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

2. 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)

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

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

5. Personal Determinants
Biological
Instinct theory - innate (unlearned) behavior pattern
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
high testosterone linked to higher aggression and less helping
low levels of serotonin inhibit ability to restrain aggressive urges

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

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

8. Bandura, Ross, & Ross
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?

9. Measuring Human Aggression in the Laboratory
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
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

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

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

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

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

14. Situational Determinants
Media

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

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

17. Study Smarter: Student Website
Chapter Reviews
Diagnostic Quizzes
Vocabulary Flashcards
Apply It! Exercises