviour
  • Although some believe that the similarities in terms of physiology + evolutionary past justify generalising his findings to humans some do not agree
  • Throughout evolution each species has adapted their own unique behaviours to ensure reproductive success + survival, some of which has been displayed as aggressive behaviour.
  • Therefore aggression in mice is not necessarily the same as aggressive behaviour in humans = findings cannot be extrapolated to humans
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22
Q
  1. Biologically Reductionist
A
  • Both the neural + hormonal explanation for
    aggression are biologically reductionists
  • They have simplified the complex behaviour,
    aggression, to neural/ hormonal activity
  • Whilst this allows for an in-depth analysis of the exact biological mechanism which influence aggression, it is a limited level of explanation as it ignores other factors, including environmental, cultural + social influences
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23
Q

Biological explanation of aggression

The genetic hypothesis

A
  • Genes / DNA codes for physical + psychological features (mental disorder / intelligence)
  • Aggression due to genetically ingerited genes which increase aggression
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24
Q

Twin studies

A

McGuffin + Gottesmann:

  • Found a concordance rate of 87% for aggression + anti -social behaviour for MZ twins compared with 72% for DZ twins

Coccaro et al:

  • studied men twins for physical aggression
  • MZ twins = 100% genetically similarity
  • DZ twins = 50%
    = expect higher similarity in aggression in MZ twins if it was caused by genetic fact
  • MZ twins = concordance rate 50%
  • DZ twins = concordance rate 19%
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25
Q

Adoption studies

A

Hutchings + Madnick

  • Reviewed over 14,000 adoptions in Denmark
  • They found a significant positive correlation between number of criminal convictions for criminal violence amongst biological fathers + the adopted son
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26
Q

MAOA gene

A
  • MAOA controls production of enzyme MAO-A (monoamine oxidase)
  • MAO-A (enzyme) regulates serotonin = affects aggression
  • A dysfunction of the MAOA enzyme affects levels of serotonin in the brain
  • Low MAOA activity has been associated with aggressive behaviour
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27
Q

MAOA gene mostly found in ?

A
  • MAOA ‘warrior’ gene Predominantly found in men
    = The MAOA gene may explain gender differences in aggressive behaviour
  • More frequent in populations with a history of warfare
  • 1/3 of Western population have this low activity version of the gene
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28
Q

newman ?

A

Newman:

  • studied 45 unrelated male monkeys raised with / without mothers
  • concluded that aggressiveness is influenced by MAOA activity
  • but might be changed by the environment the monkeys are brought up in
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29
Q

Supporting evidence?

for link between aggression and MAOA-L

A

Brunner et al:

  • studied 28 male members from Dutch family who were repeatedly involved in Violent aggressive behaviour
  • violent criminals - rape, physical assault, attempted murder
  • They had abnormally low levels of gene MAOA and the MAOA-L variant
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30
Q

Evaluation AO3 of genetic hypothesis:

A
  1. Supporting evidence + practical application of it
  2. Biologically reductionist
  3. Methodological issues with studies
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31
Q
  1. Supporting evidence + practical application of it
A
  • Supporting evidence for the link between the dysfunction of the MAOA gene + aggressive behaviour: Brunner et al found 28 male members of Dutch family who were violent criminals had abnormally low levels of gene MAOA + the MAOA-L variant
  • Adds credibility to the genetic hypothesis for aggressive
    behaviour + increases our confidence in the claim that aggression is influence by biological factors
  • = means we can predict who is more likely to show aggressive behaviour + researchers could potentially ‘control’ aggressive behaviour through drug therapy or Genetic engineering to cut out genes responsible for aggressive behavior
  • This could have positive practical implications as such treatment could possibly reduce the levels of violent crimes + institutional aggression
  • All from same family = difficult to generalise it to the wider population + families with different environmental influences
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32
Q
  1. Biologically reductionist
    - interactionist approach needed instead
A
  • Reduces behaviour to a biological level only, in terms of genes and enzymes
  • Whilst this is scientific + leads to more precise reliable research which give psychology greater credibility as a science, it oversimplifies aggressive behaviour+ ignores other factors
  • A biologically reductionist explanation for aggression does not include an analysis of the social context + ignores the nurture elements which could provoke and cause this aggression to be displayed

= Therefore for a better understanding into aggressive
behaviour, further research into the gene-environment interaction needs to be conducted as it is often difficult to separate genetic + environmental factors

  • A interactionist approach would be more credible
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33
Q
  1. Methodological issues with studies
A
  • Studies involve meta analysis, twin studies etc
  • Twin often share same environment
  • However, DZ twins maybe not to the same extent as MZ twins share theirs
  • Yet researchers are assuming that they do = equal environments assumption = may be wrong as twins may be treated in different ways by others (environment)
  • MZ twins treated very similarly esp by parents (eg response to aggressive behaviour)
  • DZ twins treated in less similar ways
  • = concordance rates are inflated + genetic influence on aggression may not be as great as twins studies suggest
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34
Q

Ethological explanation for aggression

A

Ethologist claim that aggression is:

  1. An instinct
  2. Adaptive – beneficial to that species
  3. Innate
  4. Genetically determined
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35
Q

Lorenz
- Adaptive function of aggression

A
  • Imprinting is innate
  • In critical period
  • Lorenz believed aggression is innate adaptive response evolved in humans + animals needed to help them survive
  • See predators + To get resources
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36
Q

Supporting evidence for adaptive function

A

Pettit et al:

  • Aggression in humans is an adaptive response
  • Observed young children in playgroups

= Aggression played important role in dominance over others
= is adaptive as dominance brings power to get your own way + resources

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37
Q

Ritualistic aggression
(ethological explanation)

Inter v Intra species violence?

A

Ritual - Series of behaviours carried out in a set order

  1. Intra-species violence - aggression aimed at members of the same species
  • mainly ritualistic in the form of threat display
    (Displaying claws, Showing teeth , Facial expressions)
  • Intra- species violence which leads to death = is maladaptive (wolves = powerful jaws + teeth= effective hunters - Instinctive inhibitions not to hurt one another whilst fighting ) + accidental
  • Ritual appeasement displays ( acceptance of defeat ) = will end the intra-species violence = stop
  1. Inter-species violence - aggression aimed at other species
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38
Q

Supporting evidence for Ritualistic Aggression

A

Chagnon
- Among the Yanomamo people of South America, chest pounding + club fighting contests can settle a conflict short of more extreme violence

Hoebel
- Inuit Eskimos, song duels are used to settle grudges + dispute

= supporting evidence for ritualistic aggressive behaviour in humans
= However it is important to note that this is not universal in humans / all cultures

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39
Q

Innate releasing mechanism + Fixed Action Patterns (FAP)

A

FAP:

  • set sequence of innate behaviours
  • All members of the same species have a collection of stereotyped behaviours which occur in specific conditions + don’t require learning
  • sequence of actions that cannot be interrupted + must be completed even if the stimulus is no longer present

Innate releasing mechanisms:

  • a neural network in the brain that responds to a specific stimulus by triggering a particular response = (FAP)
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40
Q

Lea analysed FAPs + found them to have 6 main features:

A
  1. Stereotyped – behavior follows a certain pattern each time
  2. Universal - all the animals in that species use the same type of threat
  3. Innate/unaffected by learning - all the animals in that species seem to be born with it + don’t have to learn it
  4. Ballistic- Once it starts it cannot simply be stopped
  5. Specific triggers/ single - purpose seem to set it off
  6. A response to a specific identifiable stimulus (communication between members of same species)
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41
Q

Evaluation AO3 of ethological explanation of aggression

A
  1. Supporting evidences
  2. Extrapolation issues
  3. Opposing evidence
  4. Reductionist
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42
Q
  1. Supporting evidences
A
  • Supporting evidence showing that aggression in humans is an adaptive response
  • Pettit et al
  • Observed young children in playgroups
    = Aggression played important role in dominance over others
  • Adaptive = the dominance brings power to get your own way + resources
    = Validates the ethological explanation for aggression as it provides evidence that its adaptive, making it more credible + valid.

= Furthers our understanding on why humans display aggressive behaviour

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43
Q
  1. Extrapolation issues
A
  • Lorenz did not study higher mammals = makes it difficult to extrapolate his findings to humans
  • A problem with applying ethological research to the behaviour of humans is that it may not be appropriate to generalise the behaviour of animals to humans, as humans are way more complex = aggression will be different between the 2 species
  • Human aggression is often not at all ritualised + violent acts are committed for no good reason at all
  • It appears that here is a major behavioural difference between humans + the rest of the animal kingdom + Lorenz’s ethological cannot hope to give us a full picture of why this is
  • Tinbergen said - humans only species where aggression is not part of an elaborate system of ritual, but instead a desire to harm one another

= Lowers validity of ethological explanation as its mostly based of animals behaviour, and there are issues with extrapolating these findings to humans = less credible

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44
Q
  1. Opposing evidence
A
  • Evidence against ritualistic aggression + this explanation has been challenged by Goodall
  • Goodall observed male chimps from 1 community killed all members of another group, and the violence continued even though victims displayed appeasement signals + accepted defeat
  • These signals did not stop the aggressive behaviour as predicted by the ethological explanation

= Challenges the ethological view that same species (intra) aggression has evolved into self-limiting + harmless rituals

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45
Q
  1. Reductionist
A
  • Ethological explanation is reductionistic, as aggression is explained at a biological level
  • scientific + leads to more precise reliable research which give psychology greater credibility as a science, it oversimplifies aggressive behaviour+ ignores other factors
  • Doesn’t account for the role of cognition (the thought process) emotions or culture = unlikely to reflect the complex processes associated with aggression in humans accurately
  • Evidence shows that there are cultural differences in aggression
    = demonstrates that aggression can be influenced by socio-cultural factors rather than being an utterly innate instinct, and the ethological explanation does not take this into consideration

= lowers credibility of this explanation = incomplete

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46
Q

Evolutionary explanation of aggression

  1. Sexual jealousy as an adaptive response

Cuckoldry?

A
  • Sexual jealousy is a key motivator of aggressive behaviour in males
  • Men can never be totally sure whether or not they have fathered their biological child- paternity uncertainty

Cuckoldry: Raising an offspring that are not his own

  • Investment in another mans offspring is a waste of resources
    = Psychological mechanisms have evolved to increase anti-cuckoldry behaviours in males involve aggression
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47
Q

Mate - retention strategies ? (2)

[ Wilson + Daly ]

A
  • = adaptation evolved in males as a way of dealing with paternal uncertainty involving aggression
  1. Direct guarding
    - Male careful watchfulness over partners behaviour
    - EG checking who they’ve been seeing, tracking devices
  2. Negative inducing
    - Issuing threats of dire consequences for infidelity
    - “I’ll kill myself if you leave me”
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48
Q

Supporting evidence

A

Wilson et al:
- Questionnaire = women who indicated that their partners were jealous + didn’t like them talking to other men (Mate-retention strategies) were 2X as likely to have experienced violence from their partners (72% - needing medical attention)

= Supports view that mate-retention strategies linked to physical violence + aggression
= indicates a clear link between the greater risk of infidelity + cuckoldry and aggression.
= supports + adds credibility to the evolutionary explanation concerning the adaptive value of aggression

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49
Q

Bullying as an adaptive response

A
  • Bullying occurs because of a power imbalance
  • More powerful person uses aggression deliberately + repeatedly against a weaker person
  • Evolutionary ancestors may have used bullying as an adaptive strategy to increase their chances of survival by
    promoting their own health + creating opportunities for reproduction
50
Q

Male bullying

Female bullying

A

Male bullying:

  • naturally selected as males = would have greater reproductive success
  • aggressive individuals more able to compete for food,
    females.. = more likely to reproduce successfully = aggressive genes passed through generations = adv
  • male bullying male = seem more tough
  • females look for males with resources – aggressive males more successful

Female bullying:
- used to secure their partners fidelity (usually happens within a relationship)
- is a method of controlling partner to secure resources for offspring

51
Q

Supporting evidence:
Volk et al

A
  • Characteristic associated with bullying behaviour are attractive to the opposite sex, in males it suggests dominance, strength + acquisition of resources
  • Bullying gives access to more females with minimal threat from competing males
  • Bullying naturally selected because males will have reproductive success
52
Q

Evaluation AO3 for evolutionary explanation

A
  1. Supporting evidence
  2. Alpha gender bias
  3. most of evidence is correlational = limitation
  4. Real-world application
53
Q
  1. Supporting evidence
A
  • Supporting evidence for sexual jealousy as cause of aggressive behaviour in men.
  • Wilson et al found In a questionnaire that women who indicated that their partners were jealous + did not
    like them talking to other men were twice as likely to have experienced violence from their partners
  • Indicates a clear link between the greater risk of infidelity + cuckoldry, and aggression.
  • This supports + adds credibility to the evolutionary explanation concerning the adaptive value of aggression
  • Furthers our understanding on what can root aggressive behaviour in relationships, in particularly for men in terms so cuckoldry
54
Q
  1. Alpha gender bias
A
  • Whilst the evolutionary explanation for human aggression may explain the gender difference in aggressive behaviour + be a plausible explanation for why more males engage in physical aggressive acts compared to women, it is alpha gender bias.
  • There are real life case studies of female being physically aggressive towards partners = suggests that women are also motivated by sexual jealousy despite the evolutionary explanation not predicting this.

= Therefore to fully understand human aggression it is important to eliminate this bias, avoid reinforcing gender stereotypes to provide a more universal explanation

55
Q
  1. most of evidence is correlational = limitation
A
  • Most of the supporting evidence is correlational very difficult to establish cause + effect between mate retention + aggressive behaviour
  • There could be other factors including biological + even environmental (learnt behaviour)
  • For a more valid explanation of human aggression a more
    scientifically rigorous investigation needs to be used
56
Q
  1. Real-world application
A
  • Research in this area has real-life applications, where the use of mate retention strategies can be used as an early indicator of potential partner violence
  • This can help develop early prevention methods by allowing individuals to recognise the signs and intervene
57
Q

Social psychological explanation for aggression

A
  • Human behaviour is the result of an interaction between an individuals characteristics + their environment
  1. Deindividuation
  2. Social Learning Theory (SLT)
  3. Frustration Hypothesis
58
Q

Social psychological explanation for aggression

  1. Deindividuation
A
  • not all aggression is interpersonal
  • Some aggression is carries out in group = impersonal
  • violence + aggression more likely to occur when people are in a crowd

= causes deindividuation

59
Q

Deindividuation theory

A
  • Individuals in public places + normal circumstances = self assess their behaviour to ensure compliance with social norms
  • But when individual becomes part of a crowd = becomes anonymous = lose individual sense of identity = loosening of normal inhibitions
60
Q

De-individuation theory

  • Zimbardo
A
  1. In individuated state
    - behavior is rational + normative (conform to social standards)
  2. In De-individuated state
    - Lose self awareness + individual identity = stop regulating + monitoring behaviour
    - Based on urges + impulses + Behaviour does not conform to acceptable social standards

= Anonymous (masks/uniform) = less fear of retribution = promotes aggressive behaviour, alcohol, drugs, darkness

61
Q

Evidence from Dodd

A
  • Asked 229 psych students if they could do anything + not get detected / held accountable, what would they do?
  • 36% responses = antisocial
  • 26% were criminal

= demonstrates connection between deindividuation due to anonymously + subsequent aggression

62
Q

Evidence from Zimbardo’s repeating Milgram’s shock study

A
  • obedience experiment
  • Ps wearing hood (deindividuated) gave more shocks than ps wearing name tag (individuated)
63
Q

Evaluation AO3 of Deindividuation theory for aggression
(Social psychology)

A
  1. Supporting evidence
  2. Correlational / causation issue
  3. opposing evidence
  4. Deterministic
64
Q
  1. Supporting evidence
A
  • Evidence from Zimbardo repeating Milgram’s obedience shock experiment + Dodd
  • Both findings validate the deindividuated theory as they show that anonymity leads people to lose identity and display more aggressive behaviour
  • Theory is more credible + reliable = furthers our understanding on why certain situations + scenarios (groups / crowds) can cause more aggression to be displayed
65
Q
  1. Correlation / causation issue
A
  • However important to note that findings only prove a correlational relationship between anonymity + aggression
    = Causation has not been established

= We cannot be 100% sure that the anonymity is what is causing the aggressive behaviour, as it may just be a positive correlation rather than the causation

= For this reason it is important to note that there could be other variables/ factors which could explain aggressive
behaviour including genetics, culture + social interaction with others

66
Q
  1. Opposing evidence
A
  • There is evidence to suggest that deindividuation does not always lead to aggression
  • Large religious gatherings, such as Hajj, is an example of pro-social behaviour
  • millions of pilgrims gather for the religious ceremony +
    there are very few incidents of aggression + violence
  • Despite of the anonymity they experience, they do not become aggressive, which may discredit the deindividuation theory for aggression = making it less valid

= Further research may be needed to fully understand the effect that individuality has on aggression in multiple different contexts

67
Q
  1. Deterministic
A
  • It claims that individuals who join a group are determined to engage in aggressive behaviour due to feeling deindividuated.
  • As a result the theory states that individuals are determined to behave aggressively once anonymous + have no free will in controlling it
  • However, this theory has been criticised the theory as a study found that rugby fans are always calm + respectful despite wearing uniform (rugby kits) that deindividuated them
  • Therefore the theory fails to take into account individual differences + that individuals have free will to behave in a aggressive manner or not
68
Q

Social psychological explanation for aggression

  1. Social learning theory
A
  • Explains the aggressive behaviour of children
  • Explains aggression through direct + indirect learning
  • observational learning + vicarious reinforcement
  • cognitive factors
69
Q

Direct + Indirect learning

A
  • Operant conditioning: negative + positive reinforcement + punishments ( Direct learning )
  • Eg a child angrily snatches a toy off another child = learn that aggressive behaviour is rewarding (got the toy) = repeat in similar scenarios again
  • Indirect learning through observational learning as well = Bandura said it accounts for social learning of most aggressive behaviour
70
Q

Observational learning + vicarious reinforcement

A
  • Acquire aggressive behaviour through observing it
  • Observe aggressive behaviour + consequences of it
  1. If rewarded = Aggression positive + effective in getting what they want = vicarious reinforcement = repeat
  2. If punished = less likely to imitate specific behaviour
71
Q

Cognitive control of behaviour
Mediational process

A
  1. Attention
  2. Retention
  3. Reproduction / imitation
  4. Motivation
72
Q
  1. Attention
  2. Retention
A
  1. Observer must pay attention to the model’s aggressive behaviour
  2. Observer needs to be able to remember the model’s aggressive behaviour + form mental representation on how behaviour is formed
73
Q
  1. Reproduction
  2. Motivation
A
  1. Must be able to transform the mental representation of the aggressive behaviour into actual physical actions
  2. Observer needs a reason to imitate behaviour - depends on their expectations that behaving aggressively in a specific situationship will be rewarding
74
Q

Self - efficacy

A
  • The extent to which we believe our actions will achieve a desired goal
  • Self- efficacy explains proactive aggression in children
  • A child’s sense of self-efficacy develops with each successful outcome (aggressive behaviour rewarded)
  • Because aggression has been effective in past = will continue to do so in future
75
Q

Bandura et al

A
  • The children that observed adults being aggressive to the bobo dolls, were also aggressive to the bobo doll when left alone with it after (physically + verbally)
  • Children learn aggression through the process of observational learning
  • Children who observed adults interacting non aggressively with doll = didn’t act aggressively with the doll
76
Q

Evaluation AO3 of Social Learning Theory of aggression

A
  1. Supporting evidence
  2. Children only use aggression for retribution
  3. Biological factors ignored (Nature/Nurture)
77
Q
  1. Supporting evidence ( + )
A
  • Supporting evidence from Bandura et al’s Bobo doll experiment
  • The children that observed adults being aggressive to the bobo dolls, were also aggressive to the bobo doll when left alone with it after (physically + verbally)
  • whereas those who observed non-aggressive interactions, displayed very little aggression themselves.

= Shows that children learn aggression through the process of observational learning
= supports the predictions of the SLT theory of aggression as shows that children acquire aggressive behaviour through observing it

  • Adding credibility to it + validating its claims
  • It also has important wider implications for parents + children
  • The SLT + its supporting evidence can be used to advice parents about the harmful effects of exposing children to media violence + can be used as a preventative measure
78
Q
  1. Children only use aggression for retribution ( - )
A
  • Although the SLT is a plausible explanation for proactive aggression, reactively aggressive children use aggression in the heat of the moment
    = they do not use aggression to achieve anything except
    retribution
  • This cannot be explained by the SLT + may be better explained by Berkowitz negative effect theory

= Lowers the validity of SLT as can not explain all aggressive behaviour

79
Q
  1. Biological factors ignored (Nature/Nurture)
A
  • Limitation of SLT is that it underestimates the influence of biological factors, although Bandura recognised that aggression is an instinct
  • SLT predicts that aggressive behavior is primarily learnt through direct + indirect learning + observational learning + vicarious reinforcement - which is an outcome of ‘nurture’
  • However there is evidence to show that ‘nature’ plays a role in aggression, as there are powerful forces of hormones, genes, evolutionary + neural influences on aggression
  • SLT barely acknowledges these factors + does not explain them

= SLT is incomplete explanation for aggression as it undervalues the role of biological factors

80
Q

Social psychological explanation for aggression

  1. Frustration hypothesis
A
  • Aggression + violence are the outcome when we are
    prevented from achieving our goals (frustration)
  • Aggression is a cathartic release (psychodynamic concept) of the build-up of frustration
  • ‘the process of releasing, and thereby providing relief from, strong or repressed emotions’
  • We feel better for ‘getting it of our chest’
81
Q

Dollard et al’s Frustration - aggression hypothesis

A
  • Frustration always leads to aggression
  • Aggression always as a result of frustration

Frustration –> Aggression –> success –> catharsis (satisfied + frustration removed)

82
Q

Aggression is a cathartic release of the build-up of frustration

2 defence mechanisms that are used in the catharsis of aggression are :

A

Sublimation – Using aggression in acceptable activities (sport)

Displacement – Directing our aggression outwards
onto something / someone else

83
Q

Displaced aggression

  • Dollard et al’s
    ‘kicking the dog effect’
A

Aggression is not always directed at the source of frustration:

  • Abstract source eg: money, government, the media
  • Cause / source too powerful-fear of punishment
  • Cause / source may be unavailable
84
Q

Russell Geen’s study

A
  • lab: male students do jigsaw puzzle
  • While they were completing the puzzle = frustration levels were manipulated through 3 different conditions:
  1. Gave them unattainable time limit to complete jigsaw
  2. Jigsaw was impossible to complete
  3. Confederate insulted ps as they failed to solve puzzle
  • PS had the opportunity to give shocks to the confederate if he answered incorrectly on another task
  • The group of ps who received insults from the confederate gave the highest levels of shocks
  • All three groups gave more shocks than a control group who had not experienced any frustration conditions
  • Supports the theory that frustration leads to aggression
85
Q

Role of environmental cues

The weapon effect

A

Berkowitz combined Dollard et al.’s frustration theory with more recent understandings of frustration as an internal process affected by environmental cues

frustration =⬆arousal =

  1. Presence of aggressive environmental cues (Weapon) = ⬆ likelihood of aggression
  2. No aggressive environmental cues =⬇likelihood of aggression
86
Q

Berkowitz’s study

A

lab - ps given the opportunity to shock a confederate
who had previously angered them

Three different conditions:
1. one with an aggressive cue - a gun
2. one with a non-aggressive cue - a badminton racket
3. one with no cue at all

Findings:

  • PS who were in the presence of the aggressive cue gave higher levels of shocks than the other two groups = the weapon effect

Conclusion:

= Presence of the environmental cues stimulate aggression

87
Q

Evaluation for Frustration - aggression theory

A
  1. Supporting evidence
  2. Methodological of lab experiments
  3. Practical application
  4. Biological factors ignored (Nature/Nurture)
88
Q
  1. Supporting evidence
A
  • Supporting evidence for frustration theory from Geen + for role of environmental cues from Berkowitz
  • When Geen investigated effects of frustration on aggression =insulted Ps (⬆ frustrated) gave strongest shocks to confederates who insulted them + all 3 groups selected more intense shocks than non-frustrated group
    =⬆frustration = ⬆aggression, as gave higher shocks
  • Berkowitz - when ps given the opportunity to shock a confederate who had previously angered them..
  • PS who were in the presence of the aggressive cue (gun) gave higher levels of shocks than the other two groups = the weapon effect
    = validates claims that Presence of the environmental cues stimulate aggression
  • Reliable supporting evidence validates the prediction of the frustration-aggression hypothesis giving it credibility + increasing our confidence in its claims
  • Furthers our understanding into factors affecting
    aggression + can be used to predict + possibly control future aggression (particularly in prisons) + shared as advice by therapist during anger management sessions
89
Q
  1. Methodological of lab experiments
A
  • Research support for the frustration-aggression
    hypothesis has mainly come from lab experiments
  • Although is good due to high control, effect of IV on DV + internal validity
  • There are issues of ecological validity
  • Whether the ps in Berkowitz lab experiment
    would carry out this actual aggression in real life
    when faced with an external cue/ stimulus is not
    certain.
    = For this reason Berkowitz findings, lack mundane realism + it is difficult to conclude that all Ps would react the same in real life, so cannot generalise findings to all in real life (low external valididty)
90
Q
  1. Practical application
A
  • Berkowitz’s theory has practical application on gun control debates in the USA
  • As presence of the aggressive cue stimulated more aggression = The practical applications of this research shed new light on the gun control debate in
    America
  • If the presence of guns is more likely to result in
    aggression, then this ‘weapons effect’ could have far reaching implications for gun laws
    = encouraging laws to an guns for public in America = should reduce aggression
91
Q
  1. Biological factors ignored (Nature/Nurture)
A
  • Limitation of frustration theory is that it underestimates the influence of biological factors
  • Predicts that aggressive behavior is the outcome of frustration when we are prevented from achieving our goals. + the weapon effect predicts that Presence of aggressive environmental cues (Weapon) = ⬆ likelihood of aggression = outcome of ‘nurture’
  • However there is evidence to show that ‘nature’ plays a role in aggression, as there are powerful forces of hormones, genes, evolutionary + neural influences on aggression
  • Frustration theory does not acknowledges these factors + does not explain them

= incomplete explanation for aggression as it undervalues the role of biological factors

92
Q

Institutional aggression in context of prison

  1. The Importation Model
    [Dispositional explanation]
A
  • Prisoners ‘import’ their behaviours + personality traits from outside into the prison + continue to display these behaviours once ‘inside’
  • Irwin + Cressey suggest that institutional aggression occurs as a result of individual characteristics that the prisoner brings into the prison
  • EG inmates with experiences + social norms that tend towards violent behaviour towards others will be more likely to engage in interpersonal violence than inmates with less violent personalities + experiences

= aggression is the product of the inmates’ personalities, not the prison environment

93
Q

Kane and Janus ?

A
  • Greater periods of unemployment
  • A lower level of education
  • A more serious criminal record

= were correlated with a greater likelihood of aggression while imprisoned

94
Q

Evaluation of
- The Importation Model of institutional aggression
[Dispositional explanation]

A
  1. Supporting evidence
  2. Determinism v Free will
  3. Opposing evidence
95
Q
  1. Supporting evidence
A
  • Supporting evidence for the importation model of institutional aggression by Kane + Janus.
  • They found that greater periods of unemployment, lower level of education + a more serious criminal record were correlated with a greater likelihood of aggression while imprisoned

= Shows that institutional aggression occurs as a result of individual characteristics that the prisoner brings into the prison
+ Validates this dispositional explanation that aggression is the product of the inmates’ personalities, not the prison environment

  • Adds credibility to the Importation Model of aggression in prisons, making it more reliable + valid
  • Furthering our understanding on the reasons why inmates are aggressive with each other in prison
96
Q
  1. Determinism v Free will
A
  • A limitation of the importation model is that it’s determinist.
    -It claims that prisoners are aggressive because of ‘negative’ dispositions they import into prisons.
    -They have little control over their dispositions
  • This implies that prison aggression is inevitable + that it is not the ‘fault of prisoners as their aggression is already determined by traits + characteristics from before
  • However, it could be argued that aggression in prisons is the outcome of prisoners exercising their free will
    -Cognitive factors also play a role = aggression in prisons is therefore not inevitable + is the responsibility of individual prisoners exercising their own free will
97
Q
  1. Opposing evidence
A

There is opposing evidence for the role of dispositional factors on aggression in prisons.
- DeLisi et al found no evidence that gang membership prior to prison had any bearing on violence or misconduct within prison

= There must be another explanation for institutional
aggression = the environment + people in prison

  • These findings discredit the importation model making it less valid, as it suggests that dispositional factors are not the cause of institutional aggression.
98
Q

Institutional aggression in context of prison

  1. The deprivational Model
    [Situational explanation]
A
  • The experience of being imprisoned causes extreme stress + frustration which leads to violence + aggression

Sykes:
- argued that the causes of institutional aggression could be attributed to prison environments resulting from a deprivation of liberties (pains of imprisonment)

  • Pains of imprisonment include being deprived of freedom, independence, goods, safety, + heterosexual intimacy.
99
Q

Sykes outlined five deprivations (pains of imprisonment) that arise when ppl become an inmate.

What are the 5 deprivations (pains of imprisonment) ?

A
  1. Deprivation of liberty
  2. Deprivation of autonomy
  3. Deprivation of goods and services
  4. Deprivation of heterosexual relationships
  5. Deprivation of security
100
Q
  1. Deprivation of liberty
  2. Deprivation of autonomy (independence)
A
  1. Deprivation of liberty
    - inmate lose many personal freedoms when imprisoned (choosing when to eat, bathe, sleep + wake up)
  2. Deprivation of autonomy
    - given scarce choices in their day-to-day life
    - Prison staff almost entirely control their lives
    =leading to feeling of helplessness
101
Q
  1. Deprivation of goods and services
  2. Deprivation of heterosexual relationships
  3. Deprivation of security
A
  1. Deprivation of goods and services
    - Inmates cannot access many of the goods + services they would have enjoyed outside prison (fav food / smoking)
    - Deprivation of material goods is linked to aggression as it increases competition amongst inmates
  2. Deprivation of heterosexual relationships
    - Heterosexual inmates mostly cannot continue / begin relationships or experience intimacy with their preferred gendered partner = leading to feelings of low self-worth, especially in male inmates.
  3. Deprivation of security
    - Inmates may feel unsafe or that their safety is threatened whilst in prison
102
Q

Evaluation of
- The deprivational Model of institutional aggression
[Situational explanation]

A
  1. Practical application
  2. Low temporal validity
  3. Opposing evidence
103
Q
  1. Practical application
A
  • The prediction of the deprivation model that improving the conditions in prisons will result in reduced levels of aggression, have real life application
  • Wilson designed + managed 2 special units for the 12 most violent prisoners in the UK = he improved conditions (noise, temperature + overcrowding),
    -Wilson reported that the levels of violence decreased, therefore supporting + validating the deprivation model
  • However important to note that improving the living conditions did not completely eliminate inmate violence
    = in 2018, an argument between 4 men lead to a murder at the prison.
  • For this reason = important to consider other factors which could explain inmate violence, including the importation model (inmate violence due to them importing their aggressive behaviour to prison)

= suggests we should take an interactionist model when explaining institutional aggression.

104
Q
  1. Low temporal validity
A
  • There’s low temporal validity
  • Many of the deprivations originally described by Sykes (1958) have been reduced considerably as a result of prison reform + the inmate rights movement

= These deprivations (pains of imprisonment) cannot be confidently used to explain aggressive behaviour in prisons now as many of them have been improved significantly, yet despite this there is still aggression shown

105
Q
  1. Opposing evidence
A
  • One limitation is research contradicting the deprivation model
  • The model predicts that a lack of heterosexual contact should lead to high levels of aggressive behaviour in prisons
    -However, Hensley et al studied 256 male + female inmates of two prisons in Mississippi (state of the US which allows conjugal visits (visits from partners specifically to have sex).
  • There was no link between involvement in these visits + reduced aggressive behaviour.

= This suggests that situational factors do not substantially affect prison violence.

106
Q

Media influences on aggression
- computer games

A
  • There is link / correlation between aggressive behaviour + violent computer games
  • They see their character being rewarded for violence in game = encourage aggression in real life through vicarious reinforcment + operant conditioning
  • many research methods can be used to investigate media’s effect on aggression
107
Q

experiments

  1. Barthalow + Anderson
    [ lab experiment ]
A
  • students play a violent computer game or a nonviolent computer game for 10 minutes.
  • Afterwards, they were told to administer white noise sounds to another individual.
  • Those who played violent games selected high noise levels than those who played nonviolent games.
  • This suggests a link between violent games + aggression
    = short term effects
108
Q

AO3 issue

A
  • lab studies have high levels of control, making it possible for them to establish clear causal relationships, leading to a high level of internal validity + scientific + replicable + objective
  • However, used artificial stimuli + setting to measure aggression.
  • makes it unrealistic = unclear whether the findings would be the same in real life situations
  • Findings lack mundane realism = cant be generalised
  • Also, aggression is seen as safe in the lab as there is no chance of retaliation = may increase the levels of aggression shown = difficult to establish a clear connection between violent games + aggression = lowering validity of the studies
109
Q

Meta analysis

2.Anderson et al

A
  • did meta analysis on 136 studies + found that
  • Exposure to violent video games was associated with increased aggressive behaviours, thoughts + feelings
  • true for males + females in both collectivists + individualistic cultures
  • = suggests a level of universality in the findings = gives the research potential to benefit society + aid the understanding of human aggression worldwide
110
Q

AO3 Issue

A
  • publication bias, which suggests that publishers favour studies which show statistical significance only, + non-significant results showig no differences not used
  • only studies finding significant results included = skews the data + results in an inaccurate + misrepresentation of research into the effects of aggressive computer games
  • = research may lack reliability, as it’s unlikely that the same results would be found if it was replicated using a wider range of studies
  • = This means the effects of aggression may be overexaggerated leading to a lack of understanding + less valid findings
111
Q

longitudinal studies

3.Robertson et al

A
  • looked at relationship between excessive tv viewing + violent computer games in childhood + aggression in adulthood
  • He found that excessive tv viewing + violent computer games in childhood was a predictor of aggression in adulthood
  • Aggression behaviour in adulthood measured by criminal convictions + the development of antisocial personality disorder
112
Q

AO3 issues

A
  • Ps exposed to various confounding variables (environment, family, friends)
  • difficult to establish whether IV caused change in DV
  • Validity of findings questioned as we cannot be 100% confident that the video games + media as child is what caused the increased aggression as an adult
113
Q

Media Influence on Aggression through Desensitisation + Disinhibition + Cognitive priming

1. Desensitisation

A

Desensitisation:

  • consequence of repeated exposure to violence in media
  • = causes individuals to be less empathic towards victims (Funk et al) + reduced physiological responses of anxiety
  • what was once a source of alarm/fear/aversion has transformed into something harmless = losing sensitivity towards stimulus [aggression]
114
Q

AO3 for desensitisation

A

Krahé

  • individuals who have a history of regularly viewing aggressive acts on TV, experienced more positive arousal +
    less anxious arousal when watching examples of aggressive media in a lab experiment, than those who don’t normally watch
  • reduced activity in the autonomic sympathetic NS, which usually produces unpleasant symptoms such as
    increased heart rate
115
Q

AO3 Limitation

A
  • correlational not causation
  • cannot establish cause + effect
  • less scientific and less valid
  • many factors could have influenced levels of arousal, including individual differences as some are generally more fearful and easily scared than others
116
Q

2. Disinhibition

A

Disinhibition:

  • process where our restraints towards violence + aggression are lowered, through direct / indirect learning through SLT
  • when someone lets go of the usual restraints + caution that hold them back from behaving that way
  • Media rewarding aggressive behaviour + minimising its negative consequences = results in new social norms + attitudes towards aggression being developed = see it as acceptable
  • accept it as new social norm
117
Q

AO3 for disinhibition

A

Heath et al - meta analysis

  • children whose parents emphasised social norms against aggression were unlikely to behave aggressively, even if they were exposed to violent media
  • children whose parents used physical punishment were more likely to behave aggressively if they were exposed to violent media = less concerend about social norms saying violence is bad as they observed lots of violence from parents = seen as ‘normal’
118
Q

3. Cognitive Priming

A

Cognitive Priming:

  • Cues associated with violence in media (eg gun) may trigger aggression in us when we see them in real life
  • as what we see in media is stored in memory + memory works through association = connect it to other violent memories
  • we’re ‘primed’ to retrieve these memories if we come across anything associated with them = propmt aggressive behaviour
119
Q

AO3 for cognitive priming

A

Bushman et al [lab]

  • half ps watched violent film + half non-violent film
  • After, he measured their reaction time to different words appearing on screen
  • PS who watched a violent video had faster reaction times to aggressive words than those who had watched a non-violent video
  • = have been primed to aggression
  • however confounding variables from ps differences, which could make them more aggressive in general from before film, eg genetic / differences in original reaction times for ps may be different and nothing to do with film
120
Q

AO3 for media in general
[desensitisation, disinhibition + cognitive priming]

A
  1. Supporting evidences
    - Krahe [+issue with correlation / causation]
    - Heath et al
    - Bushman et al
  2. Individual differences
    - personality – some individuals are more influenced than others
    - cannot generalise this theory to everyone
    - idiographic approach should be taken instead
  3. Practical application
    - need for media regulation known now
    - reduces exposure to violence on media = to reduce aggression
    - advise parents on their children’s use of social media eg
    - improves society = positive