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AQA A-Level psychology paper 3 > agression > Flashcards

agression Flashcards

1
Q

neural mechanisms in aggression

A

-limbic system
-OFC and serotonin

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2
Q

limbic system

A

HIPPOcampus
Hypothalamus
Amygdala
Thalamus

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3
Q

gospic

A

pp subjected to provocation and when reacted aggressively fMRI showed response in amygdala. A benzodiazepine drug taken before provocation decreased activity of amygdala and halved the number of rejections

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4
Q

Orbitofrontal cortex and serotonin

A

low levels of serotonin disrupt OFC leading to aggression

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5
Q

hormonal mechanisms in aggression

A

-testosterone
-progesterone

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6
Q

testosterone

A

increased testosterone linked with higher levels of aggression

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7
Q

Giammanco (testosterone)

A

Castration studies of animals show that removing testes reduces aggression in males and giving injections of testosterone restores aggressive behaviour

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8
Q

aggression as an adaptive function

A

-aggression beneficial to survival because defeated animals are rarely killed so species spread out which reduces competition
-used to establish dominance hierarchies

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9
Q

ritualistic aggression

A

series of behaviours carried out in set order

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10
Q

lorenz- ritualistic aggression

A

fights between species involve ritualistic signalling (e.g displaying teeth) and end with appeasement displays that accept defeat- it is adaptive because if they instead killed each other it would threaten the existence of the species

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11
Q

innate releasing mechanisms (IRM)

A

inbuilt physiological process
-environmental stimulus triggers IRM which releases specific sequence of behaviours

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12
Q

Fixed action pattern (FAP)

A

behavioural sequences that occur as a result of innate releasing mechanisms

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13
Q

Lea six main features of Fixed action patterns

A

-universal
-stereotyped (unchanging)
-unaffected by learning
-ballistic (once triggered follows inevitable course)
-single-purpose
-response to identifiable specific sign stimulus

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14
Q

Tinbergen procedure

A

presented male sticklebacks (who get very territorial during mating season and develop red spot- acts as sign stimulus for IRM) with wooden models in different shapes

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15
Q

Tinbergen findings

A

regardless of whether they looked realistic or not the sticklebacks only reacted aggressively if they had a red spot. Once triggered FAP always ran its course.

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16
Q

strength of ethological explanation

A

twin studies and brunners gene study support that aggression is genetically determined, heritable and adaptive

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17
Q

weakness of ethological explanation

A

cultural differences. Homicide rates much higher in southern USA due to learned social norms. So culture can override innate predispositions

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18
Q

evolutionary explanation

A

adaptive behaviours are used in order to ensure that genes are passed on and ensure the survival of individuals within a species

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19
Q

bullying in males

A

bullying behaviour can appear attractive to women therefore they have greater reproductive successes

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20
Q

bullying in females

A

seen as an unattractive method of retaining a partner

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21
Q

sexual jealousy

A

men are at risk of cuckoldry due to paternity uncertainty results, avoiding cuckoldry = more reproductively success as they pass down their genes, means violent and physical strategies in men to try and retain their partner

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22
Q

mate retention strategies

A

Wilson and Daly identified:
Direct guarding (male vigilance over a partner).
Negative inducements (issuing threats with dire consequences)

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23
Q

Wilson (MRS)

A

Women who reported MRS in their partners were more likely to suffer physical violence

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24
Q

evolutionary explanation strengths

A

+ shows how aggression can differ in males and females
+real life app- evolutionary explanations can be used to reduce bullying

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25
Q

evolutionary explanation limitations

A

-gender differences- women’s use of physical aggression risks their offspring’s survival, so use verbal aggression to retain resource-providing partner

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26
Q

frustration aggression hypothesis

A

drive to goal-> obstacle->frustration->anger->aggression->catharsis

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27
Q

Dollard (frustration aggression hypothesis)

A

-Aggression is the consequence of frustration
-Catharsis: feeling of release when aggressive act takes place

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28
Q

Pastore (bus)

A

-Distinguished between unjustified and justified aggression
EG. a bus that wouldn’t stop would cause unjustified aggression but a bus that wouldn’t stop but had an out of service sign would cause justified aggression.

29
Q

the weapon effect

A

frustration alone may not be enough to cause aggression. Students given electric shocks (frustration), gave stronger fake shots to confederates when there were guns present

30
Q

limitations of frustration aggression hypothesis

A

-Frustration doesn’t always lead to aggression
-Aggression doesn’t always create the feeling of catharsis

31
Q

bandura conclusions

A

aggression can be learnt directly through operant conditioning , eg a child who snatches a toy learns aggression because they are being rewarded because they get a new toy (direct positive reinforcement)

32
Q

4 mediational processes in context of learning aggression

A

Attention→ the observer notices the models aggressive action
Retention→ observer remembers models aggressive behaviour
Reproduction → observer repeats behaviour based on memory
Motivation→ observer imitates behaviours if they have an expectation that behaving aggressively will be rewarding

33
Q

Vicarious reinforcement in aggression

A

-children also observe the consequence of a model’s aggressive behaviour, if it is rewarded the child learns aggression can be effective in getting what they want

34
Q

Self-efficacy

A

The extent to which we believe our actions will achieve a desired goal
A child’s confidence in their ability to be aggressive grows as they learn that aggression can bring rewards

35
Q

slt strength

A

+Real life application SLT can help reduce aggression in children

36
Q

slt limitations

A

-Doesn’t take into account biological factors

37
Q

deindividuation

A

psychological state where an individual loses their personal identity and takes on identity of social group

38
Q

deindividuated behaviours

A

irrational, impulsive, disinhibited and anti-normative

39
Q

Le Bon (deindividuation)

A

when we join a crowd we lose restraint, self-identity and responsibility
We experience less personal guilt at being aggressive and therefore we act more aggressively

40
Q

how does anonymity affect aggressive behaviour

A

We have less fear of being aggressive because we are unidentifiable in a crowd so provides fewer opportunities for others to judge us negatively
the bigger the crowd , the greater the anonymity

41
Q

public self-awareness

A

realise we are anonymous and our behaviour is less likely to be judged by others so less accountable for our aggressive actions

42
Q

Private self-awareness

A

attention to our own feelings is reduced because it is focused outwards on events around us

43
Q

strength of deindividuation

A

+Real life application to understanding crowd behaviour , eg football crowds not being able to drink

44
Q

weakness of deindividuation

A

-Too deterministic, as seen in the following study deindividuation can lead to prosocial behaviour, not just anti-social behaviour

45
Q

student deindividuation study procedure

A

Dodd asked students ‘if you could do anything humanly possible with complete assurance that you would not be detected or held responsible, what would you do?’ answers were anonymous

46
Q

student deindividuation study findings

A

36% of responses involved a form of anti-social behaviour and 26% actual criminal acts
Only 9% of responses were prosocial (nice stuff)
anonymity & deindividuation link

47
Q

institutional aggression

A

aggressive behaviour takes pace within social context of prison

48
Q

situational explanation

A

Aggression within prisons comes from the prison environment itself
3 factors: organisational, physical and staff characteristics

49
Q

deprivation model

A

psychological (e.g freedom) and physical (e.g goods) deprivation, worse with unpredictable regime

50
Q

Sykes outlined 5 deprivations that arise and may cause aggression

A

Loss of liberty / freedom
Deprivation of autonomy (no power)
Deprivation of goods / services
Deprivation of heterosexual relationships
Deprivation of security (fear of others)

51
Q

McCkorckle research into depravation model

A

little connection between violence and living conditions / overcrowding in a sample of 371 prisons. They claim violence is due to the management of prisons.

52
Q

Hensley ;)

A

found that conjugal visits don’t reduce violence

53
Q

dispositional explanation

A

highlights importance of personality
Pre existing factors include: alcohol, previous criminal record, level of education and periods of unemployment

54
Q

the importation model

A

prisoners bring their criminal attitudes and aggressive behaviour into the prison. They would be aggressive in any situation (Irwin and Cressey)

55
Q

Keller and Wany research into importation model

A

found that prisons holding max security inmates had higher aggression rates suggesting it is not the institution but the inmates themselves

56
Q

limitations of importation model

A

-ignores key factors- how prisons run, weak leadership, unofficial rules= administrative control model (Dilulio)
-determinism and free will- prisoners have little control over dispositions. Prison aggression is result of free will

57
Q

Bjorkquist (violent films)

A

found that children who were exposed to violent films compared to children who weren’t scored higher on ratings of physical aggressions. These findings are consistent with lab and field studies

58
Q

bandura media aggression

A

Bandura replicated his earlier experiment in 1963 by getting children to watch a video of adults being aggressive with a bobo doll. The results were the same and children were more likely to be aggressive with the doll if they had watched an adult be aggressive previously.

59
Q

Anderson (violent games)

A

surveyed kids and found that when rated by themselves, teachers and peers, those with more exposure to violent games were more verbally and physically aggressive

60
Q

Greitemeyer and Mugge (violent video games)

A

did a meta analysis and found a link between violent video games and an increase in aggressive outcomes and a decrease in prosocial outcomes.

61
Q

Huessman (exposure to TV violence)

A

studied a large sample of children and found that habitual early exposure to TV violence predicted adult aggression. This remained even when controlling for socioeconomic status, intelligence and differences in parenting styles

62
Q

Desensitisation

A

-When we witness violent actions we experience physiological arousal associated with SNS (fight or flight)
-When children are repeatedly exposed to violence in games/TV they become habituated to its effects.

63
Q

Funk (desensitisation)

A

-Repeated exposure promotes a belief that using aggression is socially acceptable
-Showed ppts a film which had rape scenes.
-Ppts then watched a rape trial and compared to a control group they showed greater acceptance of rape myths and sexual aggression and expressed les empathy
-However, this can’t explain all aggression

64
Q

Disinhibition

A

-Violence learned through social learning theory.
-Violence is rewarded in video games so is seen as the norm to the player

65
Q

Berkowitz (disinhibition)

A

-Ppts who saw a film depicting aggression as vengeance gave more electric shocks of longer duration to the confederate. Media violence may disinhibit aggressive behaviour if it is presented as socially acceptable.

66
Q

Cognitive priming

A

repeatedly watching violence can provide us with a script about how violent situations may play out

67
Q

Bushman and Anderson (cognitive priming)

A

someone who habitually watches media accesses stored aggressive scripts more readily. Therefore, they are more likely to interpret cues as aggressive and resort to a violent solution without considering alternatives.

68
Q

limitations of media influences

A

-many studies methodologically weak as only correlational so lack validity
-Many studies that claim a statistically significant relationship between violent media and behaviour are overstating the case

69
Q

strengths of media influences

A

-research support (Bjorkquist, Bandura, Anderson, Mugge, Huessman)
-Research findings can be explained through social learning theory- enhances validity

AQA A-Level psychology paper 3 (5 decks)

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