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PSYC 442 > Aggression and Violence > Flashcards

Aggression and Violence Flashcards

1
Q

Agression

A

Behavior consisting in: – Delivering noxious stimuli to another person – Attempting to harm another who wishes to avoid being harmed – Increasing one’s position in a dominance hierarchy

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2
Q

Continuum of violence

A

Includes assertiveness and violence - Calm - Verbally agitated - Verbally hostile - Verbally threatening - Physically threatening - Physically violent

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3
Q

Frustration-aggression theory

A

AGG as a reaction to frustration

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4
Q

Stimulus-response (S-R) theory

A

AGG is acquired bhrv to harm in order to achieve goals

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5
Q

Social learning theory of aggression

A

Children are motivated to imitate behavior through observation, modeling, reinforcement and punishment -Bobo doll experiment

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6
Q

Evolutionary perspective of aggression

A
  • Aggression is a fundamental aspect of human behavior - Aggression as a adaptive behavior for ancestors but not today
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7
Q

Dimensions of aggression

A
  • Intensity (Mild or strong) - Motivational sequence (Initiative/Pro active/Reactive) - Direction (Direct or indirect) - Modes (Physical/Verbal/Facial/etc) - Most not very useful to differentiate
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8
Q

For qualitative characteristics of aggression

A
  1. Proactive direct 2. Proactive indirect 3. Reactive direct 4. Reactive indirect
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9
Q

Jyväskylä Longitudinal Study of Personality and Social development (JYLS)

A
  • Used Parental, teacher and self-report Prospective longitudinal study - Looked at direct pro activeAnd reactive aggression - In the boys of the same size, smaller boys, girls, taller boys, adults - Most aggressive groups were high Proactive progressive children - Boys We’re more pro active aggressive
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10
Q

JYLS Predictive Aspects

A
  • Behavior That is against the norm Along with poor school success is more predictive of future criminal offenses and aggression - Low self-regulation without aggression projects criminal offense
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11
Q

JYLS Childhood and adult agression

A

Not significantly Associated unless in boys - Highly aggressive across time - Continuity present in US especially in low SES families - Childhood aggression predicts criminal offense, Unless reactive without proactive - Linked with parental attitudes

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12
Q

Montréal Longitudinal experimental study (MLES)

A
  • Used Parental, teacher and self-report Peak of aggression coincides with motor development and socialization with age - Aggression usually emerges around two years old
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13
Q

Origins of aggression

A

Starts with maternal behavior - Young motherhood, Maternal problems, low education, Single parenting, property, Exposure to nicotine - For marital relationship and maternal depression jury first six months By adolescents easy to see chronic physical aggression group

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14
Q

Repercussions of aggression

A
  • 3.3% of people with chronic aggression have a high school diploma - Highest record of infractions - Substance use disorder - Early sexual relationships - Depression - Unemployment in poverty - Violence
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15
Q

Violence

A

Behavior intended to cause an that actually causes injury - Most important offenses are homicide, assault, And rape - Violence is a consequence of aggression

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16
Q

Violence from the clinical perspective

A

Aggression and violence are manifested in various disorders - Intimate to explosive disorder, Conduct disorder, Antisocial personality disorder, Disruptive mood this regulation disorder - It’s Not a disordered self

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17
Q

Cambridge study in delinquent development (CSDD)

A

Use criminal and self-report - Followed into adulthood - 45% of boys started a physical fight or use the weapon at age 15 to 18 years - Violent offenses peakAt 10%At age 15 to 18 years oldAnd lower throughout adulthood until mid-40s

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18
Q

Pittsburgh youth study (PYS)

A

Use criminal and self-report - Violent offenses peek at 11% at 18 to 19 years old, Reduce until Mid 20s

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19
Q

Violence Versatility vs. Specialization

A

Versatility: As soon as the act of violence, could be any type - Violent offenders 10 to be versatile more Then specialized - But are higher risk to perform the same behavior

20
Q

Probability of violent offenses

A

Increases with every offense - 1: 10% - 2-3: 37% - 4 - 10: 63% 10+: 78%

21
Q

Habitability of aggression and violent behavior

A

40 to 50% Heritability according to twin studies -

22
Q

Animal research in aggression and violence

A

Higher aggression found with lower serotonin in prefrontal cortex and in cerebral spinal fluid - Looked at particular disorders and not aggression itself MLES: Low serotonin synthesis found in orbitofrontal cortex - Hi methylation of serotonin transporter gene

23
Q

MAOA & AGG & VIO

A

-MAOA Is the enzyme breaking down serotonin and dopamine - Lower MAOA Activity in the prefrontal cortex and hippocampusRelated to more antisocial behavior - Especially when interactionWith childhood maltreatment - Study difficult to repeat

24
Q

COMT & AGG and VIO

A

The enzyme breaking down dopamine and norepinephrine - Low functioning enzymeWith child abuseCauses more anger aggression and antisocial behavior - High functioning enzyme also lead to negative behavioral outcomes

25
Q

Phineas Gage

A

Frontal lobe damage - Personality and behavioral changes - Became socially deviant - Give rise to dysfunctional frontal little hypothesis

26
Q

brain morphology in Highly aggressive individuals

A
  • Lower gray matter volume In prefrontal cortex, ACC and AMY - Lower resting state in prefrontal cortex - Lower activity drain angry memories and area processing in PFC, ACC, AMY All causes lowered inhibition of impulses
27
Q

Explanation of brain parts involved

A

Anterior Cingular cortex - Affect, Selective attention and social interaction Dorsolateral Prefrontal cortex - Motivation and executor functioning Amygdala - Emotional stress and learning Hippocampus - Learning and memory

28
Q

Under arousal hypothesis for aggression

A
  • Low-level of Baseline arousal - Experience negative affect any more stimulation
29
Q

The dark triad of personality

A

All disregard how others feel and think, Have excessive self-love, Are impulsive, Lack of remorse or empathy, Emotionally cold 1. Psychopathy - Impulsive - Emotionally cold - Remorseless 2. Machiavellism - Manipulative - Self interested - Domineering 3. Narcissism (Aggressive especially after Eagle threat) - Grandiosity - Entitlement - Perceived superiority

30
Q

Cognitive biases related to aggression

A
  • Hostile attribution bias - Hostile perceptive bias - Hostile expectation bias
31
Q

Hyperactivity and aggression

A

Individuals with high Hyperactivity Make it lower school attainment and be at high risk for violent offenders

32
Q

General theory of crime (Self control theory)

A

Assumes that any individual is motivated to pursue self interest - Hi self-control people are low criminal offending, vice versa - Early life parents child attachment and socializationIs a important personal control

33
Q

Social risk factors for aggression and violence

A
  • Low parental education - Parental discord - Poor parental supervision - Hi family size - Low parental affection - Harsh childrearing - Parental antisocial behavior
34
Q

Intergenerational transmission of violence

A
  • Higher risk for violence is have Convicted mother or father - Only poor supervision significant At family level
35
Q

Trauma theory

A

Tries to explain link between disrupted families and violence - Damaging effect of loss of a parent

36
Q

Life course theory

A

Tries to explain link between disrupted families and violence - Separation from parent, Any instance - Causes a sequence stressful experiences - Harsh discipline is one of the highest predictors of aggression and violenceAnd even more with broken families

37
Q

Low SES and violence

A
  • Could be mediated by socialization practices - Large family sizeCan reduce the amount of parental attention, Can cause overcrowding related conflict
38
Q

Factors for low violence

A
  • High academic achievement - Older mother - Low hyperactivity - low physical punishment - Good Parental supervision Interactive effect: Good child-rearing practices is protective over other factors
39
Q

Deviant here affiliation

A

Aggressive children tend to associate with other aggressive peers - Corset or uninvolved parenting in early life can causeDeviant peer association which causes delinquency

40
Q

Dual risk or diathesis stress model

A

Individuals have inherited tendencies to express certain behaviors - These tendencies could be activated under conditions of stress - Not voice activated if They have no stress or high coping mechanisms

41
Q

Differential susceptibility theory

A

Hi biological reactivity Maybe a adaptive or maladaptive depending on social context - Aggressive individuals have a great oversensitivity to environmental influences whether good or bad An interactive approach

42
Q

Contrast between dual risk and differential susceptibility theory

A
43
Q

Study comparing diathesis stress And Differential Susceptibility

A

looked at COMT gene x neg life event on childhood AGG

  • 4-6 years old

With those with polymorphism, The more the the serious life eventsThe more aggression, But not with those with the normal

44
Q

Early intervention

A
  • Focus on pregnancy and postnatal
  • Sometimes in childhood
45
Q

Cognitive behavioral skill training program

A

Intervention in middle childhood

  • Focuses on risk factors, Like high impulsivity, low empathy, height hyperactivity, hyperacidity
  • Programs like stop now and plan program Teach kids coping strategies
  • Peer and big brother programs are also very
46
Q

Preschool programs for interventionFor vicinity

A
  • Risk factor base, Like low intelligence for school failure

Perry preschool project

  • Looks like disadvantaged others
  • Randomized studies
  • Daily preschool session and we clean home visit, Intellectual stimulation
  • Long term benefit including college trainingMore homeowners more to be married in less arrested
47
Q

Family programs for violence intervention

A
  • Risk factor based
  • Poor parental supervision or inconsistent discipline

Home visits

  • For prenatal and postnatal
  • Parent training in early childhood
  • Teach children management skills

Multiple component programIn childhood and adolescence

  • Combined programs, even school intervention
  • 25% act aggressively or on versus 71%

PSYC 442 (7 decks)

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