Aggression (SOCIAL PSYCHOLOGY) Flashcards
(29 cards)
Aggression
Any behavior intended to harm another person who is motivated to avoid that harm.
TYPES OF AGGRESSION
1.Hostile (Reactive) Aggression
Driven by anger
Goal = Inflict pain/harm for its own sake
Example: Punching someone after an insult
- Instrumental (Proactive) Aggression
Goal = Achieve a separate aim (gain resources, status, etc.)
Harm is a means to an end
Example: A hitman killing for money
Frustration-Aggression Hypothesis (Dollard et al., 1939)
Frustration (blocking a goal) creates an aggressive drive.
Aggression is cathartic — reduces frustration.
Revised by Berkowitz (1969): Frustration leads to aggression only in the presence of aggressive cues (like a weapon).
Social Learning Theory (Bandura, 1977)
Aggression is learned through observation and imitation.
Reinforcement and modeling increase likelihood.
Famous Bobo Doll Experiment: Children exposed to aggressive adult models acted more aggressively.
Bandura, Ross & Ross (1961) — Bobo Doll Experiment
Purpose:
To test whether children learn aggressive behaviors through observation and imitation.
Design:
72 children (3-6 years old) split into 3 groups:
Watched an adult behave aggressively toward a Bobo doll (hitting, kicking, using aggressive phrases like “Pow!”).
Watched an adult behaving non-aggressively.
Control group — no adult model.
Procedure:
After exposure, kids were placed in a room with a Bobo doll and other toys.
Researchers observed how the children interacted with the doll.
Findings:
Children exposed to the aggressive model were significantly more aggressive than the other groups.
Boys were more physically aggressive, but verbal aggression was similar across genders.
Children imitated both the exact aggressive behaviors and improvised new ones.
Why It Matters:
Demonstrated observational learning.
Challenged the idea that aggression was only driven by innate or cathartic drives.
Supported Social Learning Theory.
General Aggression Model (GAM) (Anderson & Bushman, 2002)
Integrates biological, environmental, and cognitive factors.
Aggression results from:
Inputs: Personal traits (e.g., irritability) + situational cues (e.g., provocation, heat)
Internal state: Arousal, emotion, cognition
Appraisal/Decision processes
Behavioral outcome
Biological/Evolutionary Theories
Aggression as an evolved strategy for survival and reproduction.
Higher male aggression rates linked to intrasexual competition.
Brain areas involved: Amygdala, prefrontal cortex
Hormones: Testosterone linked to increased aggression
BIOLOGICAL FACTOR FOR AGGRESSION
CHARLES WITMAN CASE STUDY (1966)
SUMMARY: Whitman committed one of the first mass shootings in US history, august 1st 1966, murdered 14 people at university of Texas, injured 31.
Autopsy revealed a brain tumour pressing against his amygdala
IMPORTANCE:The amygdala regulates emotions like fear and aggression. The tumour may have contributed to his extreme aggression.
STRENGTHS: Provides real-world support for the biological explanation of aggression
BIOLOGICAL FACTOR FOR AGGRESSION
CRITICISM OF CHARLES WITMAN CASE STUDY
Raine et al. (1997)
LIMITATION: Single case study — lacks generalisability & Multiple personal, social, and psychological factors may have contributed.
AIM: examine brain activity different between murderers and non-violent
METHOD: PET brain scans conducted on 41 murderes (pleaded not guilty by reason of insanity) and 41 matched controls
FINDINGS: Murders showed reduced activity in prefrontal cortex & abnormal activity in amygdala and hippocampus
CONCLUDE: ABNORMAL BRAIN FUNCTION = VIOLENT BEHAVIOUR
STRENGTHS = BRAIN IMAGING = OBJECTIVE & MATCHED CONTROL GROUP FOR COMPARISON
BIOLOGICAL FACTOR FOR AGGRESSION
(DABBS ET AL, 1995)
To investigate whether testosterone levels are higher in violent criminals than non- violent crimes
method:
-collected saliva samples from 692 male prison inmates in the USA
-measured testosterone levels in the samples
-compared levels between inmates convicted of violent crimes
findings:
- violent offenders = higher tester one & than non-violent
-suggests correlation between high testosterone and aggressive behaviour
Conclusion:
-testosterone is potentially associated with increased aggressive tendencies, especially in violent offenders
STRENGTHS:
-large sample size increases reliability
objective biological measurement (saliva testing) - reduces bias
CRITICISM ON DABBS (ET ALL, 1995)
BIOLOGICAL FACTOR OF AGGRESSION
LIMITATION: CORRELATIONAL - CANNOT ESTABLISH A CAUSE-AND EFFECT RELATIONSHIP
-PRISON ENVIRONMENT MAY ITSELF INFLUENCE TESTOSTERONE LEVELS
STUDY: ARCHER ET AL (2005)
AIM: to assess the strength of relationship with testosterone and aggression in humans
METHOD: conducted a meta-analysis of 60 studies examining testosterone and aggression
FINDINGS: found weak, inconsistent relationships between testosterone levels and aggression
CONCLUSION:
Testosterone might not be significant or direct cause of aggression in humans.
STRENGTH:
-large number of studies included, increasing generalisability
-meta-analytic method reduces individual study bias
BIOLOGICAL FACTORS OF AGGRESSION
BRUNNER ET AL (1993)
AIM= investigate genetic factors in aggression within a family showing abnormal aggressive behaviour
METHOD= Studied a Dutch family = males exhibited impulsive violent behaviour
FINDINGS: mutation in the MAOA gene = regulates serotonin metabolism
CONCLUDE: Supports a genetic explanation for aggression
STRENGTHS: IDENTIFIED A DIRECT GENETIC MUTATION = LINKED TO AGGRESSION
CRITICISM TO BRUNNERS BIOLOGICAL FACTOR OF AGGRESSION
CAPSI ET AL (2002)
AIM: explore how the MAOA gene interacts with childhood experiences to influence aggression
METHOD: longitudinal study 1,037 New zea boys, assed MAOA activity `7 recorded childhood maltreatment, followed participants to adulthood
FINDINGS: Low-activity MAOA gene carrier who were maltreated, no increased aggression in maltreated children with normal MAOA gene activity
CONCLUSION: aggressive results from gene-enviorment interaction, not genetics alone
STRENGTH: SAMPLE SIZE = BIG, LONGITUDINAL, REAL WORLD APPLICATION FOR IDENTIFYING AT-RISK INDIVIDUALS
PSYCHODYNAMIC THEORY
(Freud, 1920)
Freud believed aggression is an innate instinct, part of the Thanatos (death instinct), which opposes the life instinct (Eros).
Aggression builds up over time and must be released through catharsis (safe expression like sports).
If not, it could manifest as violence or harmful behaviour.
Criticism: Lacks empirical evidence and is difficult to test scientifically.
Berkowitz & LePage (1967) — Weapons Effect Study
Purpose:
To examine whether the presence of weapons would increase aggressive behavior.
Design:
Male college students angered by a confederate during a learning task.
In a subsequent situation where they could administer electric shocks to the confederate:
In one condition, a gun was present in the room.
In another, no gun (or a neutral object like a badminton racket) was present.
Findings:
Participants in the presence of a gun delivered more shocks and for longer durations.
The mere presence of a weapon acted as an aggressive cue.
Why It Matters:
Introduced the “weapons effect” — weapons can prime aggressive thoughts and behaviors.
Showed that aggression isn’t just about internal states like anger, but also about environmental cues.
Dollard et al. (1939) — Frustration-Aggression Hypothesis
Purpose:
Proposed the idea that frustration always leads to some form of aggression.
Key Insight:
If a goal is blocked, individuals experience frustration, which creates an aggressive drive.
Aggression might be displaced onto a safer target (e.g. a person kicking a vending machine after a bad day at work).
Limitations (later revisions by Berkowitz, 1969):
Frustration increases aggression only when aggressive cues are present.
Not all frustration leads to aggression, and not all aggression is caused by frustration.
Why It Matters:
First major theory linking situational factors (like frustration) with aggressive behavior.
Foundation for further research on situational aggression.
Zimbardo’s Stanford Prison Experiment (1971)
Purpose:
To explore how social roles and anonymity affect aggression.
Design:
24 male college students randomly assigned to be guards or prisoners in a simulated prison environment.
Guards given uniforms, mirrored sunglasses (to deindividuate them), and authority.
Findings:
Guards quickly became abusive and aggressive toward prisoners.
Prisoners showed signs of extreme stress and helplessness.
Study ended prematurely after 6 days (planned for 2 weeks).
Why It Matters:
Highlighted the role of situational factors and group norms in escalating aggression.
Introduced concepts like deindividuation — when people lose their sense of individual identity in groups, leading to reduced self-restraint and increased aggression.
Anderson & Bushman (2001) — Video Game Aggression Meta-Analysis
Purpose:
To test whether exposure to violent video games increases aggression.
Method:
Meta-analysis of 35 studies involving over 4,000 participants.
Measured outcomes like aggressive thoughts, feelings, arousal, and behaviors.
Findings:
Violent video games significantly increase aggressive behavior and thoughts.
Also increase arousal and decrease prosocial behavior.
Why It Matters:
Influenced public policy debates around video game regulation.
Supported the General Aggression Model (GAM) showing both short- and long-term effects of media violence.
DEFINITIONS OF AGGRESSION
“Behaviour resulting in personal injury or destruction of property” (Bandura, 1973)
“Behaviour intended to harm another of the same species” (Scherer, Abeles & Fischer, 1975)
“Behaviour directed towards the goal of harming or injuring another living being who is motivated to avoid such treatment.” (Baron, 1977)
PERCEPTIVES ON AGGRESSION
BIOLOGICAL THEORIES
PSYCHODYNAMIC THEORY
ETHOLOGICAL APPROACH
Biological theories
These explanations suggest that aggression is driven by innate biological factors, including:
Genetics — some individuals inherit a predisposition for aggressive behaviour.
Hormones — such as higher testosterone levels being linked to increased aggression.
Brain structures — the amygdala, hypothalamus, and prefrontal cortex play roles in regulating aggression.
Example: Research has found that damage to the amygdala can increase aggressive responses.
Ethological Approach (Lorenz, 1966)
Ethology studies animal behaviour in natural environments and applies this to humans.
Aggression is viewed as an innate, evolutionary trait beneficial for survival (e.g., securing territory or mates).
It’s triggered by environmental cues or specific situations (called releasers).
Lorenz’s Idea: Aggression builds up internally and needs to be released periodically.
Criticism: Over-relies on animal studies and may oversimplify complex human social aggression.
Evolutionary Social Psychology
This approach views aggression as a product of evolutionary pressures.
It serves adaptive functions, like protecting resources, mates, and offspring.
Male aggression might be linked to competition for mates; female aggression may focus on protecting offspring.
Example: Aggression in male competition for status or in jealousy over mate infidelity.
Criticism: Often post-hoc — explaining behaviour after it occurs, difficult to test experimentally in modern settings.
DRIVE THEORIES
Most famous theory:
Frustration-Aggression Hypothesis (Dollard et al., 1939, in Baron & Branscombe, 2014); frustration is the only cause
pursuing a goal ⇒ path is obstructed ⇒ frustration ⇒ behaving aggressively
For example: effect of job losses on violence (Catalano et al., 1997, as cited in Hogg & Vaughan, 2018)
Possibly: terrorism (to some extent: frustration of ineffectiveness of alternative measures to achieve goals (socio-economic, cultural)
