1. Psychology 301 Social Psychology Lecture 9, Sept 30, 2008 Aggression Instructor: Cherisse Seaton

2. Overview Review: Punishment and aggression Social Learning of Aggression The big debate: T.V. violence Why does television violence affect viewer's aggression? Group discussion question

3. Why does physical punishment increase aggression? a.) Develops negative associations with the parent. b.) Punishing  arousal and upset  decreased learning c.) The act of ‘punishment’ itself, usually takes the form of an aggressive act, thereby providing an aggressive model But… Doing nothing is not a good option because aggression is also associated with… Lack of monitoring Excessive sibling fighting

4. Review: Bobo doll studies Ss = children Watch a film in which an adult attacks a large inflated Bobo doll. Experimental manipulation (IV): the end of the film differed 1. model punished 2. no consequences 3. model rewarded DV: child’s behaviour toward bobo doll

5. Review: Bobo doll studies First evidence for the social learning of aggression: Implications for television viewing?

6. School Shootings Columbine High School massacre Proliferated after displayed in the news “Copycat” threats Taber

7. Among industrialized countries, the U.S. is one of the most violent...

8. The U.S. is certainly not the most violent place to live... (1994)

9. The U.S. is certainly not the most violent place to live... (2006)

10. The Big Debate: T.V. violence Social learning theory: we learn social beh. by observing and imitating Catharsis theories: built-up aggressive energies can be reduced by watching others engage in aggressive beh.  different predictions re: violent TV consump Canada & U.S.: b/w 1957 & 1974 Increase in violent TV Homicide rates doubled

11. Catharsis Definition “the notion that ‘blowing off steam’ – by performing an aggressive act, watching others engage in aggressive behaviour, or engaging in a fantasy of aggression – relieves built-up aggressive energies and hence reduces the likelihood of further aggressive behaviour”

12. Catharsis Individuals allowed to ‘vent’ their frustrated emotions by punching a punching bag aggressed more Aggressive sports – hostility in high school football players increased as the season progressed Spectators – levels of hostility increase while watching games, and often do not return to baseline until several hrs after game is over

13. Children and Television On average, kids spend nearly 4 hours a day watching television, DVDs and videos 68% of 8- to 18-year-olds have a TV in their bedroom & spend an average of 1.5 hours more per day watching TV than kids without a TV in the bedroom In 53% of households of 7th- to 12th-graders, there are no rules about TV watching Two-thirds of all programming contains violence

14. Effects of Violent Television Eron & Huesman and colleagues Longitudinal study of 875 3rd graders Variables: Shows they preferred; how much they watched Aggression Violent television viewing related to short term & long term aggression

15. Effects of Violent Television Ss = 396 2 nd & 3 rd grade boys, Manitoba, Canada Exciting motocross racing video or violent police action drama Floor hockey: DV = aggression Aggressive acts (throwing elbows, hitting with sticks, yelling) increased in both non-aggressive and aggressive boys who watched violent drama, but especially in aggressive boys.

16. Effects of Violent Television Liebert & Baron, 1972

17. Media violence produces its effect on aggression in multiple ways...

18. Why does television violence affect viewer's aggression? 1. Classical conditioning “If they can do it, so can I” 2. Behavioural scripts/modeling “Oh, so that’s how you do it!” 3. Interpreting emotional state “I think it must be aggressive feelings that I’m experiencing” 4. Emotional desensitization “Ho-hum, another brutal beating – what’s on the other channel?”

19. Classical conditioning 1. “If they can do it, so can I” Weakening of previously formed ‘associations’ between violent behaviour and negative outcomes Weakens inhibitions towards aggression

20. Behavioural scripts/modeling 2. “Oh, so that’s how you do it!” Watching aggressive models may trigger imitation Provides ideas

21. Interpreting emotional state 3. “I think it must be aggressive feelings that I’m experiencing” Environmental Factors Physical discomfort causes: Negative emotional state Physiological arousal Mistaken emotional labelling

22. Evidence for Misattribution of arousal Schachter and Singer (1962) - two factor theory of emotion Provoked physiological arousal with a shot of adrenaline. Some were told that there would be a physical reaction and others told nothing. While they were waiting they had to fill out a questionnaire that asks increasingly insulting questions. Also in the room is a stooge, who gets progressively angrier until he tears up the paper and storms out (or one who acts euphorically)

23. Schachter and Singer’s Experimental Design Euphoria Placebo Epinephrine Informed Epinephrine Uninformed Anger Placebo Epinephrine Informed Epinephrine Uninformed

24. Results Participants who did not know what to expect tended to behave like the confederate. Mistakenly assigned arousal to being angry or euphoric and they too became angry or euphoric.

25. Emotional desensitization effects 4. “Ho-hum, another brutal beating – what’s on the other channel?” Toward aggressive behaviour: Less emotionally repulsed by the use of violence as a way of getting what they want. Lower GSR response to violence (Thomas et al., 1977) Toward victims: Experience less empathy for pain and suffering of victims. Priming: Repeated exposure to aggressive model  “primes” hostile thoughts. More readily available in memory. Hostile Attribution Bias

26. Anderson & Dill (2000) Violent Video games? Violent video games provide another common exposure to aggressive models and weapons.

27. How important is media violence as a source of aggression? Wood et al. (1991) reviewed the evidence and found that the effect of media violence was reliable, but of smaller magnitude than many other causes (e.g., direct provocation, alcohol, temperature).

28. What parents can do Some studies have shown that kids who received media education had less violent behavior after watching violent programs. Watch with kids: awareness Talk about it Offer alternative solutions or behaviours “Heros/heroines” offer use aggression to solve problems Reinforce realistic worldview Notion that it is not ‘real’ or not representative Descriptive norms

29. Effects of Television University of Michigan Health System summary and set of resources on TV's effects on children: http://www.med.umich.edu/1libr/yourchild/tv.htm#vi olence http://www.med.umich.edu/1libr/yourchild/tv.htm#vi olence

30. How to Reduce Aggression How to Reduce Aggression What Are We Supposed to Do with Our Anger? Some strategies that can be used to deal with anger are: Venting vs. self awareness. Diffusing anger through apology. Training in communication and problem-solving skills. Building empathy.

31. Group discussion question: It is the middle of the school term and you have been appointed to take over a fifth grade class for the remainder of the term. The former teacher left as a result of a nervous breakdown induced by a classroom full of aggressive children. With a couple of “colleagues” (fellow students), prepare a plan to bring this classroom under control. Detail several strategies and be prepared to present them to the class as a whole.

32. Next class… Theoretical perspectives Evolutionary theory The determinants of aggression Personality Situational Frustration-aggression hypothesis