Final 1

Question 1

Buss definition of aggresion

Answer 1

“A response that delivers noxious stimuli to another organism”

too narrow and broad

Question 2

aggression

Answer 2

any form of behavior that is intended to hurt another person physically or psychologically (who doesn’t want to be hurt)

intent is the most important part

no intent to harm = no aggression

Question 3

Response Modality

Answer 3

Aggression aimed at damaging others reputation or relationships

Question 4

Goal Direction: Hostile VS. Instrumental

Answer 4

Hostile: “hot”; arises from anger; goal is to inflict direct harm
E.g. Road rage, bar fight

Instrumental: “Cool” calculated; (harm incidental to a broader goal)
Harm to another person might still occur, but only as a means to an end (e.g., obtaining money). In a “stick-em-up,” the robber wants the bank’s money, but doesn’t intend to physically harm anyone (the gun might not even be loaded).

Question 5

Immediacy: Direct (victim present) vs. Indirect (victim absent)

Answer 5

Direct = (victim present) Indirect = (victim absent)

In terms of physical aggression, a direct example would by punching somebody in the face, whereas an indirect example would by burning the person’s house down (while nobody is inside). Yelling at somebody would be an example of direct psychological aggression, while spreading unfounded rumours about a person on social media would be classified as indirect psychological aggression.

Question 6

Cultural Variation

Answer 6

Different cultures and societies have varying standards for what is considered legitimate aggression.

Examples of Legitimacy:
Corporal Punishment:
Historically used in schools; now prohibited in Canadian schools.
Still legal for parents in Canada under certain conditions.

Revolution:
Using violence to overthrow a harmful dictator can be seen as justified.
The context of harm caused by the dictator influences the perceived legitimacy.

Question 7

Violence:

Answer 7

aggression that is intended to cause extreme injury

Question 8

measuring aggression

Observing Behaviour in Natural Contexts

naturalistic observation

Researcher observes and records behaviour without intervening

Ostrov & Keating (2004)

Answer 8

Observed children in playgroup

Recorded frequency counts of physical, verbal, and relational aggression

Question 9

Observing Behaviour in Natural Contexts

field experiments

Experimenter manipulates I.V. but Ps unaware of being observed

Baron (1976)

Answer 9

horn honking study

Purpose:
To measure drivers’ aggressive responses to being deliberately held up at
a green light.

Findings:
Aggression measured by:
Time before honking
Number of honks

Higher temperatures led to more aggressive honking, especially in cars without air conditioning.

Question 10

Essay evaluation paradigm

Confederate make participate angry, then participant has choice to retaliate

Donnerstein & Berkowitz (1981)

Answer 10

Purpose:
To see how different types of films affect men’s aggressive behavior towards women.

Findings:
Men who watched the aggressive erotic film gave much more intense shocks to the female confederate compared to those who watched non-violent erotic or neutral films.
No difference in shock intensity was found when the confederate was male.

Question 11

competitive reaction time (CRT) paradigm

Answer 11

Participants perform a task on a computer, believing they are competing against another participant (actually a confederate).

The first to press a button when a symbol appears wins and can deliver an aversive stimulus (e.g., mild shock, loud noise) to the loser.

The task is rigged to increase the intensity of the shock the participant receives to see if they reciprocate or escalate.

Findings:
Participants with higher aggression scores tend to deliver higher intensity shocks.

This is especially true after the confederate has escalated the shock intensity.

Question 12

hot sauce paradigm

Answer 12

P angered
P given opportunity to make confederate eat hot sauce, after getting told the confederate doesnt like hot sauce

Question 13

voodoo doll paradigm

Answer 13

Purpose:
To test if low blood sugar levels increase aggression.

Findings:
Participants inserted more pins in the voodoo dolls when they were hungry.
Conclusion: Regular eating and maintaining glucose levels can help reduce aggression and conflict in relationships.

Question 14

CRITICISMS OF LAB MEASURES OF AGGRESSION

Answer 14

construct validity

external validity

Question 15

what are some ways scientists can collect reports of aggressive behavior

Answer 15

self reports: Buss & Perry’s Aggression Questionnaire

parent & teacher reports

peer reports

Question 16

Implicit Association Task

and who made it

Answer 16

Richetin et al. (2010)

A reaction-time test that measures how strongly people associate concepts

Purpose:
To see if a strong association between “aggression” and “me” predicts aggressive behavior.

Findings:
Participants faster at pairing aggression-related words with self-related words (“me” or “I”) are more likely to show aggression towards a target.
This aggressive behavior towards the target occurred only after participants were provoked.

Question 16

what are the 4 ways we learned to measure aggression

Answer 16

1. Observing Behaviour in Natural Contexts
2. Observing Behaviour in the Lab
3. Collecting Reports of Aggressive Behavior
4. Using Official Records

Question 17

Rosenweig’s Picture Frustration Test

Answer 17

projective test that measures how people respond to frustrating situations through a series of cartoon pictures.

Question 18

extraggression”

Answer 18

refers to aggression directed at others in the social environment

Question 19

“intraggression”

Answer 19

refers to aggression directed towards oneself, often manifesting as self-blame.