1. Development of Aggressive Behavior

2. Aggression Behavior – In childhood Biology/Physiology (last two chapters) (pre-birth) Environment (this chapter) (post-birth) Chapter 1  Instinctive Drives – Evolutionary Perspective  Externally created Motivations Frustration-Aggression model Aggressive Cue Theory Excitation Transfer Theory  Cognitive Models Cognitive Neoassociation Model Cognition-Excitation Interdependencies  Learned Behavior Social Learning Theory

3. Aggression Behavior – In childhood Biology/Physiology (last two chapters) (pre-birth) Environment (this chapter) (post-birth) Chapter 1  Instinctive Drives – Evolutionary Perspective  Externally created Motivations Frustration-Aggression model Aggressive Cue Theory Excitation Transfer Theory  Cognitive Models Cognitive Neoassociation Model Cognition-Excitation Interdependencies  Learned Behavior Social Learning Theory

4. Aggression is Acquired through  Biological factors (mechanisms)  Learning (activation) Aggression is Regulated through  External rewards/punishments  Vicarious Reinforcement  Self-regulatory Mechanisms

5. Acquisition - Learning Direct experience  After doing it yourself, experience feedback (Rewards and Punishments) such as material incentives, money, desired objects, toys, candy, social approval, increased status Observational Learning  What? Witness others (models) receiving rewards/punishments  Who? Family, Peers, Media

6. Regulation External – Rewards and punishments  Successful aggression  Tangible rewards  Social rewards and approval  Reduction in pain/mistreatment  Emotions like pride, guilt Vicarious – Rewards and punishments  Witnessing same things as above  Informs about likely consequences of self behavior Self-administered – Rewards and punishments  Giving self the same things as above  Notice control when giving to self

7. Four conceptual categories for rewards and punishments: Positive reward, which increases the frequency of approved behavior by adding something desirable to the situation Negative reward, which increases the frequency of approved behavior by removing something distressful from the situation Positive punishment, which decrease the frequency of unwanted behavior by adding something undesirable to the situation Negative punishment, which decreases the frequency of unwanted behavior by removing something desirable form the situation

8. Acquisition – Learning (cont) Family  Primary source of early socialization Research on preschoolers overhearing affectionate or angry At a very early age!  Family level Chaotic and/or socially isolated = more aggression  Parent-child Attachment Theory Intergenerational transmissions of violence (victim, then perpetrator)  Sibling Sibling violence predictive of self violence Parental mediation may encourage aggression  Punishment (learning, arousal, not internalize standards) High punishment = high aggression in child No punishment = high aggression in child  Monitoring (supervision) No monitoring = high aggression in child  Consistency (follow-up on commands same way every time) No consistency = high aggression in child

9. Acquisition – Learning (cont) Peers  “I didn’t know all these different ways to hurt someone, but now I do!”  More peer interactions = more aggression  More victimization = more aggression (provocative victims, not passive) Media  Bobo doll – but problems…no generalization? Bobo doll  Experimental – but problems…no generalization?  Real-world – but problems…

10. Implications: Eron & Heusmann, 1985 0 10 20 30 40 50 DV: Seriousness of Criminal Act by Age 30 Low Med High Frequency of TV Viewing at Age 8 Females Males

11. Problem Many anti-social role models

12. Be Violent

13. Be A Crook Like Tony Soprano

14. Be a Jack-Ass

15. Modeling (summary) new and different ways to be aggressive Learn new information – new and different ways to be aggressive cultural rules about what is appropriate, when, whom, etc. Learn new information – cultural rules about what is appropriate, when, whom, etc. the more you witness, the more desensitized, disinhibited Learn new information – the more you witness, the more desensitized, disinhibited alter image of reality, as more violent, more hostile expectations Learning new information – alter image of reality, as more violent, more hostile expectations

16. “Using” Social Learning Path model of being able to use it  Attention (pay attention to model)  Retention (remember the behavior)  Motor Reproduction (ability to replicate)  Motivational (want to do it) Path model of knowing what to do Textbook’s version is Dodge & Crick  Encode (aware)  Interpret (hostile)  Response search (options)  Response evaluation (choose one)  Response enactment (do it)