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Topics in Psychology Aggression. AQA Unit 3. What is Aggression?. With the person next to you List as many different types of aggression as you can think of. How would you define aggression?. “behaviour that results in personal injury or destruction of property” (Bandura, 1973)
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Topics in Psychology Aggression AQA Unit 3
What is Aggression? With the person next to you List as many different types of aggression as you can think of. How would you define aggression?
“behaviour that results in personal injury or destruction of property” (Bandura, 1973) “the intentional infliction of some type of harm upon others” (Baron & Byrne, 2000) There is no single agreed definition amongst psychologists – why does this create difficulties? Cultural/sub-cultural differences are also important to consider.
Instrumental aggression – a means to an end • Hostile aggression – an end in itself
What caused/causes this type of aggression? Luis Suarez was recently in the news for biting Branislav Ivanovich during a premier league match
Aggression… What caused/causes these examples of aggression?
Psychologist’s want to know…. What causes people to behave aggressively? One behaviorist explanation is that people learn to behave aggressively through the process of …………………. Operant Conditioning & Social learning Theory
Application of a theory How can we use operant conditioning to explain why Luis Suarez is frequently in trouble for biting his opponents?
Children see, children do https://www.youtube.com/watch?v=G4yBj0LXCTo What does the clip suggest about why we behave the way we do? Do you think this is true for why we act aggressively?
Social Psychological Approaches Child observes model SLT Child pays attention to specific aspects of models behaviour. • We learn how to behave through Observation & Imitation of others’/role models behaviour: Child stores/retains the information in memory • Seeing Cheryl Cole praised on TV for her amazing looks – might lead to a child want to lose weight & wear a lot of make-up Child reproduces/imitates the model’s behaviour. Child is motivated to reproduce the behaviour, after seeing the model reinforced.
Evidence - Bandura, Bobo doll experiment https://www.youtube.com/watch?v=dmBqwWlJg8U
Bandura, Ross + Ross (1961) Imitating Aggressive Models (aka the Bobo Doll Study)
Procedure • Participants = 72 children aged 3 to 6 (mean age approx 4). 36 b’s, 36 g’s. All from Stanford University Nursery (not a random sample). • Matched on aggression – make sure that not all ‘naturally’ aggressive children were in one group. • They were rated by experimenter and teacher at the school – physical activities, verbal aggression, and how treated inanimate objects.
Procedure • Assigned to one of 2 conditions (aggressive or non-aggressive). • There was also a control condition – no model was observed.
Procedure 72 boys and girls from Stanford Uni nursery………. Aggressive Condition 24 children observed adult model being aggressive towards Bobo doll Non-Aggressive Condition 24 children observed adult model playing and ignoring Bobo doll. …. Control Condition 24 children ……………………………………………
Procedure • Stage 1 • Children were settled into corner of room. • Adult model brought in, sat in another corner. Had materials to play with (same in all conditions). • Non-aggressive model – assembled toys quietly for 10 mins • Aggressive model – assembled toys for 1 min, then behaved aggressively towards Bobo doll for 9 mins. Had v. clear actions to carry out, e.g. sat on, punched on nose, mallet. Also used verbal aggressions.
Procedure • Stage 2 • The children were then deliberately annoyed. • Taken to play with ‘attractive’ toys, but when they became interested they were stopped by experimenter saying they were her best toys, and she didn’t let just anyone play with them.
Procedure • Stage 3 • Taken to a 2nd room – same toys as before. Child could play with any of them. • Stayed in there for 20 mins. • Observed through one-way mirror – play behaviour recorded every 5 seconds using electronic timer. • Measured: 1) Imitation of physical aggression; 2) Imitative verbal aggression; 3)Imitative non-aggressive verbal responses. • Also recorded other types of physical and verbal aggression that WASN’T imitative of the model.
Findings • Children in aggressive condition made more aggressive responses than in the other two conditions. • Boys were more physically aggressive than girls. • Boys were more likely to imitate a same-sex model • Male model tended to be imitated more than female model. 5. Girls imitated more verbal aggression from female model.
Bandura & Walters (1963) • Follow up – focusing on why there would be a motivation to reproduce the aggression. • Supports role of vicarious reinforcement. Children in 3 groups – each watched a different ending to a film of adult & bobo doll. 3 conditions – reward/punishment or no consequences for aggressive behaviour. Subsequent behaviour was influenced by consequences for model in the way we would expect through vicarious learning.
Social Learning Theory (SLT) Bandura and Walters (1963) • Observation • Vicarious reinforcement and punishment • Imitation Does not ignore cognitive factors Mental representation – for SL to take place a child must mentally represent their social environment
What will predict future/consistent aggressive behaviour? 1.) If child feel rewarded (e.g. If a bullying episode is successful and consistently so) 2.) Success and reward will increase child’s self-efficacy and their confidence. They will repeat behaviours in future.
TASK: Bandura et al. (1961)Bandura & Walters (1963) Summarise the procedure and findings of these studies and explain how they support SLT.
Evaluation of Bandura et al. (1961) & Bandura & Walter (1963) How would you evaluate these studies? Key issue = demand characteristics. (Noble (1975) reported one child saying ‘look Mummy, there’s the doll we have to hit’. Key issue = not another human but an inanimate object. Bandura repeated with a live clown and found the same results.
Criticisms of Bobo study 1.) Validity of study questioned? – demand characteristics & ecological validity: doll used that does not respond (Noble, 1975) - Bandura did respond partly to this by having a human clown 2.) Does not tell us WHY... A child is motivated.....
Bandura & Walters (1963) attempt to provide explanation for WHY..... Groups of children: 1.) Model – rewarded 2.) Model – punished 3.) Model – no consequence Results?? Rewarded group = acted most aggressively. THEREFORE... Providing evidence and supporting claim that children learn vicarious reinforcement/punishment.
Strength of SLT • It can explain aggressive behaviour in the absence of direct experience (as proposed by operant conditioning)
Cultural difference in aggression explained The San: Aggression is rare WHY? Aggression not valued Children not punished THEREFORE: direct and vicarious reinforcement is minimised.
HW • Evaluate SLT as an explanation for aggression • Remember to PEE • To achieve the high scores you need to include links to IDA: • Issues • Debates • Approaches
Part 2 On the following slides you will see a series of pictures. What connects them?
