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PY2PS > SPRING aggression > Flashcards

SPRING aggression Flashcards

1
Q

what is aggression

A

intentional behaviour with the goal of harming another (physically/psychologically)

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2
Q

what is hostile aggression

A

stem from feelings of anger
aim to inflict injury or pain
impulsiev and thoughtless
ie retaliating to provocation

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3
Q

what is instrumental aggression

A

premediated means of reaching a specific goal
means to an end
not intend to harm
ie shoving someone who has football

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4
Q

freud psychoanalytic view of aggression (genetic)

A

aggression is an innate personality characteristic
motivated by secual drive ie oedipus and electra
conflict between eros (life) and thantos (death) energies - displace negative energy onto others to prevent self destruction via mental illness

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5
Q

evolutionary perspective

A

evolved both aggressive tendencies and inhibitory mechanisms - recog appropriate context for certain behaviours
suggest necessary for males express dominance to protect group, perpetuate genes, establish paternity
testosterone link with aggression
females- relational aggression, damage socially

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6
Q

bandura et al SLT and aggression

A

inborn tendency to respond to provocative situations BUT depends on interplay between learnt inhibitory resonses and the social situation
learnt in social situations when observe behaviour and reward/punishment - likely to perform to recieve the same reward(internal/external)
determine what we deem acceptable in response

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7
Q

culture and aggression

A

cultural rules can restrict or govern aggressive behaviours

ie societies accept and ustify acts of aggression in response to threst to honout

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8
Q

vandello et al 2009 culture and agg

A

chile (honour and agg) and canada
listen to couples argument where either express jealousy or not
chile increase in acceptability of violence if jealous but not canada
- cultural values determine appropriateness of responses

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9
Q

dewall et al 2007 provocation and agg

A

feedback following interview - provoke (neg) or non provoke (pos)
give eva of feedback persoin
- provoke more likelt to give neg feedback

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10
Q

frustration and agg

A

agg provoked by frustration of not achieving an expected goal or gratification
may displace agg to other object or withdraw

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11
Q

berkowitz and le page 1967 weapons effect

A

purposely anger students by insult
some in room with gun some with badmington racket
opportunity to administer electric shocks
gun pps administer stronger and longer shocks than badmingon
- prime?

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12
Q

agg and discomfort

A

heat, pain and unpleasant smells increases violent crimes
- because more likely to go outside? - more social interaction
BUT domestic crime also goes up??

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13
Q

general model of agression (Anderson and bushman 2002)

A

input vairable - situational factors/personal factors - current interna state - affect/cognition/arousal - appraisal and decision process - thoughtful/impulsive action

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14
Q

general model of agression (Anderson and bushman 2002) situational factor

A

ie frustration or provocation
exposed to agg models/cues
discomofrt or neg affect

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15
Q

general model of agression (Anderson and bushman 2002) personal factors

A

neg affect
irritability
agg beliefs
pro agg alues

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16
Q

general model of agression (Anderson and bushman 2002) affect

A

mood influence
ie nega ffect due to discomfort
incresae hostility and express in motor ie facial expressions

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17
Q

arousal and aggression

A

not considered a part of affect - enhance tendency to behave aggressively but nothing to do with cause of anger or frustration
ie heightened arousal due to external factor increase frustration - may attribute to original external factor or current problem
original external reduce agg and current increase agg

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18
Q

violdent video games and agg

A

link to povery, iq and agg
repeat exposure - desensitised, less empathetic and more aggressive
learn agg responses

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19
Q

alcohol and agg

A

alcohol is a social lubircant that lowers inhibitions, reduces anxiety an cautiousness - more ag in response to provocation
disinhibition - depleted self control, and a bias and narrowed perception of the situation

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20
Q

how might agg be controlled

A

improve communication - express non judgementally without ridicule etc
enhance empathy
catharsis? - thought to raise oppose to subdue
awareness of state BUT goal fulfillment
indirect expression ie write letter

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21
Q

what is anger rumination

A

spontaneously reflect on situation by removing from a self immersive perspective which perpetuates feelings of anger

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22
Q

weiner et al 1982 controlling agg

A

apologising to someone else if they are behaving agg
humour which is incompatible with agg
conditioning ie punish
train to prevent by focus on communication and empathy

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23
Q

lorenz hydraulic model of motivation - origins of aggression (genetic)

A

aggresstion is an instinctual behaviour that serves to benefit species for survival
aggressive/neg energy accumulates and if cannot be directly released then implement on a sub/unrelated object

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24
Q

what is catharsis

A

performing an aggressive act that releases built up aggressive energy and is therefore thought to reduce the likelihood of further agressive behaviour

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25
Q

DiLalla 2002 inheritance of aggression

A

review agg genetic studies - parent child influence is bimodal
parent responds to child which is partly determined by childs phenotype - child shapes own environment based on genetics
BUT the way the parent responds is determined by their phenotype also - context and parent just as likely to have an influence

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26
Q

Ge et al 1996 inheritance of agg (adopt)

A

adopted childrens antisocial behaviour predicted by bio parents psychiatric disorders
+ adopted parents discipline practices predicted based on childrens behaviours

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27
Q

Eibl-Eibesfeldt 1963 inheritance of agg (rats)

A

rats use same patterns of threat and attack as rats that are raised socially
innate means of agg behaviour in reaction to certain stimuli

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28
Q

rowe and osgood 1984 inheritance of agg (twin)

A

sequences of delinquency traceable to individual differences in genes
twin study
agga nd delinguency = 70% heritability BUT sig contribution of the shared environment

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29
Q

problem with studies investigating the inheritance of aggressive tendencies

A

doesnt identify difference between aggressive behaviours and others (ie delinquency - rowe and osgood)
reliance on self report - bias in report, + twin - genetic tendency to respond in the same way?
Adopt - agg tendencies may also be influenced by the parents behaviour - BIMODAL
Rats - humans better because RANGE of influences and not likely to be as influenced by genetics than other animals

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30
Q

wrongham, wilson and miller 2006 aggression across species

A

chimps share 98% genetics with humans

only non human species that hunts and kills other members of own kind at same rate as humans

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31
Q

dewaal 1996 aggression across species

A

bonobos share 98% genetics with humans
‘make love not war’ species just as likely to have involved a strong inhibitory mechanism that supressess aggressive responses when necessary
bonobos have sex to diffuse potential conflict
female dominated

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32
Q

Deaux and la france 1998 evolutionary perspective of agg - boys

A

boys more physically agg in non playful manner than girls

more likely to hit/push etc

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33
Q

daly and wilson 1988 evolutionary perspective of agg - age

A

male aggression increases between 15 and 18 y/o - prime reproductive years
males more likely ‘all or none’ in terms of offspring so fight for females as have more to lose
females less likely to not be able to have any offspring

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34
Q

define relational agg

A

indirect agg behaviour
harms others by damaging social relations
ie verbal harrassment, rumour spreading

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35
Q

campbell 1995 relational agg

A

females lower fitness variance and likely to produce at least 1 offspring
physical agg not necessary
compete with other females for high quality males so reproduce healthier and successful offspring

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36
Q

borkqvist 1994 relational agg

A

women indirect means of agg as physically weaker than men

37
Q

straus gelles and steinmentz 1974 evidence of male physical agg > female in real life

A

no sex diff in aount of violence between husband and wives in north america
BT more physical injury as a result of male violence
(reportedly)

38
Q

problems with gender aggression studies

A

culture
- males meant to be viewed as more powerful and strong
less reports of female physcial aggression as dont want to appear weak/vunerable

39
Q

how might testosterone play a role in agg

A

testosterone is an androgen thought to play a role in the development of stereotypically masculine characteristics
causes the prnatal development of testes
absence/oestrogen strimulates the dev of ovaries

40
Q

albert et al 1986 testosterone and agg

A

removal of testosterone in mats via castration
sig decline in agg behaviour
when reintroduces- raise agg similar to levels of those castrated but injected with testosterone

41
Q

bjorkqvist 1994 problem with looking at hormones on agg behaviour

A

social and cognitive mechanisms are likely to play a much greater role in the performance of agg acts in humans

42
Q

SLT and social intelligence argument (bjorkqvist et al 1992)

A

indirect agg increase in girls around 11
direct agg decrese in boys in late adolesence
overall more verbal and indirect
thought to relate to developing a social intelligence where recognise how to inhibit response and behave appropriately

43
Q

bergegron and schneider 2005 culture and agg SLT

A

co op collectivitst values have lower levels of agg than european cultures

44
Q

brown osteman and barnes 1009 culture of honour SLT

A

students in culture of honour more likely to experience school masacre than other states - twice as many shootings per capita

45
Q

cohen et al 1996 culture of honour SLT

A

southern and northern students at the uni of mischigan ‘accidentaly’ bumped into then insulted
southern increase in thinking that rep threatened and more upset (increase in cortisol levels) and more primef to respond agg

46
Q

bandura ross and ross 1961 agg SLT

A

observe agg role model at bobo doll
more likely to imitate agg acts if observe agg model than if not
more likely when model is the same gender
beyond imitation - improvised behaviours - permits a variety of agg

47
Q

bandura ross and ross 1961 what might same gender role models suggest

A

there may be genetic differences between genders either as a results of purely genetics or hormones etc that may cause certain genders to respond in diff ways
plus - similarity of role model increase

48
Q

mccarthy and kelly 1978

A

hockey played who go in penalty box for agg more likely to score and earn highest role
culture praises aggressive behaviours
children learn that fame and fortune and success achieved by agg

49
Q

situational determinants of agg

A 
provocation
frustration
weapons effect
discomfort
arousal
50
Q

provocation and agg

A

agg stem from feeling the need to reciprocate response in defense of a proviking agg behaviour by another person

51
Q

the situation, provocation and agg

johnson and rule 1986

A

not always reciprocate agg following provocation
intentionality/mitigating circumstances of the social situation have an influence
100 male undergrads inslted by assistant after told the assisstant got a bad grade or not
opp to deliver adverse noise to assistant
if know that got bad grade then less likely to evoke neg noise and less likely to respond in annoyance/offense to insult

52
Q

frustration agg theory Dollard et al 1939

A

prevention from goal attainment increases the likelihood of an agg response
whe instigated to agg following frustration then outwardly agg
when frustrated then also expressed through additional means ie withdrawal/displacement

53
Q

define displacement

A

directly aggressive behvaiour towards a person.object that is not the cause of agg

54
Q

braker, dembo and lewin 1941

frustration and agg in children

A

children shown toys out of reach
control play immediately but exp elayed
exp more destructive in play, express frustration of not obtaining immediate goal

55
Q

difference between frustration of not obtaining a goal and deprivation

A

depreivation is when no way of getting to goal ie children not in presence of toys to play with
frustration is when have the reasonable expectation to be able to achieve a goal and it is thwarted

56
Q

expectation and frustration

kulik and brown 1979

A

aggression increase when thwat of goal is unexpected
students with high expectation of donations and comission increase phone verbal agg towards callers than those who have low expectations
size and strength of goal determines level of frustration and following aggressive behaviours

57
Q

problem with the frustration aggression model

A

extreme - assumes all agg = frustration

likely to be an association but not direct correlation between the two

58
Q

attribution of frustration and agg

kreigelmeyer, wittstadt and stack 2009

A

intentionality of anothers behaviour determines if become frustrated as a result
pps get pos or neg eval for work then either apologetic mistake letter or not
apology resude agg BUT not affect - GSR still relate to feelings of agg just not outwardly express

59
Q

goal fulfullment and attribution of frustration

jreigelmeyer wittstadt and stack 2009

A

both unintentionality and intentionality of behvaiour greater agg affect than control
control: express aggression then measure implicitly
goal fulfilment of frustration expression reduces access to anger constructs

60
Q

berkowitz 1993 revised frustration agg model: cognitive neoassociation theory

A

when frustrated, anger may be evoked by a cue
ingitgates to aggress and outwardly aggressive (Actions depend on who attribute agg to)
cues during averse event associated with cognitive and emotional responses
cue activates neg thoghts memories responses etc - linkedotgether in semantic assoc structure
priming concept spreads semantic activated to related concepts and increases agg response

61
Q

appraisal theory of agg and frustration

A

when not achieve a goal that leads to frustration
either lead to anger - when thwart due to someone else
OR lead to sadness when recognise own fault

62
Q

weapons effect and priming

A

gun may activate related scemas in therms of thoughts, affect and behaviours
links to anger ,retaltiaiton and death
gun = power
agg = gun use SLT

63
Q

klinesmith et al 2006 weapons effect

A

testosterone levels increase when play with gn for 15 mins than play non threatening game
link to direct physical ag in males

64
Q

carlsmith and anderson 1979 discomfort and agg heat

A

riots between 1967 and 1971 more likely to occur on hot days than cold

65
Q

stoff and claims 1997 discomfort and agg overall stimuli

A

heat, humidity, air pollution, crows and offensive odours lowers threshold for agg behaviours

66
Q

griffitt and veitch 1971 discompfort and agg temp and affect

A

work in room in normal temp or 90 degrees

hot room report increse in agg affect and more hostility towards stranger asked to describe and eval

67
Q

arousal and agg
excitation transfer theory
zillman

A

arousal = excitaion of sympathetic NS

68
Q

zillman and bryans 1974 excitation transfer theory study

A

20 undergrads either disc threating (no arousal )or bike ride (arousal)
2 mins after - provoked or not by opponent
6 mins after - given the opportunity to retaliate

bike increase retaliation than no arousal
arousal can increase anger or frustration even when not linked to the cause

69
Q

arousal awareness and aggresion

A

when aware that arousal is due to a previous factor then reduced agg expression
aware that frustrated due to other means

70
Q

general model of agression (Anderson and bushman 2002) cognition

A

hostile thoughts increse accessibility of agg constructs in memory ie priming

71
Q

general model of agression (Anderson and bushman 2002) arousal

A

physiological and psychological mens do not always conincide so can have a varied impact
ie heat increases heart rate but leads to the perception of reduced arousal/more lethargic

72
Q

general model of agression (Anderson and bushman 2002) appraisal and decision process that leads to a thoughtful action

A

1- immediate appraisal - auto awareness and likely to determine immediate response
2 - resource sufficient to eval? ( no - impulse , yes - next.)
3- is the outcome important/satisfying (no - impulse , yes - next..)
4 - reappraisal -effortful elab of alternative vies - lead to thoughtful act
THOUGHTFUL ACT CAN STILL BE AGG BUT MORE INTENTIONAL/SPECIFIC TO GET SPECIFIC OUTCOME

73
Q

james bulger case violence in the media

A

2 10 year old boys kidnapped and murder 2 y/o james bulger

thought to be recreating horror film and played violen video gaes

74
Q

anderson and bushman 2002 violence in the media

A

repeated exposre to violence or agg either via media or in own home leads to increase agg in adults by developing autonomizing and reinforcing aggresstion related knowledge structures
ie activate agg beliefs/attitudes, expectations behavioural scripts
may create a bias view as more likely to identify aggressive expression and therefore more likely to respond

75
Q

anderson et al 2003 media violence impact

A

increase physiological arousal
trigger automatic tendency to imitate
prime existeing ideas and expectations of agg ie social scripts of how to behave

76
Q

define desensitisation

A

repeated exposure to agg and violdence numbs alter perception of events as less agg or violent
media violdence may make agg more acceptable in modern world and reduce empathy for victims
dehumanise victims?

77
Q

cline croft and courier 1973 media violence and desensitisation

A

watch lots of tv = decrease in physiological arousal and indifference to boxing match BUT less TV increases arousal and aggitation
(BUT depends on what is watched)

78
Q

josephson 1987 desensitisation and predispositions of agg

A

children watch violent or non violent film then play hockey

increase in agg acts by those prev rated by teachers as already expressing aggressive tendencies

79
Q

catharsis and media

A

thought that Freuds idea of catharsis may mean that by watching violence or agg in the media we can displace our aggressive tendencies and reduce agg within society

80
Q

bushman 2002 catharsis

A

provoked pps then made hit punching bag while thinking of being physically fit or thinking of being a provocateur
later given opportunity to aggress against provocateur
punch increase agg than control
punch and thinking of provocateur increase than thinking of firness

81
Q

denzler et al 2009 agg and goal fulfilment

A

accessability to goal related constructs reduced agg once fulfill
zeigarnik effect
fulfilling goal to aggress either really or imagines reduces agg BUT mearly expressing agg increases even when thinking of goal (MUST FULFILL)
catharsis may have influence if believe expression constitutes as a means of goal fulfillment

82
Q

de waal et al 2007 self cotnrol and agg

A

pps recieve neg feedback for essay
ask to prepare snack for marker
told dont like hot sauce
pps with lower levels of self control more likely to give hot sauce than higher sc

83
Q

alcohol, expectations and agg

marlatt and rosenow 1980

A

respond more aggresively when legally drunk and when not - respond in the way you expect you will with you drink
alcohol provides and excuse to behave in a way that is not usually socially acceptable

84
Q

pennebaker 1990 indirect agg expression and anger reduction

A

writing letters to provocateur/about what annoyed about reduce by gaining insight and durhter awareness into the situation

85
Q

mischowski et al 2012 fly on the wall ‘anger rumination

A 
pps provoked then 
self distance reflect (3rd person) 
self immerse reflect (1st) 
control - no reflect
3rd person reduces anger whereas first and control increase
86
Q

Baron 1976 empathy and agg

A 
car fail to move after green like 
90% in second car honk
BUT pedestrian crossing on crutches
5% 2nd car honk
evokes empaty and conscientiousness
87
Q

punishment for aggression and agg reduction

A

to have an impact, punshment:
must be immediate
must be certain and unavoidable following the beaviour
must be mild - harsh methods may serve to increase anxiety or anger/give individual reaction they wanted

88
Q

training agg reduction

A

improving communicaiton, empaty and perspective taking
toch 1980 - lower social skills more prone to violence and relationship problems
learn how to communicate constructively and compromise in the face of conflict

89
Q

feshback 1997 training to reduce agg

A

30 hour programme involving exercise qs designed to develop perspective taking
ie listen to stroies, retell from character views, play roles of character an video, view video and talk about expressions

found to be more empathetic, generous, higher SE and less aggressive
encourages cognitive flexibility

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