social explanations for human aggression Flashcards
1
Q
what is frustration aggression?
A
- Dollar and Millar (1939) frustration always causes aggression
- when directed goal is blocked causes frustration
2
Q
what is displacement?
A
- when the thing you’re frustrated at cant be targeted
- so aggressive to a weaker target
2
Q
what is catharsis?
A
- aggressive behaviour that releases frustration
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
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
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
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
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
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
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
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
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
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
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
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
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
