PSYCHOLOGY TOPIC C

PSYCHOLOGY TOPIC C

1. THEORIES/CASE STUDIES

   • NATURE
     • LIMBIC SYSTEM
     • TESTOSTERONE
     • CASTRATION
     • AMYGDALA
     • CHARLES WHITMAN
     • KING(1961)
     • ADRENAL GLAND
   • NURTURE
     • IMITATION
     • ARRM
     • ROLE MODEL
     • OBSERVATION
     • BANDURA
     • VICARIOUS REINFORCEMENT

2. STUDIES: APRC

   • RAMIREZ ET AL
     • AIM: TO FIND IF AGGRESSION VARIED BETWEEN CULTURES
       • PROCEDURE: 400 PARTICIPANTS (VOLUNTEERED ; HALF JAPANESE AND OTHER HALF SPANISH) ALL STUDENTS COMPLETED A QUESTIONNAIRE TO TEST DIFFERENT TYPES OF AGGRESSION (VERBAL, PHYSICAL, ANGER, HOSTILITY)) LIKERT-STYLE
         • RESULTS: JAPANESE = +PHYSICAL AGGRESSION. SPANISH = +VERBAL AGGRESSION. MALES = +PHYSICAL AND VERBAL AGGRESSION AND +HOSTILITY BOTH CULTURES = SAME LEVEL OF ANGER
           • CONCLUSION: JAPANESE MORE PHYSICALLY AGGRESSIVE DOES NOT SUPPORT STEREOTYPE OF SHY JAPANESE AND SHOWING NON EMOTION. SPANISH MORE VERBALLY AGGRESSIVE SUPPORTING STEREOTYPE OF SPANISH BEING EXPRESSIVE OF THEIR EMOTIONS
   • CHARLTON ET AL
     • AIM: EFFECT OF TELEVISION ON CHILDREN'S BEHAVIOUR
       • PROCEDURE: STARTED 2 YEARS PRIOR TO TV BEING CONNECTED TO ISLAND, QUESTIONAIRES, OBSERVATIONS MADE, CONTENT ANALYSIS & SECRET VIDEO CAMERAS IN SCHOOL
         • RESULTS: LITTLE DIFFERENCE BEFORE AND AFTER TV, LOW POPULATION = HIGH CONTROL
           • CONCLUSION: HIGH LEVEL OF COMMUNITY AND PARENTAL CONTROL OVER CHILD BEHAVIOUR ; VIOLENCE WAS NOT COPIED
   • WILLIAMS ET AL
     • AIM: EFFECT OF TELEVISION ON CHILDREN'S BEHAVIOUR
       • PROCEDURE: NATURAL EXPERIMENT - TOOK MEASUREMENTS OF WHAT OCCURED; DIDN'T SET IT UP. BEHAVIOUR MEASURED USING OBSERVATION. MEASURED RANGE OF BEHAVIOUR (AGGRESSION AT SCHOOL, LEISURE ACTIVITES, IQ, CREATIVITY AND READING ABILITY) 3 TOWNS STUDIED PSEUDONYMS USED: NOTEL, UNITEL AND MULTITEL STUDIED BEFORE AND TWO YEARS AFTER
         • RESULTS: CHILDREN TWICE AS AGGRESSIVE AFTER TV INTRODUCED, SPENT LESS THAN 50% OF TIME ON LEISURE ACTIVITES, GENDER DIVISION INCREASED, AGGRESSION INCREASED A LOT IN NOTEL BUT NOT SO MUCH IN BOTH UNITEL AND MULTITEL. CHILDREN LESS CREATIVE, IQ DROP
           • CONCLUSION: TV INCREASES AGGRESSION AND LOWERS CREATIVITY, IQ AND TIME SPENT ON LEISURE ACTIVITIES
   • ANDERSON AND DILL
     • AIM: TO INVESTIGATE WHETHER PEOPLE WHO PLAYED VIOLENT VIDEO GAMES BECAME AGGRESSIVE
       • PROCEDURE : 210 PSYCHOLOGY STUDENTS, SPLIT INTO 2 GROUPS ASKED TO PLAY A VIOLENT (WOLFENSTEIN) AND NON-VIOLENT (MIST) IV = TYPE OF VIDEO GAME PLAYED. DV = LEVEL OF AGGRESSION SHOWN AFTER PLAYING. PARTICIPANTS TOLD STUDY WAS ABOUT DEVELOPMENT OF MOTOR SKILLS, SO THAT THEY WOULD NOT GUESS THE AIM OF THE STUDY. EACH PARTICIPANT PLACED IN A CUBICLE AND TOLD TO PLAY A VIDEO GAME AGAINST OPPONENT IN ANOTHER CUBICLE, HOWEVER THERE WAS NO ONE THERE. AFTER 15 MIN PLAYING TIME, THEY WERE ASKED TO BEGNI A COMPETITIVE GAME WITH OPPONENT INVOLVING REACTION TEST. WHOEVER PRESSED BUTTON FIRST WOULD BE ABLE TO SET THE VOLUME AND DURATION OF NOISE TO OPPONENT AS A PUNISHMENT. ONCE STUDY WAS OVER, EXPERIMENTER ENTERED CUBICLE AND DEBRIEFED PARTICIPANTS AND ANSWERED ANY QUESTIONS THEY HAD.
         • RESULTS: THE LOUDEST AND LONGEST BLAST OF NOISE WERE GIVEN FROM THOSE WHO PLAYED THE VIOLENT GAME. WOMEN GAVE A HARSHER PUNISHMENT TO THEIR OPPONENTS COMPARED TO MEN
           • CONCLUSION: PLAYING VIOLENT VIDEO GAMES INCREASES LEVEL OF AGGRESSION IN PARTICIPANTS, ESPECIALLY WOMEN. RESEARCHES BELIEVED IT MADE THEM THINK IN AN AGGRESSIVE WAY AND LONG-TERM EXPOSURE COULD RESULT IN PERMANENT AGGRESSIVE THOUGHT PATTERNS

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