Chapter 13 Aggression Social Psychology by Tom Gilovich

Chapter 13: Aggression Social Psychology by Tom Gilovich, Dacher Keltner, and Richard Nisbett

Aggression Hostile aggression - behavior intended to harm another, either physically or psychologically, and motivated by feelings of anger and hostility Instrumental aggression - behavior intended to harm another in the service of motives other than pure hostility (for example, to attract attention, acquire wealth, and to advance political and ideological causes)

Modern Theory of Aggression Social Determinants Personal Determinants Frustration Provocation Exposure to aggressive models Cues associated with aggression Causes of discomfort/negative affect Arousal High irritability Beliefs about aggression Proaggression values Type A behavior pattern Hostile attribution bias Affective States Aggression Aggressive Cognitions

Personal Determinants l Type A behavior pattern l Hostile attributional style l Narcissism (inflated self-esteem) l Gender (higher in males when not provoked) – – Next males tend to use direct forms (push, shove, insult) females tend to use indirect (gossip, spread rumors)

Personal Determinants l Biological – Instinct theory - innate (unlearned) behavior pattern l l – – – Freud- redirecting the “death instinct” (thanatos) to others Lorenz- inherited “fighting instinct” developed through the course of evolution (strongest survive) Neural Influences Genetic Influences Blood Chemistry l l high testosterone linked to higher aggression and less helping low levels of serotonin inhibit ability to restrain aggressive urges

Social Determinants l frustration – l l direct provocation (physical or verbal) exposure to media violence – l elicits aggression esp. when cause is unjustified primes aggressive thoughts; desensitizes viewers heightened arousal (provocation, exercise) – arousal in one situation can persist and intensify reactions in another, unrelated situation

Frustration-Aggression Theory Direct Outward aggression Instigation to aggress Indirect Frustration (Goal) Inward aggression (e. g. , suicide) Other additional responses (e. g. , withdrawal) Back

Bandura, Ross, & Ross l l Subjects were exposed to either aggressive or nonaggressive models Nonaggressive model assembled tinker toys Aggressive model hit Bobo doll Subject then spent 20 mins alone in room with various toys including Bobo. – What did it look like?

Measuring Human Aggression in the Laboratory l Buss Technique (similar to Milgram’s) Participants (“teacher”) told to shock a “learner” each time they made an error on a simple learning task Note: teachers chose how strong the shocks were – l Competitive Reaction Time task (Taylor et al. ) – Participants compete with “opponent” on reaction-time trials. After losing a trial, they receive shock levels ranging in intensity from very mild to painful. After winning a trial, they pick shock level to administer to opponent

Chermack, Berman, & Taylor l l l Subjects competed against “opponent” in reaction time game After each trial, loser received a shock 2 conditions – – Back Low provocation - shocks stayed at setting #2 High provocation - shocks gradually increased from 2 to 9

Excitation Transfer Theory Arousal and irritation attributed to delay at gate Meeting your future in-laws Back Heightened arousal Residual arousal Aggression is increased Frustration (delay at gate) Arousal and irritation are attributed mainly to “meeting the parents” Aggression is not increased

Situational Determinants l high temperatures – hotter years (and summers) increased rates of violent crimes, but not property or rape crimes

Situational Determinants l alcohol – – intoxicated participants behave more aggressively and respond to provocations more strongly low aggressors became more aggressive when intoxicated, whereas high aggressors did not

Situational Determinants l Media

Controlling Aggression l Catharsis (“blowing off a little steam”) – l Punishment – l does not reduce aggression must be prompt, strong, and justified Exposure to nonaggressive models – place prosocial models in violent situations

Controlling Aggression (con’t) l Cognitive interventions – – l Teach social skills – l apologizing can be effective engage in activities that distract attention away from causes of anger better communication Induce incompatible responses – humor

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