2. 1 Psychology 3260: Personality & Social Development Don Hartmann Spring 2007 Lecture 23a: Aggression: General

3. 2 Handout Summary Handout WEB Date Date 33. Lect. #15: Attachment I------02/13 34. Study Guide #7------02/16 35. Lect. #16a: Attachment II: Mat. Employ.------02/16 36. Lect. #17a: Social Cognition—The Self------02/22 37. Study Guide #8------02/23 38. Student Presentation #1: Child Abuse------02/26 39. Student Presentation #2: Adolescent Sex------02/28 40. Lect. #16b: Attachment II: Day Care------03/01 41. Lect. #17b: SC—Self-esteem------03/05 42. Study Guide #9------03/06 43. Stud. Present. #3: Gay/Lesbian Adoption------03/07 44. Study Guide #10------03/09 45. Lect. #17c: SC—Identity------03/09 46. Lect. #19a: Gender—Gays & Lesbians------03/13 47. Lect. 23a: Aggression (General)------03/26 48. Study Guide #11------03/36

4. 3 Class Presentation Schedule MembersTopicDate Feb. 14 ML, RJ, MW, LM, & JRAbused children Feb. 21 SH, KE, LB, SH, & ?Adolescent SexualityFeb. 28 MB, MJ, DL, SP, & PYGay AdoptionMar. 07 NJ, EM, JSJ, KW, & ANMedia & WomenApr. 04 Gender*Apr. 11 TC, BA, CW, EK, & LNDivorceApr. 18 *

5. 4 Incomplete Class Presentation Grades Range: 19.5-34; Mdn=27 Range# 32-3 28-313 24-275 20-232

6. 5 WEB Discussion #25 III. G. Aggressive males. Jungs. Summary due on Wednesday, March 28th. A speaker claims that one of the strongest laws of human behavior is that males are unquestionably more aggressive than females. How might you challenge this pronouncement as representing a potentially serious overstatement?

7. 6 WEB Discussion Summary Group#2 Due Date#3 Due Date#4 Due Date First (Foam Fingers)02/08 (??)03/16 (03/16) Second(X-man)02/10 (02/14)03/02 (03/02) Fourth (Panthers) 02/12 (02/19)03/11 Fifth (Spice Guys)02/14 (02/26)03/18 Sixth (avere personalita)02/16 (02/28)03/20 Seventh(Saints Row)02/19 (03/05)03/26 Ninth (Jungs)02/28 (02/28)03/28 Note: Groups 3 (Develop This) and 8 (Good Question) have been disbanded as a result of failure to provide WEB summaries. Panthers and Spice Guys are about to achieve a similar fate!

8. 7 Quiz 2 Results Multiple Choice Range: 15-40; Mdn.=32 Scoref >3708 34-3715 30-3314 26-2905 <2608 ----- Note: 60% of 43 items = 26.

9. 8 Quiz 2 Results (continued) Essay Range: 3.5-20.5; Mdn.=15 Score f 20-04 16-1919 12-1513 08-11 8 04-07 6

10. 9 Quiz 2 Results (continues) Total Score Range: 24.5-61; Mdn.=48; 58=100% Score f 60-02 55-5903 50-5418 45-4908 40-4406 35-3906 30-3402 25-2904 <2501 ----- Will the following students please arrange to meet with me soon: MB, RC, ME, AH, AJ, JM, BM, JM, RP, SP, MS, BS, & MW.

11. 10 Still Other Administration For those of you writing a paper, note that the COREL program in Word Perfect has APA form and style as an option. For assistance is writing references, check the following WEB site: Marriott Library; Help with Research; Marriott Library How-to Guides; Citing Sources…(includes in-text citations), and Citing Sources…(citing sources in reference lists…)

12. 11 Overview: Aggression Text Overlap: Pp. 270-287 Lecture: Introduction Definition Theories Developmental Trends in Aggression Next: Lect. #20: Bullying

13. 12 Supplemental References: Aggression Bandura, A. (1973). Aggression: A social learning analysis. Oxford, England: Prentice-Hall. Reid, J. B., Patterson, G. R., & Snyder, J. (2002). Antisocial behavior in children and adolescents: A developmental analysis and model for intervention. Washington, DC: American Psychological Association.

14. 13 Definitions Definition Example from the Yale group who brought you the Frustration-aggression hypothesis (Miller, Dollard, et al.) Problem of Intent Finesses to skirt intentionality…and their problems: Buss Baron Bandura—subjective social labeling

15. 14 Aggression?

16. 15 Theories: Instinct Instinct Theories: Freud & Lorenz E.g., thanatos But, note environmental disruption Kuo’s study of kittens who were raised alone, with their rat-killing moms, or with rats. Which cats are killing rats? Those raised alone: 45% with rat-killing moms: 85% with rats: 17%

17. 16 Theories: Learning “Learning” Theories Frustration ‑ Aggression Theory (Dollard et al.) Frustration  Aggression Berkowitz's revised F ‑ A Theory Importance of anger arousal (e.g., stemming from frustration) as well as aggressive cues Patterson’s Coercion Theory

18. 17 “Learning” Theories (continued) Patterson’s Coercion Theory Patterson: emphasizes the importance of negative reinforcement in the development and maintenance of aggression. A particularly important construct is that of coercion—where individuals (particularly family members) use negative means to control one another.

19. 18

20. 19 “Coercion” Illustrating Negative Reinforcement (1) A girl teasing her older brother, who makes her stop teasing by yelling at her. [ ♀ teasing is reduced (punished) by ♂ yelling; ♂ yelling is strengthened (negatively reinforced) as it terminates ♀ teasing.] (2) A few minutes later, the girl calls her brother a nasty name. The boy then chases and hits her—and ♀ stops calling him nasty names as ♂ chasing and hitting serve as punishments for ♀ name calling. [ ♂ Chasing and hitting are negatively reinforced by the termination of ♀ name-calling.] (3)She then whimpers and hits him back, and he withdraws. [ ♂ withdrawal negatively reinforces ♀ hits; ♀ hits serve as punishment for ♂ chasing and hitting.]

21. 20 Cognitive?

22. 21 Theories: Cognitive Bandura Acquisition: Imitation & reinforcement of aggressive acts Cognitive processes including Denigration of victim Evaluating aggression positively Self-reinforcing aggressive responding Dodge’s Information Processing Theory

23. 22 The Dodge Model Diagrammatically

24. 23 Reactive Aggressors  Have history of bickering with peers.  Have hostile attribution bias.  More likely to become angry.  Short circuit search.  Respond aggressively.

25. 24 Even Plants Do It!

26. 25 Developmental Trends in Aggression (1) Aggression in toddlers? In 21 month infants, 1 conflict/hr. Typically involved contested objects What then? Decrease or increase? Difficult to determine because of developmental transformations In general, however, there appears to be decreases in physical aggression and increases in verbal aggression for preschool children

27. 26 Stability While different forms of aggression are changing in rate (so forms are unstable across time), are children stable (consistent in rank order in some group)? Modest to substantial stability from elementary school through young adult, particularly for boys (3.< r <.6). r

28. 27 Why Developmental Trends in Aggression? Changes in children’s skills: Increasing verbal skills Greater empathy More planful & less impulsive Changes in parental values & discipline Preparing child for broader social encounters Intolerant of unsubtle forms of aggression & the infliction of physical pain Changes in social contexts: Greater control exercised by Peers Teachers and other extra-familial socializing agents

29. 28 Summary of: Aggression-- General Introduction Definition Theories Developmental Trends in Aggression Next: Lecture #20: Bullying