519418
Description
Flashcards by maxytrejo1, updated more than 1 year ago
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Created by maxytrejo1
almost 12 years ago
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| Question | Answer |
| Frustration and aggression was inspired by | Freud and psycoanalytic theory |
| "Frustraion and agression" was__ | recasted psyco analytic concepts into behaviroal science propostions that were testable, fit in experimental data:frustraion, agression, unstigation, displacemt, inhibition and catharsis |
| " frustraion and agression" was inspired by | decades of research on human agression |
| " Frsustraion and Agression" did not adress | anger, "emotion" in purview |
| Problems of anger, aggression and violence are addressed as | matters of social structures, not psycopathy or failures of the social order in managmen0t of biological based impluses |
| What is the social diorginization modle | social strain with in migration out migraition patterns, leads to breakdown in primary group ties and norms that regualte behavior( inhibitor controls) |
| In the frustration Aspiration/ Opportunity Struture what does the social strucutre contain | goals, pruposes, and interests, defines regulates and controls means for achieving them |
| In the frustrated aspiration / Opporutnity structure deviance/strain results when__ | when acceptable means are unaviables for certain classes of there is a differntial access to them |
| Frustraion and thwarted aspirations lead to | anti social behavior |
| What are the 3 thoeries on frustration and agressions and Freudian theory | Social disorginization theory, frustraion aspiration theory, and the oppotunity structure theory |
| What does sucide terrorism offer to peopel | the purpose to act altruisticlly for the welfare of future generations |
| Sucide terrois is most coman in | people fustrated with thier future and declining appeal of routine life |
| When does "revolutionary terror" occur | When corrupt, corroded societies choke rising aspirations into explosive frustrations |
| What are some example of how terrisits are motivated by religious/ideological convictions | 1. hummiliaition and reven are comman sentiments 2. religios schools feed territst networks 3. religious orginizations provide what gov. doesnt |
| What do humans do in the Social information processing modle | they represent, process and communicate info |
| Tasks are preformed through__ | cognative processes |
| Development and occurance of human aggressive behvaior are explained by social-cognative information processing modles formally lay out __ | sequence of cognative processes involved in the occurance of behavior ( like a computer game) |
| Assume that a persons social behavior is completley | determined by the conficuration of hardware, software, knowledgable structure and environmental imput |
| What are the 2 types of information about social behavior | declarative and procedural |
| What is delcarative information | what soemthing else, "this is a message from someone" |
| Describe procedural infromation | how things are done, " if someone says hello t mee then i say hi back, if someone insults me then i should retaliate" |
| What are schemas | networked structures encoding meaning |
| What are scripts | pre programed behavioral routines, automaticity |
| Priming | stimulation of encoding ideas,memories, action tendencies then potentiate emotional-behavioral reactions |
| What are socail information processes (SIP) | interpretation and encoding of situational cues memory search for behavioral guides interplay of emption evaluation and selction of responces behavioral enactment and rehersal |
| What are the key SIP constructs for anger/ agression | normative belifs about aggression, hostile attributions, aggressive scripts |
| What are some normative beliefs about aggression | if angry is it ok to hit? |
| What are some hostile attributions | bias in cue interpretation, readiness to percieve ,alevolence or harmful intent in others, influences decision heuritics in favor of antagonsm, "teacher always picks on me" |
| What does harsh physical treatment do | it shapes stored knowledge structures that prime hypervigilance to hosil cues and insufficient attention to non hostile cues |
| The knowledge structures dispose ___ | the child to sttribute hostility in interpersonal circumstances where such attribution is unwarrented |
| What does early childhood exposure to violence do | the person acquires a repertoire of aggreesssive behavior that is readily accessed when responding to social problems |
| What are some insult provactions | layers of meaning, words serve as sign,personally targeted, cultur, threat percieved or intended emotional abggae, associatve network, reaction highly automatize, justified |
| What is a schema | macro knowledgable structure encoded in memory, represents substantial knowledge about a concept, its attributes and relations to other concepts |
| What is an example of a schema | self schemas, event schemas and belif schemas |
| linguistically a schema is | orginizaed framework prior desighn, "people that question me intend harm" |
| What is a script | it links together in a sequence many simpler event schemas representing expected events and actions |
| What does a script serves | as a guide for behavior by laying out the sequence of events that one believes are likley to happen and the behavior that one belives are possible or appropriate for a particular situation |
| What does a script enable | it enables behavior to occur automatically |
| Linguistically what does a script mean | it prescribes what it is to be enacted, sets interactive routine, can vary as staging changes, " when someone bothers me i tell them off" |
| What is trainspotting | priming anger/ agression schemas and scripts |
| example of arousal: | nervouse vigliance of bag |
| Cognative exampl | suspicion of others motive |
| example of behavioral | friction in aggressive banter with mates verbal aggression as precursor to physical |
| What is an example of a disinhibitor | alcohal consumption, excused rowdiness |
| What is an example of a facilitator | knife in back pocket |
| What happens after and anger schema is engaged | reults in a hostile appraisal self image threat |
| What is an example of a trigger | being bumped then thinking they are messing with u |
| what is priming | event perception and experience is linked to encoding meaning structures-ass. ideas, images sensations and urges |
| What are examples of things that are potentiated or primed by anger/aggression related events | ideas, memories, and action tendencies havign shared meaning (network of associations) |
| What do things that signify anger and agression do | they entrain associatvely linked cognition and reactions that fcilitate activation of anger adn agression |
| lingusiticallt primed means | ready for firing, stimulated and urged |
| What do aversive events do | they signify present danger or reminded about trauma, priming anger: dissapointment tharting, criticism |
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