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PSYA3 Aggression

PSYA3 Aggression. Lesson 1 Social Learning Theory as and explanation of aggression. BATs Outline and evaluate the social learning Theory of Aggression using research evidence Consider synoptic issues raised in the topic.

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PSYA3 Aggression

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  1. PSYA3 Aggression Lesson 1 Social Learning Theory as and explanation of aggression BATs Outline and evaluate the social learning Theory of Aggression using research evidence Consider synoptic issues raised in the topic Have a go at the ‘What is aggression?’ sheet – decide whether the statements are aggressive or not.

  2. Aggression “An act carried out with the intention to harm another person” • Instrumental aggression – a means to an end • Hostile aggression – an end in itself www.psychlotron.org.uk

  3. Aggression • What causes people to behave aggressively? • Social learning • Deindividuation • How does our environment affect the likelihood of aggressive behaviour? • Heat, noise, crowding www.psychlotron.org.uk

  4. Social Learning Theory (SLT) Bandura and Walters (1963) • Observation • Imitation • Vicarious reinforcement and punishment • Does not ignore bio factors www.psychlotron.org.uk

  5. 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 develop their confidence. They will repeat behaviours in future.

  6. AO2 Evaluation Bandura ‘Bobo doll Study’ SUPPORTS SLT Results: Children imitated aggressive behaviour after watching a model beat up a doll. http://www.youtube.com/watch?v=vdh7MngntnI Bobo doll expt http://www.youtube.com/watch?v=lCETgT_Xfzg&feature=related with music!! BUT...

  7. The Bobo Doll Study:Bandura 1963 • Use the worksheet to describe the Bobo doll study

  8. 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.....

  9. 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.

  10. Social Learning Theory • Bandura (1965) • Observational learning of aggression • Mead (1965) • Cultural transmission of aggression • Patterson et al (1989) • Learning of aggression within family www.psychlotron.org.uk

  11. Cultural difference in aggression explained The San: Aggression is rare WHY? Aggression not valued Children not punished THEREFORE: direct and vicarious reinforcement minimized.

  12. It can explain adult behaviour (Philips, 1986) More homicides in the US after a high profile boxing match

  13. Strength of SLT • It can explain aggressive behaviour in the absence of direct experience (as proposed by operant conditioning)

  14. Homework • Outline and evaluate the Social learning theory of aggression (9+16 marks) • And/ or.. • Research other studies into SLT – Mead, Patterson • Using a suitable source find and read about the results of one of these studies • Produce a set of notes (procedure, results conclusions) State whether the findings support or challenge SLT

  15. Synoptic Points • Nature /Nurture debate • Free will/determinism • Reductionism • Ethical Issues/SSR

  16. Let’s have a debate.. • You will either be for or against SLT • In 2 groups prepare some points to bring to the debate.

  17. Lesson 2 Deindividuation BATs A01 Explain the causes of aggression according to deindividuation A02 Evaluate deindividuation

  18. Deindividuation • Normal constraints on behaviour are weakened when a person loses their sense of individuality • Crowds, uniforms, drugs & alcohol • Less likely to be identified & held responsible for aggressive behaviour • Anonymitydeindividuationaggression • More pronounced: drunk/drugs [Based on Le Bon’s crowd behaviour theory] www.psychlotron.org.uk

  19. Deindividuation www.psychlotron.org.uk

  20. Deindividuation www.psychlotron.org.uk

  21. Deindividuation • Zimbardo (1969) • Hooded PPs were more aggressive • Zimbardo (1973; Stanford Experiment) • Guards’ aggression increased by uniforms, sunglasses, night-time • Mullen (1985) • Violence of mob lynching a function of crowd size www.psychlotron.org.uk

  22. The process… • Being anonymous your inner constraints are reduced and your fear of consequences are reduced. • Lose sense of personal values and social norms. www.psychlotron.org.uk

  23. AO2 Research Support Lab coats, hoods No introductions Group instructions Normal close and name tags Introductions by name Individual instructions • Zimbardo (1969) 2 Conditions 1.) Deindividuated = 2.) Control = RESULTS?

  24. Furthermore... Johnson and Shacks showed that... So what can we conclude from this..???

  25. Real world applications • Mann (1981) Baiting crowd and suicide jumpers Other ideas??

  26. More AO2 Gender differences Cultural differences Watson (1973) • Diener 1973

  27. Environmental Stressors • Stress  Arousal  Aggression • As arousal increases it becomes easier to trigger an aggressive response (up to a point) www.psychlotron.org.uk

  28. Aggressive responses most likely at moderately high levels of stress Environmental Stressors Likelihood of aggressive behaviour www.psychlotron.org.uk Level of stress

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