social-psychological explanations of aggression:frustration-aggression hypothesis

Question 1

Dollard et al’s frustration-aggression hypothesis (FAH) is based on what approach?

Answer 1

psychdoynamic

Question 2

FAH views aggression as

Answer 2

a psychological drive similar to biological drives e.g. hunger

Question 3

FAH states we experience frustration if

Answer 3

our attempt to achieve a goal is blocked by some external factor- frustration creates an aggressive drive which leads to aggressive behaviour e.g. violent outburst or physical violence

Question 4

expression of the aggressive drive in behaviour is

Answer 4

cathartic

Question 5

why is the expression of the aggressive drive cathartic?

Answer 5

because the aggression created by the frustration is satisfied- this reduces the drive and makes further aggression less likely= negative feedback process. We feel better for getting it ‘off our chest’

Question 6

aggression may not be expressed directly against the source of frustration- what are the 3 reasons for this?

Answer 6

• the cause of frustration is abstract e.g. economic situation or the government for example
• the cause is too powerful and we risk punishment by aggressing against it e.g. teacher who gave you lower grade than expected
• the cause is unavailable at the time e.g. teacher left before realised grade given
  = aggression displaced onto an alternative- one that is not abstract, weaker and available e.g. younger sibling, an object etc

Question 7

who conducted a study into the effect of frustration on aggresson?

Answer 7

Geen

Question 8

what was Geen’s procedure?

Answer 8

• MALE UNIVERSITY STUDENTS had to complete a puzzle, during which their level of frustration was experimentally manipulated in one of three ways:
  1- some Ps found puzzle impossible to solve
  2- others ran out of time because another student in the room (a confederate) kept interfering
  3- others were insulted by the confederate as they had failed to solve the puzzle
• the next part of the study involved the P giving (fake) electric shocks to the confederate whenever he made a mistake on another task

Question 9

what did Geen find?

Answer 9

• insulted P gave the strongest shocks on average
• followed by interfered group
• then impossible task Ps
• all 3 groups selected more intense shocks than a non-frustrated control group

Question 10

what are the evaluation points for FAH?

Answer 10

• methodological issues in Geen’s research
• evidence aggression is not cathartic (Bushman)
• original frustration-aggression hypothesis was reformulated in line with the evidence
• explain how a strength is the useful real-life application

Question 11

explain how there is evidence that aggression is not cathartic (Bushman)

Answer 11

• Bushman found that Ps who vented their anger by repeatedly hitting a punchbag actually became MORE angry and aggressive rather than less
• in fact, doing nothing was more effective at reducing aggression than venting angers
• Bushman argues that using using venting to reduce anger is like using petrol to put out a fire= positive feedback- but this is exactly the advice many counsellors give to their clients
• this casts doubt on the validity of a central assumption of the frustration-aggression hypothesis

Question 12

explain how the original frustration-aggression hypothesis was reformulated in line with the evidence

Answer 12

• it became clear that frustration does not always lead to aggression, and that aggression can occur without frustration
• so the frustration-aggression hypothesis was appropriately reformulated in 1989 which now suggested that frustration is just one of the many aversive stimuli that elicit negative feelings (others include anger, jealousy, pain and loneliness)
• also the outcome of frustration can be a range of responses and only one of these is aggression e.g. frustration at getting a low grade might lead to despair, anxiety, helplessness or determination instead
• this a clear strength as it highlights the flexibility of the FAH and is how science operates- a theory is adapted when evidence comes along that it cannot explain

Question 13

• explain how a strength is the useful real-life application

Answer 13

• Berkowitz’s argument that ‘the trigger can pull the finger’ has featured in the gun control debate in the US
• some states allow ‘open carry’, where a gun does not have to be concealed but in other states you have to conceal the weapon
• but there is concern that the open presence of a weapon can act as a cue to aggression, making its use more likely
• research into the weapons effect may reduce gun-related violence by showing that the open presence of a weapon can act as a cue to aggression, making its use more likely
• research into weapons effect may reduce gun-related violence may reduce gun-related violence by showing that cues to aggression should be removed from the environment- this may lead to lives being saved, an added ‘bonus’ of the pursuit of scientific knowledge