Which of the following appears to happen when a frustrated person is allowed to act aggressively quizlet?

- Blood, butcher, choke, fight, gun, hatchet, hurt,... - Alley, animal, bottle, drugs, movie, police, red,...

Andersen, C. A., Carnagey, N. L., & Eubanks, J. (2003). Exposure to Violent Media: The Effects of Songs with Violent Lyrics on Aggressive Thoughts and Feelings.

- Letting of steam (venting): Follows the cathartic hypothesis
- "Bossbashing"
- No evidence for effectiveness; rather the other way round; cf. excitation transfer
- "Venting to reduce anger is like using gasoline to put out fire'
(Bushman, Baumeister & Stack, 1999)

- Multidimensional and interdisciplinary programs using behavioural and consulting techniques
- Address family violence, avoid rewarding violent acts in children
- Goldstein (1999): Aggression is multicausal and needs broad and flexible preventative strategies that match the target group
- Law can play a role at the societal level: - Availability of guns

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Rates of violence in much of the world have declined dramatically over the centuries.

1- Changing How We Think and Feel
Improvements in education, intelligence, reasoning and empathy can reduce aggression.
Improving one's self-control abilities is another way to reduce aggression.

2- Situational and Sociocultural Factors
Situational and sociocultural factors that can help reduce violence include reductions in negative affect, aggressive thinking, poverty, the presence of weapons, competitiveness, minor acts of aggression and vandalism, and social rewards for aggressive behaviour.

3- Multiple-Level Approaches: Programs to Prevent Violence
Recognising that aggression has multiple levels of causes, multisystemic therapy has been effective in reducing aggressive behaviours among violent adolescents.

A reduction of the motive to aggress that is said to result from any imagined, observed, or actual act of aggression.

Dollard and colleagues described catharsis as a two-step sequence:

First, aggression reduces the level of physiological arousal. Second, because arousal is reduced, people are less angry and less likely to aggress further. It sounds logical, and many people believe it. But when put to the test, catharsis has not lived up to its billing. Most researchers have concluded that the catharsis idea is a myth. In fact, it is more counterproductive than effective in reducing subsequent aggression (Bushman, 2002; Geen & Quanty, 1977).

The proposition that behavior is learned through the observation of others as well as through the direct experience of rewards and punishments.

Social learning theory emphasises that we learn from the example of others as well as from direct experience with rewards and punishments. Models influence the prosocial, helpful behaviour. They also affect antisocial, aggressive behaviour. People learn more than specific aggressive behaviours from aggressive models. They also develop more positive attitudes and beliefs about aggression in general, and they construct aggressive 'scripts' that serve as guides for how to behave and solve social problems. These scripts can be activated automatically in various situations, leading to quick, often unthinking aggressive responses that follow the scripts they have learned (Bennett et al., 2005; Huesmann, 1998). Learning these scripts from their parents is one of the reasons that there are positive correlations between witnessing parents behaving aggressively or violently with each other during conflicts and individuals' subsequent aggressiveness as adolescents and adults (Hill & Nathan, 2008; Perkins & Graham-Bermann, 2012; Underwood et al., 2008). Just as aggressive models can increase aggressive behaviour, non-aggressive models can decrease it.

Reducing the prevalence of displays of weapons.

(By this means, people's exposure to aggression-enhancing cues would be lessened, thereby reducing the likelihood that they would
aggress. Exposing people to violent movies, even those in which the violence is met with stronger violence, is likely to increase, rather than decrease, real-world violence; the successful, justifiable violence used by "the good guys" is likely to reinforce the use of violence as a way to solve problems and succeed. Research suggests that parents who punish their children may serve as models of aggression and that the children are likely to imitate such models eventually. Finally, responding directly to one's emotional states is likely to cause more, rather than less, aggression; for example, people so responding would be less likely to take into account mitigating information or to be sensitive to norms against aggression)

the Americas.

(Based on data from INTERPOL, the world's largest police organization, Nigel Barber (2006) reports that rates of violent crimes are higher in the Americas than many other regions in the world. According to these data, the rates of murder, rape, and assault among
11 countries in the Americas (including Argentina, Bahamas, Chile, Costa Rica, and the U.S.) were about double the world averages. Barber proposes that a key factor that may explain this difference is the relatively high rate of single parenthood in the Americas, which correlates with violent crime.)

In virtually all cultures studied in virtually any time period, men are more violent than women. Men, for example, are much more likely to commit, and be the victims of, murder. Males in general (both young boys and adult men) are more likely to engage in overt, physical acts of aggression than females (both young girls and adult women). Even in the toddler years, gender differences can be seen - two-year-old boys are more likely to be interested in violent, scary books than are two-year-old girls. But the gender differences in aggression become less clear when considering measures of non-physical aggression. Although they are less physically aggressive than boys, girls are often more indirectly, or relationally, aggressive than boys, especially from around age eleven until they become young adults. An example of indirect or relational aggression is spreading mean-spirited, false stories about someone in order to get others to dislike this person. In addition, even concerning overt aggression, the gender difference may be more complicated than had been realized previously. When the aggression can be hidden - from others or from themselves - the tendency for males to be more overtly aggressive than females may be reduced or even eliminated. For example, in one study, male participants behaved more aggressively than female participants under ordinary conditions. However, when experimental conditions made participants feel anonymous and deindividuated, female participants were just as aggressive as the males.

One form of aggression involving children that seems to be fairly consistent across cultures is bullying. Although some differences in frequency and forms of bullying exist, a number of studies of bullying across many countries, especially in Europe, Asia, and North America, have shown fairly consistent patterns of bullying behaviors (Eslea et al., 2003; Kanetsuna et al., 2006; Nesdale & Naito, 2005). Some recent research suggests that 5-15% of students around the world are physical, sexually, or emotionally bullied by other students; other estimates are even higher than that (Dao et al., 2006; Juvonen et al., 2003; Olweus, 2003, 2004).

The General Aggression Model helps explain the relationships among various factors that contribute to aggression, such as the separate and interactive effects of affect, arousal, and cognition.

Unpleasant experiences and situational cues can trigger negative affect, high arousal and aggression-related thoughts. Due to individual differences, some people are more likely than others to experience these feelings and thoughts. Higher-order thinking then shapes these feelings and thoughts into more well-defined emotions and behavioural intentions. Depending on the outcome of this thinking (which can occur beneath the individual's conscious awareness and can be affected by factors such as alcohol or stress), the individual may choose to aggress.

We have seen that negative affect, arousal and aggression-related thoughts can lead to aggression. And a number of factors influence whether one is likely to experience negative affect, arousal and aggressive thoughts, such as aversive experiences (frustration, heat, and provocation), situational cues (guns and violent films) and individual and cultural differences (chronic hostility and cultures of honor). Craig Anderson and others put all these various factors together to create a model called the General Aggression Model (GAM)

Violence in Television, Films, Music Lyrics and Video Games:
There is a tremendous amount of violence depicted in the media, and much of it is targeted to children and adolescents.
A large number of studies, using a variety of different methods, have shown a significant positive relationship between exposure to media violence and real-world aggressive cognitions and behaviours.
Exposure to television violence and violent video games in childhood and adolescence is related to aggression later in life.

Media violence also influences aggression by desensitising individuals to violence. Desensitisation to violence refers to a reduction in emotion-related physiological reactivity to real violence. Desensitisation is one form of habituation. A novel stimulus gets our attention, and if it's sufficiently interesting or exciting, it elicits physiological arousal. But when we get used to something, our reactions diminish. Familiarity with violence reduces physiological arousal to new incidents of violence (Geen, 1981). Desensitised to violence, we may become more accepting of it.

The effects of exposure to violence in the media also operate through what George Gerbner and colleagues (1986) called cultivation . Cultivation refers to the capacity of the mass media to construct a social reality that people perceive as true, even if it isn't. The media tend to depict the world as much more violent than it actually is. This can make people become more fearful, more distrustful, more likely to arm themselves and more likely to behave aggressively in what they perceive as a threatening situation

Situational cues can trigger automatic associations. More complex information about one's situation, however, influences the deliberate, thoughtful consideration that we call higher-order cognitive processing. For example, an angry person might refrain from acting aggressively if the potential costs of fighting seem too high. In this case, the person might choose to flee rather than fight. In addition, people who believe that aggression is inappropriate in a particular situation, or whose moral values and principles mandate non-violent behaviour, may realise that better alternatives to aggression exist (Huesmann & Guerra, 1997). The behaviour of other people in the immediate situation can also influence an individual's considerations. If one or more others in a group are reacting aggressively to the situation, aggression can be contagious (Levy & Nail, 1993).
People's thoughts about the intentions of other people can determine whether they are likely to respond aggressively. Some individuals exhibit a hostile attribution bias , in that they tend to perceive hostile intent in others. For example, socially maladjusted children who are chronically aggressive and have been rejected by their peers see hostile intent where others don't (Crick & Dodge, 1994). Such perceptions then increase their aggression, and their peers respond by rejecting them further, locking these children into an ever-escalating vicious circle. Chronically aggressive adults, too, tend to expect and perceive hostility in others' motives and behaviours (Dill et al., 1997). Research has found hostile

What is the frustration aggression theory quizlet?

Which of the following is predicted from the original frustration

What is true about the frustration

Which hypothesis suggests that people are more hostile when they are unable to achieve their goals or are very uncomfortable?