SOCIAL:AGGRESSION AND PROSOCIAL BEHAVIOUR Flashcards
Kin selection
organisms are most likely to help other whom they share the most genes, namely their offspring and genetic relatives
reciprocal altruism
helping others increases the odds that they will help up or our kin in return, enhancing. the survival chances of our genes
social learning
norm of reciprocity
reciprocate when others treat us kindly
social learning
norm of social responsibility
help others and contribute to the welfare of society
cultural differences
obligation vs choice - simpatia countries
parents effect of prosocial behaviour
those who:
- have high morals
- are warm and supportive
- encourage empathy
altruism
unselfishness or helping others only to enhance their welfare
egoistic goals
helping others to improve own welfare to increase self esteem, avoid guilt for not helping, obtain praise or alleviate stress
empathy-altruism hypothesis
altruism is produced by empathy
when do people help? situational factors
- not being in a hurry
- recently observing a prosocial model
- being in a good mood
diffusion of responsibility
belief that someone else will help
social comparison
look to see how others are responding
bystander effect/apathy
presence of multiple bystanders inhibits each person’s tendency to help
three factors more likely to receive help
- similarity: attitudes or nationality
- gender: male more likely to help woman than man. Women are equally as likely to help.
- perceived fairness and responsibility: more likely to help a person not responsible for their misfortune
three methods to increase prosocial behaviour
- expose to prosocial models
- developing feelings of empathy and connectedness
- learning about factors effecting intervention
defining aggression (3 aspects)
- intention to harm: underlying motivation to harm or injure another person
- awareness of adverse effects: behaviour can cause harm or injury
- harmful actions that target wants to avoid: not performed at targets request
methods of measuring aggression
- observation
- self reports
- peer nominations
- archival data
tasks for measuring aggression
- electric shock
- loud noise
- cold water
- unpleasant hot spicy sauce
frustration-aggression hypothesis
all aggression comes from frustration (=blockage of Olga directed activity)
displaced aggression
take out on someone else
cue arousal theory
2 pathways
(social and sport)
frustration-interviening variables-agression (social situations)
OR
frustration- state of emotional arousal= anger- readiness for behaviour (sports)
aggressive cues
enhanced possibility of aggressive behaviour through the situation increasing accessibility of aggressive cognitions
weapons effect
more aggressive behaviour in frustration participants in the presence of weapons
cognitive neo-associationist model
frustration activates a network of aggression-related thoughts and feelings
-can be automatic or controlled
cognitive neo-associationist model :
automatic appraisal process
- little or no conscious awareness
- unspecific negative feelings = fight or flight
cognitive neo-associationist model :
controlled appraisal process
- cognitive processing such as anger or fear
- evaluation of potential outcomes, memories of similar experiences, social norms about appropriate emotion
- more specific state: anger or fear
excitation transfer theory
residual arousal from precious situation can transfer to or be added to arousal elicited in a new situation
socail learning theory
aggression is a result of reinforcement either direct or indirect
situational influence on agression
- media
- alcohol
- crowding
- noise
- high temperature
alcohol myopia
- prevents thorough processing of situational behaviour
- only paying attention to client features of situation
- impairs awareness of social norms
- more responsive to aggressive cues in the situation
attentional Hypothesis
narrow view when evaluating a situation
