aggression - SLT Flashcards
(SLT)
direct learning of aggression from Bandura
-B acknowledged that aggression can be learnt directly through operant conditioning involving positive + negative reinforcement + punishment.
-This direct reinforcement makes it more likely that the child will do this again in similar situation.
Bandura example of child direct learning of aggressive behaviour
child who angrily snatches a toy off another child is likely to learn that aggressive behaviour brings results.
This direct reinforcement makes it more likely that the child will do this again in similar situation.
Bandura’s explanation for indirect learning of aggression
However, bandura also realised that aggressive behaviour often cannot be explained by direct forms of learning especially in humans. So he argued that an indirect mechanism- observation learning- accounts for social learning of most aggressive behaviours.
(SLT)
observational learning of aggression
-children acquire specific aggressive behaviours from observing aggressive models. e.g. parents, peers, characters in the media.
child works out how an aggressive behaviour is performed.
vicarious reinforcement of aggression
children also observe the consequences of their behaviour.
-If models aggressive behaviour is rewarded = child learns that aggression can get what they want = vicarious reinforcement.
= Makes more likely that the observing child will imitate the models aggressive behaviour.
-parallel between from vicarious punishment. -if models use of aggression to achieve a goal is punished = observing child is less likely to imitate that specific behaviour
(SLT) cog control of aggressive beh.
what are the 4 cognitive conditions that are needed to take place
- ATTENTION: basic cognitive requirement is that the observer may pay attention to the models aggressive actions.
2.RETENTION: the observer also needs to be able to remember the models aggressive actions, to form a symbolic mental representation of how the behaviour is performed.
- REPRODUCTION: the individual must be able transform the mental representation of the aggressive behaviour into actual physical action. This involves the individual mentally appraising his or her ability to do this.
- MOTIVATION: the individual needs reason to intimate the behaviour which will depend on his or her expectations that behaving aggressively in a specific way in a specific situation will be rewarding.
(SLT)
what is self-efficacy
is the extent to which we believe our actions will achieve a desired goal.
now explain self-efficacy in relation to aggressive behaviour
Childs confidence in their ability to be aggressive grows as they learn that aggression can bring rewards.
-e.g. a child regularly hits other children to get hold of a toy. They learn that they have the motor skills necessary to force another child to hand over the toy + this ability come easily to them. The Childs sense of self-efficiency develops with each successful outcome.
-He or she is confident because their aggression has been effective in the past it will continue to be so in the future. = they will learn that aggression works and they are good at it.
what’s the research into social learning theory of aggression
Bandura et al (1961) Bobo Doll study
explain the procedure Bobo Doll study in relation to aggression
PROCEDURE:
children indivdiaully observed an adult model assaulting an inflatable plastic toy called ‘bobo doll’. The aggressive behaviours included; throwing, kicking, hitting a mallet. Accompanied with verbal outbursts ‘sock him in the nose!’.
-this accompanied with period children weren’t allowed to play with attractive toys - creating frustration.
-they were then taken to another room where there was a Bobo Doll plus other toys.
explain the findings of the Bobo doll exp in relation w aggression
FINDINGS:
without being instructed, many of these children imitated the behaviour they had seen performed by the model, physically + verbally. The closeness of the imitation remarkable in some cases, direct copy of what they observed. Included use of specific objects, verbal phrases. There was also another group of children who has observed an adult interacting non-aggressively. aggressive behaviour was almost non-existent.
evaluation of SLT explanation of aggression
SUPPORTING RESEARCH:
-Poulin + Boivin applied Social learning analysis to aggressive behaviour in boys aged 9-12. Found: most aggressive boys formed friendships with other aggressive boys. Researches described such cliques as ‘training grounds’ for antisocial behaviour. These friendships were lasting, stable + mutually reinforcing aggression. Boys used their alliances with each other to gain resources through aggressive behaviour usually successful.
-Meant that they were exposed frequently to models of physical aggression + to the positive consequences of it. They also gained reinforcement from rewarding approval from the ‘gang’.
-these are precisely the conditions under which SLT predicts.
CANNOT EXPLAIN ALL AGGRESSION:
-Two broad categories of aggression recognised by researchers: reactive (hot-blooded, angry) and proactive (cold-blooded, calculated).
-children who are experienced using proactive have high levels of self-efficacy- they use aggression as a way of getting benefits. This behaviour is explained by SLT.
-however, reactively aggressive children habitually use aggression to retaliate in heat of the moment. tend to be hostile, suspicious of other + do not use aggression to achieve anything expect retribution.
-This behaviour is less explicable from SLT + may be better explained by Berkowitz negative effect theory.
BENEFITS OF NON-AGGRESSIVE MODELS:
practical applications of SLT. people not passive recipients of reinforcement but active influences of their own environments. People shape their own aggressive behaviour by selecting + creating their surroundings.(reciprocal determinism)
Also practical benefit to understanding this aspect of SLT. one way to reduce aggression is to break the cycle. encouraging aggressive children to form friendships with non aggressive children gives them more opportunities to model non-aggressive behaviour.
REAL-LIFE APPLICATION:
Huesmann + Eron (2013) argue that media portrayals of aggressive behaviour can be powerful influences on children.
especially true if character is rewarded for being aggressive + if the child identifies with the character.
under these conditions VR experience by children observing violent beh in media may be just as influential in encouraging imitation as it is in real life.
SUPPORTING RESEARCH:
Poulin + Boivin applied Social learning analysis to aggressive behaviour in boys aged 9-12. Found: most aggressive boys formed friendships with other aggressive boys. Researches described such cliques as ‘training grounds’ for antisocial behaviour. These friendships were lasting, stable + mutually reinforcing aggression. Boys used their alliances with each other to gain resources through aggressive behaviour usually successful.
-Meant that they were exposed frequently to models of physical aggression + to the positive consequences of it. They also gained reinforcement from rewarding approval from the ‘gang’.
-these are precisely the conditions under which SLT predicts.
CANNOT EXPLAIN ALL AGGRESSION:
Two broad categories of aggression recognised by researchers: reactive (hot-blooded, angry) and proactive (cold-blooded, calculated).
-children who are experienced using proactive have high levels of self-efficacy- they use aggression as a way of getting benefits. This behaviour is explained by SLT.
-however, reactively aggressive children habitually use aggression to retaliate in heat of the moment. tend to be hostile, suspicious of other + do not use aggression to achieve anything expect retribution.
-This behaviour is less explicable from SLT + may be better explained by Berkowitz negative effect theory.
BENEFITS OF NON-AGGRESSIVE MODELS:
practical applications of SLT. people not passive recipients of reinforcement but active influences of their own environments. People shape their own aggressive behaviour by selecting + creating their surroundings.(reciprocal determinism)
Also practical benefit to understanding this aspect of SLT. one way to reduce aggression is to break the cycle. encouraging aggressive children to form friendships with non aggressive children gives them more opportunities to model non-aggressive behaviour.
