Flashcards
Frustration-Aggression Hypo & SLT
Cards in this deck (18)
- 1Frustration-Aggression Hypothesis: Definition of Frustartion + Explanations by Dollard (3)- Frustration: any event or S that prevents indv from attaining goals and accompanying reinforcement qualities
- Cause and effect rel: frustration always lead to aggression & agg always result of it
- Catharsis: emotional release achieved by engaging in agg & urge relieved (further X) - 2Frustration-Aggression Hypothesis: Displacement (4)Agg displaced onto scapegoat bc impossible or inapp to be agg to the object of frustration
- Abstract
- Powerful/risk punishment
- Unavailable - 3Frustration-Aggression Hypothesis: Levels of frustration: Brown et al. (3)- Frustration lev incr when motivation strong and expect gratification but cannot do nothing about it
- British holiday makers prevented from travelling due to French fishing boats blocking the port
=> dev hostility towards French - 4Frustration-Aggression Hypothesis: Levels of frustration: Green (2)- Ppts told to complete zigsaw & 3 conditions to manipulate level of frustration: made impossible/ run out of time/ insulted
- Insulted group gave the highest shock followed by the group who ran out of time - 5Frustration-Aggression Hypothesis: Levels of frustration: Dill and Anderson (2)- Experimenter showed ppts an instruction for an origami task that went too quickly
- Unjustified condition reported higher aggression (gf waiting) than justified con (boss told him to do quickly) - 6Frustration-Aggression Hypothesis: What is the theory that revised the original hypothesis?Berkowitz - Negative affect theory
- 7Frustration-Aggression Hypothesis: Why frustration is not always the cause of aggression? (3)- Unplesasant experience is, which causes negative feelings e.g. loneliness, pain, jealousy
- Unanticipated interference provokes more agg bc more unpleasant
- Frustration can result into despair, anxiety, determination - 8Frustration-Aggression Hypothesis: evaluation - :( Research evidence - Merely creates readiness (3)Berkowitz
- Students given electric shock by confederates & given opportunity to do the same
- Gun present: 6.07// None: 4.97
=> weapons effect: agg cues stimulate agg - 9Frustration-Aggression Hypothesis: evaluation - :( Reductionist (2)- Env factor ignored: SLT - learning determines how frustration will be expressed e.g. if rewarded
- Reifmen: high temp led pitchers to display agg beh to batters - 10Frustration-Aggression Hypothesis: evaluation - :) Real-life evidence for displacement (3)Staub
- mass killings are rooted in frustration caused by social and economic difficulties
- At WWI Germans blamed Jews for loss of war and economic problems, so violence meted out
=> Widespread frustration man. by authorities can have vio consq for scapegoat group - 11Frustration-Aggression Hypothesis: evaluation - :( Lack of research support for cathartic effect of aggression (3)- Bushman: ppts who vented out anger by hitting a punch bag became more agg
=> 'using petrol to put out a fire'
- No research support for this concept - 12SLT: Three elements of the definition- Bandura: aggression can be learnt indirectly through social learning
- Observes aggressive model (with whom they identify/admire) and imitate their behaviour
- Vicarious reinforcement: learns consequence of agg ->appropriate/effective - 13SLT: Explain 4 cognitive processes involvedAttention: pay attention to the role model's agg beh
Retention: remembers& forms mental rep
(forms expectation of reward/punishment in future outcome ->internalised as script)
Reproduction: capable of imitating
(needs self-efficacy)
Motivation: needs reason to imitate - 14SLT: Methodology of Bandura, Ross and Ross (4)- PPTs: 66 nursery school children
- Watched a film where an adult model kicked and punched a Bobo doll
-3 cons: 1 - saw adult rewarded/2 - saw adult being told off/ 3 - no reward or punishment
- Then allowed to play in a room with a Bobo doll - 15SLT: Findings & conclusions of Bandura, Ross and Ross (2+2)- C1 most aggressive/C2 least aggressive
-> Effect of vicarious reinforcement
- But C2 children behaved as aggressively as C1 children when rewarded directly
-> all cons learned aggressive behaviour - 16SLT evaluation: :) Research support/ social implication (4)- Patterson: questionnaire - very aggressive children were raised in homes of high agg, little affection and little positive feedback
-> Role models (parents) important in dev of anti-social beh
- Bandura: viewing agg cartoon chars = film of agg adults => entertainment industry has influential role in social dev - 17SLT evaluation: :( 2 methodological issues and one refuting study- Demand chars: Noble - some children may have been aware of what was expected =>"Look Mummy, there's a doll to hit."
- Aritificial: doll is not a human and does not retaliate when hit
- Bandura: in his subsequent study, they showed a clown being hit and children imitated it - 18SLT evaluation: :) Explains cultural differences (3)!Kung San of Kalahiri desert
- When 2 children fight, no reinforcement, but separate them and distract their attention
- Physical aggression devalued in the society
=> Absence of direct reinforcement and aggressive models result into little motivation to acquire agg beh
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- Psy A2 (7. Aggression) Flashcards on Frustration-Aggression Hypo & SLT, created by Field Jellyfish on 18/03/2017.
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- Field Jellyfish
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