social explanations for human aggression Flashcards

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1
Q

what is frustration aggression?

A
  • Dollar and Millar (1939) frustration always causes aggression
  • when directed goal is blocked causes frustration
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2
Q

what is displacement?

A
  • when the thing you’re frustrated at cant be targeted
  • so aggressive to a weaker target
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2
Q

what is catharsis?

A
  • aggressive behaviour that releases frustration
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3
Q

factors that influence if aggression will happen

A
  • more likely if you’re close to achieving your proximity goal
  • if aggression is likely to remove the barrier goal
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4
Q

reinforcement with aggression

A
  • if aggression is rewarded they’re more likely to do it again especially if they felt catharses
  • if it is punished then they’re less likely to do it again
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5
Q

frustration aggression evaluation: research support Geen(1968) puzzle

A
  • 1 group= confederate that interfered so could do puzzle
    -2 group= verbally attacked
  • both shocked the confederate higher than the control group
  • but the verbally attacked group shocked higher
  • demand characteristics knew goal= lab study
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6
Q

frustration aggression evaluation: some people can resist aggression when frustrated

A
  • can become aggressive when not frustrated or frustrated when not aggressive
  • aggressive people repeat aggression= not cathartic
  • aggression leads to more aggression
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6
Q

frustration aggression evaluation: Harris proximity goal research support

A
  • pushed in front (2 behind front/11 behind front)
  • response coded
  • those at front more aggressive than those at the back
  • frustration=aggression
  • more intense when close to a goal
  • field study= more validity
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7
Q

social learning theory on aggression

A
  • aggression is more or less likely to be imitated if the role models behaviour is vicariously reinforced or punished
  • more likely to imitate if identify with the role model
  • self-efficacy= how confident they feel they can reproduce the behaviour
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8
Q

SLT aggression: research support bandura bobo doll

A
  • children watched aggressive behaviour towards a bobo doll
  • went in other room and was more aggressive towards other toys than control group
  • identification= boys more likely to imitate males, girls more likely to imitate women
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9
Q

SLT aggression: research support TV on aggression in Canada

A
  • observed children for aggression before and after the intro of TV in rural town
  • more physical and verbal aggression
  • due to watching and imitating
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10
Q

what is deindividuation?

A
  • when in a large crowd there’s a loss of self awareness/ personal identity
  • results in loss of personal control
    -normally non-aggressive individuals go along with the group
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11
Q

why does deindividuation happen?

A
  • less identifiable= loss of personal responsibility
  • lower inhibitions and feelings of guilt
  • anonymity increased by, masks uniforms and darkness
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12
Q

what is public self awareness?

A
  • personal responsibility in deindividuated state is reduced
  • less worried about what people think of them
  • focused outwards= less likely to focus and reflect on own values and thoughts
  • less likely to stop aggressive acts
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13
Q

evaluation deindividuation: research support zimbardos shock study

A
  • 4 females shock confederate answering questions through 1 way glass
  • wore large lab coats + hoods
  • control wore name tags
  • unidentifiable shocked for twice as long identifiable
  • anonymity increased aggression
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14
Q

evaluation deindividuation: doesn’t always lead to aggression Gergen et al. padded room study

A
  • 8 pp in dark padded room
  • no rules not introduced to each other
  • darkened= no aggression, more affectionate, 90% intentionally touched each other, 50% hugging
  • lit room= no one touched each other
  • anonymity results in low inhibitions
  • deindividuation doesn’t automatically result in aggressive behaviour
15
Q

evaluation deindividuation: strength, has face validity

A
  • normal people without previous convictions get caught up in violent riots
  • tribal societies have used warfare paint and masks, removing personal identity
16
Q

General evaluation: strengths

A
  • practical applications
  • dindividuation on city planners can make sure streets are well lit and ppl can be seen on CCTV, so they feel identified
  • SLT can be used as interventions for children who may be at risk of aggressive models
16
Q

General evaluations: limitations

A
  • experimental research is mainly based on aggression and psychological factors in the short term, in lab situations
  • hard to show link in long term examples of real world aggression
  • feelings of frustration and deindividuation are hard to measure
  • genetic factors like serotonin and the MAOA gene intervene with SLT and frustration aggression