Transcript Slide 1

Development of
Aggressive Behavior
Aggression Behavior – In childhood
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Biology/Physiology (last two chapters)
(pre-birth)
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Environment (this chapter)
(post-birth)
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Chapter 1
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Instinctive Drives – Evolutionary Perspective
Externally created Motivations
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Cognitive Models
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Frustration-Aggression model
Aggressive Cue Theory
Excitation Transfer Theory
Cognitive Neoassociation Model
Cognition-Excitation Interdependencies
Learned Behavior
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Social Learning Theory
Social Learning Theory
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Aggression is Acquired through
 Biological
factors (mechanisms)
 Learning (activation)
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Aggression is Regulated through
 External
rewards/punishments
 Vicarious Reinforcement
 Self-regulatory Mechanisms
Acquisition - Learning
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Direct experience
 After
doing it yourself, experience feedback
(Rewards and Punishments) such as material
incentives, money, desired objects, toys, candy,
social approval, increased status
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Observational Learning
 What?
 Who?
Regulation
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External – Rewards and punishments
 Successful
aggression
 Tangible rewards
 Social rewards and approval
 Reduction in pain/mistreatment
 Emotions like pride, guilt
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Vicarious – Rewards and punishments
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Self-administered – Rewards and punishments
Four conceptual categories for
rewards and punishments:
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Positive reward, which increases the frequency of
approved behavior by adding something desirable to
the situation
Negative reward, which increases the frequency of
approved behavior by removing something distressful
from the situation
Positive punishment, which decrease the frequency of
unwanted behavior by adding something undesirable
to the situation
Negative punishment, which decreases the frequency
of unwanted behavior by removing something
desirable form the situation
Acquisition – Learning (cont)
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Family
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Primary source of early socialization
Family level
Parent-child
Sibling
Punishment (learning, arousal, not internalize standards)
Monitoring (supervision)
Consistency (follow-up on commands same way every time)
Acquisition – Learning (cont)
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Peers
 “I
didn’t know all these different ways to hurt someone,
but now I do!”
 More peer interactions = more aggression
 More victimization = more aggression
(provocative victims, not passive)
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Media
doll – but problems…no generalization?
 Experimental – but problems…no generalization?
 Real-world – but problems…
 Bobo
Implications:
Eron & Heusmann, 1985
50
Males
Females
40
30
20
10
0
Low
Med
High
Low
Med
Frequency of TV Viewing at Age 8
DV: Seriousness of Criminal Act by Age 30
High
Problem
Many anti-social role models
Modeling (summary)
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Learn new information – new and different ways
to be aggressive
Learn new information – cultural rules about what
is appropriate, when, whom, etc.
Learn new information – the more you witness,
the more desensitized, disinhibited
Learning new information – alter image of reality,
as more violent, more hostile expectations
“Using” Social Learning
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Path model of being able to use it
 Attention (pay attention to model)
 Retention (remember the behavior)
 Motor Reproduction (ability to replicate)
 Motivational (want to do it)
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Path model of knowing what to do
Textbook’s version is Dodge & Crick
 Encode
(aware)
 Interpret (hostile)
 Response search (options)
 Response evaluation (choose one)
 Response enactment (do it)