1. Topics in Psychology Aggression
AQA Unit 3

2. 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?

3. “the intentional infliction of some type of harm upon others”
“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?

4. Instrumental aggression – a means to an end
Hostile aggression – an end in itself

5. What caused/causes this type of aggression?
Luis Suarez was recently in the news for biting Branislav Ivanovich during a premier league match

6. What caused/causes these examples of aggression?

7. 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

8. Application of a theory
How can we use operant conditioning to explain why Luis Suarez is frequently in trouble for biting his opponents?

9. Children see, children do
What does the clip suggest about why we behave the way we do?
Do you think this is true for why we act aggressively?

10. Social Psychological Approaches
Child observes and identifies with the role 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.

11. Evidence - Bandura, Bobo doll experiment

12. Imitating Aggressive Models (aka the Bobo Doll Study)
Bandura, Ross + Ross (1961)
Imitating Aggressive Models (aka the Bobo Doll Study)

13. Procedure
Participants were 72 children aged 3 to 6 (mean age approx. 4). 36 boys, 36 girls from Stanford University Nursery
Matched on aggression – to ensure that not all ‘naturally’ aggressive children were in one group.
They were rated by experimenter and teacher at the school – for their levels of physical and verbal aggression, and how aggressive they were towards inanimate objects, and how well they could control their anger.

14. Procedure
Children were assigned to one of 3 conditions aggressive or non-aggressive and there was also a control condition – where no model was observed.

15. Non-Aggressive Condition
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
……………………………………………

16. 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.

17. 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.

18. 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.

19. 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.

20. Evaluation Key issue = demand characteristics.
Noble (1975) reported one child saying ‘look Mummy, there’s the doll we have to hit’.
Key issue = lack of validity because it was not another human but an inanimate object being hit.
Bandura repeated with a ‘live clown’ and found the same results.
Key issue = Lack of ecological validity
Key issue = doesn’t explain WHY the child copies

21. 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 the claim that children learn vicariously through vicarious reinforcement/punishment.

22. Social Learning Theory (SLT)
Bandura and Walters (1963)
Observation
Vicarious reinforcement and punishment
Imitation
Does not ignore cognitive factors
for Social Learning to take place a child must mentally represent their social environment

23. What will predict future/consistent aggressive behaviour?
1.) If the individual feels rewarded (e.g. If a bullying episode is successful and consistently so) 2.) Success and reward will increase the individual’s self-efficacy and their confidence. They will therefore repeat behaviours in future.

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

25. Another strength of SLT as an explanation for aggression is that cultural differences in aggression can be explained
The !Kung San people: Aggression is rare because aggression is not valued and children are not punished THEREFORE: direct and vicarious reinforcement is minimised.

26. Task Describe and evaluate SLT as an explanation for aggression
Remember to PEE
Remember you need to include links to IDA:
Issues
Debates
Approaches