Aggression (social psychological theories)
- Created by: Natalie867
- Created on: 02-06-15 08:46
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- Aggression
- Social Learning Theory (SLT)
- Bandura (1962)-our biology creates potential for aggression.
- Expression of aggression is learned by observation and imitation of role models.
- Aggression is learnt via...
- DIRECT EXPERIENCE (you are rewarded for your aggression)
- VICARIOUS EXPERIENCE (someone else is rewarded for their violence).
- Recipricol determinism
- ENVIRON-MENT OF ANGER
- HOSTILE BEHAVIOUR
- HOSTILE THINKING
- HOSTILE THINKING
- HOSTILE BEHAVIOUR
- ENVIRON-MENT OF ANGER
- Factors that affect imitation:
- Character-isitics of the model: status, power, similarity-all increase the likelihood of imitation.
- Self-efficacy: the beleif that a behaviour is within an observers ability to perform.
- Conditions for imitation:
- Attention (affected by attractiveness and status.
- Retention (remem-bering)
- Reproduction
- Motivation
- Mental Represen-tation
- A child must form mental images of events in the social environment
- Expectaions of future outcomes = rewards & punishments.
- Expectation of reward must exceed expectation of punishment if behaviour is to be repeated.
- A child must form mental images of events in the social environment
- Evaluation
- Does SLT explain adult behaviour as well?
- Phillips (1986)- the week after a boxing match aired in the USA, the murder rate went up
- Deterministic, maybe aggressive people watch boxing, correlation not causation.
- Can explain aggressive behaviour in the absence of direct reinforcement
- Explains Bobo Doll findings
- Can explain differences in aggressive behaviour within and between individuals.
- Context-dependent learning-people learn that aggression is actually ok sometimes.
- The IKung San tribe- (never witnessed violence) view aggression in a completely negative light, therefore aggressive behaviour is v. rare.
- Bandura (1962)-our biology creates potential for aggression.
- Social Psychological theory
- Deindivid-uation theory (Zimbardo, 1969).
- The nature of DIV
- Le Bon (1985) - a 'collective mind' takes hold in a crowd, individual loses self-control, mob rules.
- Reber and Reber (2001)-the loss of ones sense of individuality leads to weakened constraints, e.g. crowds, masks, large groups etc.
- The process of DIV
- Lowered self-evaluation
- Primitive and doesnt conform to societies standards.
- Less concern of evaluation by others.
- Reduced private awareness.
- Prentice-Dunn and Rogers (1982)-reduced self-awareness is more important than anonymity.
- Being in a large crowd reduces the need to act according to values and beliefs.
- Prentice-Dunn and Rogers (1982)-reduced self-awareness is more important than anonymity.
- Diener (1976)-Trick or Treat.
- Naturalistic observation of 1,300 children in the USA at halloween.
- Children in large groups wearing costumes were more likely to behaveanti-socially (e.g. stealing sweets).
- Correlation not causation
- The nature of DIV
- Silke (2003) looked at violent attacks in N.Ireland-out of 500 attacks, 206 were carried out by people in the same disguise.
- The severity of the incident was linked to whether or not the perpetuator wore a mask or not.
- Crowds arent always bad!
- Bloodstein (2003)-Those who suffered with a stutter showed fewer of these problems when wearing a mask.
- Computer-mediated communication (e.g. email + text) helps people as there is no need for emba-rrassment.
- Evaluation
- Too simplistic to suggest that aggression is due to lowerin inhibitions.
- No consistant research
- Behaviour change when in a group may be more to do with norms than anything else.
- Zimbardo (1969)
- 4 female under-graduates
- Deliver electric shocks to another to 'aid learning'.
- Half of the participants wore hoods, sat in separrate cubicle and were never refferred to by name.
- The other half wore normal clothes and name tags.
- Findings: those who wore hoods shocked the 'learner' for twice as long as the other group.
- Further findings: those woth name tags gave a different level of shock depending on how the girl was described.
- Evaluation
- Gender bias
- Small sample
- Unethical
- Deception
- Determinism
- Investigates the causes of aggression
- Conclusion: de-individuation significantly increases aggression
- Deindivid-uation theory (Zimbardo, 1969).
- Social Learning Theory (SLT)
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