aggression

• cognitive approach to aggression assumption

  aggression can be either instrumental or hostile
• instrumental aggression


  aggression as a means to some goal other than causing pain
• hostile aggression


  reactive and angry, with the intention of causing harm
• application of cognitive approach

  can be explained by how individuals use their beliefs to interpret what is going on, and how they process information from environment using bias and schemas
• role of scripts and schemas

  people organise knowledge in packages of information called schemas, that develop over time with experience. If someone has a lot of experience with aggression there schemas will be biased towards aggression, and cognitive scripts that lead them to aggressive outcomes. Can be learned from violent media such as video games and TV.
• hostile attribution bias


  Some people are likely to interpret neutral signals as hostile, as they do not use rational thinking to process information available to them, automatically interpret them as aggressive intent and react aggressively.
• Social approach to aggression

  Assumption that people are influenced by their social context and this affects their behaviour.
• Application of social approach to aggression

  Peoples behaviour is influenced by group norms and stereotypes.
• Stereotype


  A fixed belief about characteristics of a group. Can lead to aggression against members of a stereotyped group especially if the stereotype dehumanises other group or suggests other group is hostile.
• Group norms


  How a social group normally behaves , a unwritten rule
• Conformity to norms


  individuals will base attitudes and beliefs on relating to aggression on that of their social group norms. if group members use aggression , new recruits are more likely to adopt these similar attitudes.
• NSI (normative social influence)


  Individual complying to fit in, may not actually agree that aggression is a useful response, but will go along.
• ISI(informational social influence)


  Individual complying to be right. A stronger conformity. Through internalisation a person is likely to change behaviour to group norms. private and public also long lasting.
• Learning approach to aggression and assumption


  Suggests that behaviour is a product of direct and indirect experience of environment, and by observing others.
• Indirect learning


  This is learning through observation, learning to be aggressive by observing others eg models such as parents.
• Direct learning


  Individuals are conditioned to give a aggressive response
• Operant conditioning in aggression


  operant conditioning is learning through consequences of behaviour. Aggression can be positively or negatively reinforced. Aggressive characteristics will not be learned if behaviour is punished rather then rewarded.
• positive reinforcement


  Aggressive acts that lead to an instant reward are positively reinforced. eg a child getting into a fight at school and then is admired and praised by other children after , they are being positively reinforced to behave like this again.
• negative reinforcement


  Aggressive acts that lead to avoidance of punishment are negatively reinforced. Likely to be reinforced and repeated, because avoiding a punishment is a good thing. eg a child is being picked on they may hit that child to make them stop. If they are no longer picked on its has been negatively reinforced, in similar situations they may also show aggression.
• Social learning


  Aggression can be learned through observation. if we see other people acting aggressively and we identify with them, we may model our behaviour to theirs, especially if they were not punished or were rewarded for their aggression(vicarious reinforcement)
• vicarious reinforcement


  process where the observer sees the model rewarded, making the observer more likely to imitate the model's behaviour
• Biological approach to aggression

  Suggests that behaviour is inherited through genes and depend on neurobiology. Biology can explain why some people are more aggressive than others.
• Assumption of the biological approach to aggression

  Explains aggression as a product of nature rather than nurture. People are born with innate traits, which include aggression, as a result of genetic inheritance.
• Genes


  Aggression can be transmitted through generations through our genes. If we have parents who are aggressive we are more likely to be aggressive too. Isolated gene associated with aggression is the warrior gene (MOAO).
• Evolution


  Aggression is a behaviour that has evolved due to selective advantage(survival of the fittest).Aggression increased rate of survival, making them better providers for their mates .Usually it was females that chose aggressive males
• Brain structures


  The limbic system processes emotions. The prefrontal cortex controls impulsive behaviour. Abnormalities in the limbic system and prefrontal cortex can lead to increased aggression. Brain abnormalities can be genetic or from brain damage from trauma or abuse.
• Neurochemistry


  Aggressive behaviour can be linked to high or low levels of some neurotransmitters or hormones(serotonin or dopamine). A high testosterone level( associated with aggression or competitiveness)Aggression is more likely found in males than females, possibly due to testosterone levels.
• Amygdala


  If someone has a abnormally small amygdala they are more likely to interpret a situation around them as hostile and react with violence.
• Buss et al study(sex differences in jealousy)


  Asked pts ,male or female, to imagine of a situation where their partner was unfaithful to them. Had to say how they would react if their partner became involved emotionally or sexually, with someone else. Were questioned about partner trying new sexual positions or falling in love. Overall men reported more distress of partner being sexually unfaithful. Women reported being more distressed over the thought of their partner being emotionally attached. Results supported evolutionary theory. Male worried about another man making her pregnant, not him passing on his genes. Women wouldn't have resources from male, no longer secured.
• Deady et al study(maternal personality)


  Used a questionnaire to gather information about physical measure of testosterone, measure relationship between maternal and reproductive drive in women and the amount of testosterone in their saliva. High levels of testosterone(masculine hormone) impacted women they waited longer to have children and weren't so concerned to express positive feelings about becoming a mother. Impacts maternal drive in women. Study is socially sensitive, as it suggests that men would not be good carers. Testosterone cannot be the only factor in development of gender roles.