Psych Exam 3 Chapter 11

Front 1

behavioral scripts

Back 1

aggressive scripts are more cognitively accessible (quickly come to mind)

Front 2

impact on emotional reactions

Back 2

decreased normal negative reactions to conflict and violence (become desensitized)

Front 3

social cognitive view of aggression

Back 3

Integrates social learning theory, scripts, developmental theories

Front 4

APA resolution ( concern with sexual violence)

Back 4

 Most popular games depict women, girls, and ethnic minorities in exaggerated stereotypical ways
 Reward sexualized aggression or shown as funny
 Link with increased violence towards women, rape myth beliefs

Front 5

difference in violent video games vs. tv

Back 5

 Practice, repetitions, and rewards for violence in games may be more conductive to increasing aggression
 Participant may identify with a violent character while playing
 Rehearsing an entire behavioral sequence increases learning
 APA recommendations to entertainment industry:
• Depict negative social consequences of violent behavior
• Better rating systems
• Fund research on social learning, sexism, negative depictions of minorities in video games

Front 6

 Jane McGonigal- “Reality is broken”

Back 6

 World of Warcraft example- collaborative prob-solving
• Urgent optimism- tackle problems immediately with hope of success. Helping behavior in games.
• Weaves a tight social fabric- trust in collaborators
• Blissful productivity- hard at work in the game (average wow gamer plays 22 hours per week) happier
• Epic meaning- resource-building during play. Wow wiki is 2nd largest, pool info with others.
• Need to get gamers to believe they can change the actual world, not just virtual.

Front 7

rape myth research

Back 7

 Myths-
• Women initially resist, but later enjoy being overpowered, raped
• Some women are asking for it…..
 Rape myth beliefs distort perceptions of how women actually respond to coercion
 Link with desensitization to violence-
• Affects what is considered typical

Front 8

donnersteins research

Back 8

 Show 1 of 3 films
• Rape, erotic (but no violence), or violent (but not erotic)
• Next, believe you’re administering ‘shock’ to confederate
 1. After viewing rapemore likely to administer shock to female but no effect for aggression against male confed.
 2. How rape is depicted is crucial
• If rape myth scenemore aggressive and less sympathy

Front 9

road rage

Back 9

o Aronson’s proposal for ‘apology signal’
 Apologies defuse aggression and reduce escalation
• Flag to indicate ‘oops, sorry’
 In Poland, emergency lights are used this way

Front 10

cyberbullying

Back 10

o Efforts to stop bullying in Norway that reduced it by 50%:
 Combo of education and mild punishment
• Community and teacher training
• Intensive therapy with bully and counsel bully’s parents

Front 11

bushman and eron study on tv violence

Back 11

 Amount of violent TV viewing at 8-years old predicts aggressiveness and criminality as adults
 But maybe other variables correlate with both

Front 12

gerbners research

Back 12

 Heavy viewing teaches mean world syndromethink violence is more common than it is
• Lower crime rates over last 20 years but most think its increased
• Positive correlation between amount of TV viewed and fear of being a victim

Front 13

happy violence

Back 13

many kids see___used as comedy, no consequences

Front 14

berkowitz theory on frustration aggression

Back 14

o If frustration is understandableno aggression, only irritation

Front 15

aggression triggers (pain)

Back 15

animals attack others after receiving shock
o Humans with hand in freezing water more willing to blast another person with unpleasant noise

Front 16

aggression triggers (heat)

Back 16

positive link with aggression across cultures
o When hotter temp, MLB pitches more likely to hit batters

Front 17

aggression triggers (crowding)

Back 17

feeling of not having enough space
o Heightens aggression and feelings of distress

Front 18

schacter experiment

Back 18

injected subjects with adrenaline
 Heart rate races, rapid breathing
 If told about side effectsfelt little emotion even when waiting with hostile person
• Attributed arousal to the drug, not person
 Led to believe no side effectsangered with hostile person

Front 19

andersons research on video games

Back 19

 Compared undergrads with average amount of video game experience
 1st played either Mortal Kombat or PGA Golf
 2nd part of experiment with confederate and competition
 Results:
• More likely to compete aggressively and punish competitor more after Mortal Kombat than PGA golf

Front 20

short term increase in aggresive behavior

Back 20

due to:
• Slight provocation may be interpreted as hostile, imitate aggressive behavior
• More positive beliefs about aggressive solutions

Front 21

aggression

Back 21

- Physical or verbal behavior intended to harm

Differs from assertiveness (no intent)

Front 22

emotional aggression

Back 22

goal to injure (hot aggression)

Premeditated murders

Front 23

instrumental aggression

Back 23

used as means to an end (cool)

Tackling in football

Front 24

Freud theory of aggression

Back 24

we are born with instinct toward life and equally powerful instinct toward death

o Aggression must come outor builds up and causes illness

 Society helps us find acceptable outlets for the aggressive energy

• catharsis-release of aggression reduces this energy

o Even watching others be aggressive should drain us

Front 25

testerone affect on aggression

Back 25

(male sex hormone) also has influence
o Men are more violent than women across many cultures
o Strong link among animals between test and aggression but weaker for humans

Front 26

gender differences in aggression

Back 26

o No gender difference in feelings of anger
o Boys more overt (direct) aggression than girls
 But little difference indirect aggression
• Excluding others

Front 27

when are/arent gender differences

Back 27

o When provoked, almost no gender difference in aggression
 But unclear situation--men more likely to interpret as aggression

Front 28

Bobo doll experiment

Back 28

o Method: 1 group of kids saw a film with adult beating ‘Bobo’, control group saw nothing
 Allowed to later play with toys (and Bobo)

Front 29

bobo doll experiment results

Back 29

those who saw aggressive adult also attacked Bobo, those in control group didn’t
 And attacked him in the same and novel ways (guns)
o How is it social learning?
 Taught “scripts” for how to behave in situation

Front 30

violence on tv

Back 30

o In U.S., TV is on an average of 7 hours a day
o 6-8 violent acts/hr in primetime, 20-30/hr sat morning cartoons

Front 31

for punishment to work

Back 31

o Prompt- after the aggression
o Relatively strong- noticeable
o Consistent- set up consistency (if x, then y)
o Drawbacks:
 Potential for retaliation
 Social learning theory implies some punishment can model aggression (spanking)

Front 32

baron's study

Back 32

include a response incompatible with anger to reduce aggression
o Study with confederate stopped in car at red light, waits for 15 sec after green light to go

Front 33

what % of cars behind the confed will honk

Back 33

o 90% under normal conditions
o Other conditions and results
 Pedestrian crossing89% honk (no difference)
 On crutches (sympathy)57%
 Attractive and dressed provocatively52%