TOPIC C

TOPIC C

THE BRAIN
1. LIMBIC SYSTEM
  1. INVOLVED WITH EMOTION
    1. RECOGNISING
    2. CONTROLLING
2. AMYGDALA
  1. INVOLVED WITH AGGRESSION
  2. RECOGNISES & CREATES RESPONSE
  3. KING (1961)
    1. WOMEN AGGRESSIVE
      1. WHEN AMYGDALA STIMULATED
  4. REMOVED IN CATS
    1. BECOME CALM
  5. CASE STUDY
    1. CHARLES WHITMAN
      1. TUMOUR PRESSING AMYGDALA
3. EVALUATION
  1. STRENGTHS
    1. CATS STUDIES
    2. CASE STUDY CHARLES WHITMAN
    3. KING (1961)
  2. WEAKNESSES
    1. RISKY TO STUDY BRAIN
    2. NO DEFINITE LINK
      1. BETWEEN BRAIN & AGGRESSION
    3. CASE STUDIES
      1. INDIVIDUAL
        UNRELIABLE
    4. ANIMAL AND HUMANS
      1. DIFFERENT
    5. SOCIAL LEARNING THEORY
      1. CAN EXPLAIN AGGRESSION
HORMONES
1. CHEMICALS IN BLOOD
2. MESSAGES
3. MADE IN GLANDS
4. TESTOSTERONE
  1. MALE SEX HORMONE
  2. MEN MORE AGGRESSIVE
  3. SECRETED ADRENAL GLANDS AND TESTES
  4. 10 X THE AMOUNT THAN WOMEN
5. EVALUATION
  1. STRENGTHS
    1. ANIMALS STUDIES
      1. CASTRATION CALMS THEM
      2. NOT ETHICAL CASTRATE HUMANS
    2. CORRELATIONAL STUDIES
      1. RELATIONSHIP
        HIGH BLOOD TESTOSTERONE
        REPORTED LEVEL OF AGGRESSION
  2. WEAKNESSES
    1. ANIMAL STUDIES
      1. NOT SAME AS HUMANS
        HUMANS CONSIDER CONSEQUENCES
    2. CORRELATIONS AREN´T CAUSE AND EFFECT
    3. IGNORES HUMAN UPBRINGING
    4. DOES AGGRESSION CAUSE HIGH TESTOSTERONE?
      1. OR THE OTHER WAY AROUND
    5. WOMEN CAN BE MORE AGGRESSIVE
SOCIAL LEARNING THEORY
1. OBSERVATIONAL LEARNINNGI
  1. MODELLING
    1. ATTENTION
    2. MEMORY
    3. REPRODUCTION
    4. MOTIVATION
  2. ROLE MODELS
    1. IDENTIFICATION
  3. VICARIOUS LEARNING
2. BANDURA (1961)
  1. BOBO DOLL
    1. CHILDREN COPIED
      1. MORE WITH REWARD
      2. LESS WITH PUNISHMENT
3. EVALUATION
  1. STRENGTHS
    1. FOUND CAUSE AND EFFECT
      1. CHILDREN DO COPY
    2. SCHOOL SHOOTINGS
      1. LINKED TO MEDIA AND VIOLENCE
  2. WEAKNESSES
    1. COULD BE NATURALLY AGGRESSIVE
      1. HIGH LEVEL OF TESTOSTERONE
    2. NOT ALL COPY
    3. WATCHING VIOLENCE
      1. CAN LOWER AGGRESSION
    4. DIFFICULT TO STUDY
      1. COPIED BEHAVIOUR NOT OBSERVED
COMPARING THEORIES
1. BIOLOGICAL
  1. NATURE
    1. LIMBIC SYSTEM
    2. AMYGDALA
    3. TESTOSTERONE
2. SOCIAL LEARNING THEORY
  1. NURTURE
    1. OBSERVATIONAL LEARNING
    2. MODELLING
    3. IDENTIFICATION
    4. VICARIOUS REINFORCEMENT
3. CONCLUSION
  1. COMBINATION OF BOTH THEORIES
RAMIREZ ET AL (2001)
1. CULTURE AND AGGRESSION
  1. AIM
    1. DOES AGGRESSION VARY WITH CULTURE?
  2. PROCEDURE
    1. 400 PSYCHOLOGY STUDENTS
      1. VOLUNTEER SAMPLE
        HALF FROM JAPAN
        HALF FROM SPAIN
        QUESTIONNAIRE
        ASSESSES
        VERBAL AGGRESSION
        PHYSICAL AGGRESSION
        ANGER
        HOSTILITY
  3. RESULTS
    1. JAPANESE STDUENTS
      1. MORE PHYSICALLY AGGRESSIVE
    2. SPANISH STUDENTS
      1. MORE VERBALLY AGGRESSIVE
    3. MALES MORE VERBAL AND HOSTILITY
    4. BOTH GENDER SAME ANGER LEVEL
  4. CONCLUSION
    1. STEREOTYPES
      1. SPANISH EXPRESSIVE
      2. JAPANESE CALM?
    2. SUPPORTS MALES MORE AGGRESSIVE
      1. DUE TO UPBRINGING AND HORMONES
  5. EVALUATION
    1. STRENGTHS
      1. QUANTITATIVE DATA
        OBJECTIVE
      2. ETHICAL STUDY
        VOLUNTEER SAMPLE
        INFORMED CONSENT
    2. WEAKNESSES
      1. QUESTIONNAIRE
        HALO EFFECT
        CAN LIE
        WHAT YOU SAY DIFFERENT WHAT YOU DO
      2. ALL PSYCHOLOGY STUDENTS
        GUESSED AIM OF STUDY
CONTENT ANALYSIS
1. MEASURES THE NUMBER TIMES
  1. A BEHAVIOUR OR EVENT OCCURS
2. CAN BE
  1. TELEVISION
  2. COMPUTER GAME
  3. BOOKS
  4. NEWSPAPER
  5. MAGAZINES
  6. SONG LYRICS
3. LIST BEHAVIOURAL CATEGORIES
  1. TALLY
    1. IF RELIABLE
      1. EACH RESEARCHER SAME TALLY NUMBER
4. SAMPLING
  1. NOT JUST ONE PROGRAMME
    1. SINCE IT WOULD BE UNREPRESENTATIVE AND BAISED
ETHICAL GUIDLINES
1. PROTECTION OF PARTICIPANTS
  1. SAME AS EVERY DAY STRESS
2. CONSENT
  1. PRESUMTIVE
3. RIGHT TO WITHDRAW
  1. SAY YOU CAN CAN LEAVE
4. DECEPTION
  1. DEBRIEF
  2. COUNSELLING AFTERWARDS
5. COMPETENCE
  1. CHECK WITH OTHERS
6. ANDERSON AND DILL ETHICAL?
  1. YES
    1. PROTECTION FROM HARM
      1. SHORT BLASTS OF NOISE (0.5-1.75 SEC, 55 dB)
  2. NO
    1. DECEPTION
      1. NO INFORMED CONSENT
    2. EMBARASSED FOR BEHAVIOUR
ANDERSON AND DILL (2000)
1. AIM
  1. DOES PLAYING VIDEO GAMES CAUSE AGGRESSION
2. PROCEDURE
  1. LABORTAORY
  2. 210 PSYCHOLOGY STUDENTS
  3. INDEPENDENT GROUPS
  4. IV - GAME PLAYED
    1. AGGRESSIVE
      1. WOLFENSTEIN 3D
    2. NON AGGRESSIVE
      1. MYST
  5. TOLD MOTOR SKILLS TEST
  6. PLAYED GAME 15 MIN
    1. THEN REACTION TEST
      1. AGAINST OPPNENT
3. RESULTS
  1. MORE AGGRESSION SHOWN WITH VIOLENT GAME
    1. MEASURED BY LOUDNESS AND DURATION
      1. WHITE NOISE
  2. FEAMALES MORE AGRESSIVE
4. CONCLUSION
  1. MADE PEOPLE THINK AGGRESSIVELY
5. EVALUATION
  1. STRENGTHS
    1. LAB
      1. WELL CONTROLLED
      2. CAUSE AND EFFECT
      3. RELIABLE
      4. JUSTIFICATION TO AGE RATING
  2. WEAKNESSES
    1. MAY HAVE GUESS AIM
    2. FALSE ENVIRONMENT
    3. PP NOT INFOMRED
    4. DEMAND CHARACTERISTICS
    5. UNREALISTIC AGGRESSION
CHARLTON ET AL (2000) ST HELENA
1. AIM
  1. EFFECTS OF TV ON CHILDREN
2. PROCEDURE
  1. OBSERVE BEHAVIOUR BEFORE AND AFTER
  2. NATURAL EXPERIMENT
    1. IV - TV
  3. QUESTIONNAIRES
  4. INTERVIEW
  5. OBSERVATIONS
  6. CONTENT ANALYSIS
3. RESULTS
  1. LITTLE DIFFERENCE
4. CONCLUSION
  1. TV DOESN´T INCREASE AGGRESSION
  2. DUE TO TIGHT COMMUNITY
5. EVALUATION
  1. STRENGTHS
    1. ECOLOGICAL VALIDITY
      1. NATURAL EXPERIMENT
    2. COVERT OBSERVATION
      1. CHILDREN DIDN´T KNOW BEING FILMED
        ACTED NATURALLY
  2. WEAKNESSES
    1. DIDN´T WANT TO GIVE BAD IMPRESSION
    2. NOT ALL CHANNELS
      1. LESS VIOLENT PROGRAMMES
WILLIAMS ET AL (1981)
1. AIM
  1. BEHAVIOUR BEFORE AND AFTER TV
2. PROCEDURE
  1. MEASURE
    1. PLAYGROUND AGGRESSION
    2. LEISURE ACTIVITIES
    3. IQ
    4. CREATIVITIY AND READING ABILITY
  2. 3 GROUPS
    1. NOTEL
      1. NO TV
    2. UNITEL
      1. 1 CHANNEL
    3. MULTITEL
      1. MANY
3. RESULTS
  1. 2X AGGRESSIVE AFTER TV
  2. SPENT 50% LESS LEISURE TIME
  3. GREATER GENDER DIFFERENCES
  4. LESS CREATIVITY
  5. LOWER IQ
  6. BIGGEST DIFFERENCE IN NOTEL
4. CONCLUSION
  1. TV DOES INCREASE AGGRESSION
  2. REDUCES LEISURE TIME
  3. LOWERS CREATIVITY AND IQ
5. EVALUATION
  1. STRENGTHS
    1. NATURAL EXPERIMENT
    2. COMPARISONS BEFORE AND AFTER
    3. CHILDREN USED TO OBSERVERS
      1. NATURAL BEHAVIOUR OBSERVED
  2. WEAKNESSES
    1. NO CONTROL OVER TV
    2. POSSIBLE OBSERVER BIAS
COMPARING CHARLTON AND WILLIAMS
1. SIMILARITIES
  1. NATURAL EXPT.
  2. REAL COMMUNITIES
  3. NO TV BEFORE STUDY
2. DIFFERENCES
  1. ISLAND V TOWN
  2. COMMUNITIES
  3. PARENTING STYLES
  4. CULTURE
BECOMING AN ED PSYCH
1. WORK FOR
  1. LOCAL AUTHORITY
  2. PRIVATE SCHOOL
  3. SELFL EMPLOYEED
2. SKILLS
  1. COMMUNICATION
  2. EMPATHETIC LISTERNER
3. QUALIFICATIONS
  1. PSYCHOLOGY DEGREE
  2. EXPERIENCE
  3. MASTERS DEGREE
  4. DOCTORATE
  5. CPD
    1. EXTRA TRAINING
    2. CHARTERED
ED PSYCH AND ANGER MAMAGEMENT
1. MAKE OBSERVATIONS
2. GATHER INFORMATION
3. HELP TO SOLVE PROBLEMS
WATERSHED
1. 9PM
  1. PARENT´S CONFIDENT OF CONTENT
2. MORAL CENSORSHIP
  1. HARMFUL TO OTHERS
  2. BBFC
    1. CATEGORIES PROGRAMMES VIDEO GAMES
      1. MILD VIOLENCE
      2. MILD HORROR
      3. 18
  3. GOVERNMENT
    1. AUTHORITARIAN
      1. NO PUBLIC SAY
    2. PATERNALISTIC
      1. INTERESTS OF THE PUBLIC
3. FOR
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