AGG 2

AGG 2

1. Socio psychological explanation: Frustration AGG hypothesis

   • DOLLARD et al's hypothesis is based on the psychodynamic approach - That AGG is a psychological drive similar to biological drives (eg hunger) and we experience frustration if our attempt to achieve a goal is blocked by an external factor . . . . . . Frustration creates an AGG drive leading to AGG behaviour (violent fantasy/outburst, physical violence)
     • Expression of the AGG drive in behaviour is cathartic because the AGG created by the frustration is satisfied. This reduces the drive making further AGG less likely - we feel better getting it off our chest
     • AGG may be expressed indirectly because the cause of frustration is:
       • *ABSTRACT (eg the Govt). . . *Too POWERFUL and we risk punishment (eg a teacher who gave a low grade) . . . *UNAVAILABLE (eg the teacher left before you saw the grade)
         • So our AGG is displaced onto an alternative - on that is not abstract, is weaker and is available (eg an object,sibling)
           • Berkowitz and Lepage found once students became frustrated in a lab task, they were more likely (fake) electric shocks when they could see a weapon next to them. Weapons effect shows that frustration only creates a readiness for AGG - and then aggressive cues in the environment make it more likely that the AGG will happen. (the finger pulls the trigger but the trigger may pull the finger)
             • E: One strength is that there is supporting research evidence. 1 researcher conducted a meta analysis of 49 studies of displaced AGG (frustration targeted at something not the cause) pps who were provoked but unable to retaliate against the source of their frustration were significantly more likely to aggress an innocent party. increases the validity of this theory
               • E: One limitation is that there is evidence that AGG is not cathartic. 1 researcher found that pps who vented their anger by hitting a punchbag became more angry and aggressive rather than less. venting to reduce anger is like using petrol to put out a fire - but this is the advice many therapists give to clients. casts doubts on validity of the hypothesis
             • E: + there is real life application. BERKOWITZ argument that the "trigger can pull the finger" has prominently appeared in the US gun control debate. For instance some states allow 'open carry' where a gun doesn't have to be concealed. But the unconcealed weapon acts as a cue to AGG making its use more likely. better to remove cues
       • GREEN Frustration - AGG exp : P: MAle uni students completed a jigsaw puzzle during which the level of frustration was manipulated in 1 of 3 ways. *For some pps the puzzle was impossible to complete . . . *Others ran out of time because another student (a confed) kept interfering . . *others were insulted by the confed . . . . . . .Then the pps had to administer electric shock to the confed completing a diff task
         • F: insulted pps gave the strongest shocks and the impossible task pps gave the weakest. BUT all groups gave more intense shocks than a (non - frustrated) control group

2. Socio psychological explanations: SLT

   • Bandura's SLT acknowledged that AGG can be learnt through operant conditioning. eg a child who aggressively snatches a toy knows it gives him the toy (reward) so direct positive reinforcement
     • Observational learning explains most aggressive beh . . . *A child who observes models being violent and works out how aggressive beh is preformed. . . *Child also witnesses consequences of models beh and more likely to imitate if the beh is rewarded (Vicarious Reinforcement)
       • The cognitive mediational processes are required for observational learning to take place: ARMM
       • SELF EFFICASY is the extent to which we believe our actions will achieve a desired goal. . . A child confidence in their ability to be aggressive grows as they learn AGG=rewards
         • Bobo doll exp: P:-- F: children in the AGG model condition imitated the beh they observed and the imitation was a direct copy including specific objects/phrases. The children in the non aggressive condition showed no AGG
         • E: + There is supportive research evidence as 2 researchers found that most aggressive boys (9-12 yrs) formed friendships with other aggressive boys - 'training grounds' for antisocial beh. This means they were frequently exposed to models of physical AGG and to ts reinforcing consequences
           • E: - SLT cannot explain all forms of AGG as children who use proactive 'calculated' AGG have a higher self efficacy so use AGG to achieve their goals which the SLT supports. HOWEVER, children who show reactive AGG (angry/impulsive) are hostile and suspicious of others and don't use AGG to achieve everything except for retribution in the heat of the moment. This isn't explained by SLT too simplistic
             • E: + RL application as 2 researchers argue that media portrayals of aggressive beh can be powerful influences on a child's AGG. Especially true if a media character is rewarded for being aggressive (VR). these support SLT and can be applied to reducing AGG beh by providing non aggressive models in the media

3. Socio psychological explanations: DE-INDUVIDUATION

   • Zimbardo argued that behaviour is usually constrained - AGG behaviour is usually discouraged. but when we become part of a crowd we lose restraint and may behave in emotional, irrational and impulsive ways. - we become de-individuated and lose individual self identity and responsibility for our own actions. . . . Responsibility is shared out throughout - we ignore social norms and experience less personal guilt at harmful AGG directed at others.
     • several conditions of de-individuation promote AGG (eg darkness/uniforms) especially ANONYMITY. we have less fear of retribution because we are unidentifiable in a crowd. biggercrowd=moreanonymous. Anonymity provides fewer opportunities for other to judge us negatively
       • PRENTICE DUNN & ROGERS argue that anonymity reduces private self awareness because our attention is outwardly focused on events around us. . This means we care less about our own beliefs and feelings - we are less self critical/evaluative
         • Anonymity also reduces public self awareness because we realise that we are anonymous and our behaviour is less likely to be judged by others. We no longer care about how others see us- we become less accountable for our AGG and destructive actiona
     • DODD- Student de-inividuation
       • P: Dodd asked psychology students "if you could do anything humanely possible with complete assurance that you would not be detected or held responsible, what would you do?" -student answers were anonymous. 3 independant raters who didn't know the hypothesis grouped results into prosocial or antisocial behaviour
         • F: 36% = ANTIsocial behaviour with 26% of this being to rob a bank. . . . . 9% was prosocial (eg help people) in terms of how the people 'imagine' they would behave, this study demonstrates a link between anonymity, de-individuation and aggressive behaviour
   • E: + There is supportive research evidence as 2 researchers looked at aggression in online chatrooms and found a strong correlation between anonymity and trolling - the worst sent by anonymous accounts
     • E: - There is contradictory research as 2 researchers put pps in a dark room and old them to do what they want. They soon began kissing and touching each other. This 'deviance' in the dark study' was repeated with a diff set of pps who were told they would be fact to face with each other afterwards=touching/kissing was reduced
       • E: + There is real life application as the de-individuation theory helps us to understand beh in online spaces such as Xbox Live. These services provided promote de-individuation : reduced personal identity (eg players using handles to identify themselves) and an arousing/immersive environment. This confirms the relevance of de indiviuation concepts of AGG. (anonymity=conditions of de-individuation and reduction of self awareness)