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Lecture 22

PSYC 205 Lecture 22: Aggression and Antisocial Behavior
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Department
Psychology
Course
PSYC 205
Professor
Kim Elizabeth
Semester
Spring

Description
4-17 Aggression and Antisocial Behavior 4-17 Aggression and Antisocial Behavior Overview • What are aggression/antisocial behavior? • Why are people aggressive? o Individual differences Definitions: • Aggression: behavior aimed at harming or injuring other people • Antisocial behavior: behavior that breaks the norms of culture; go against what’s normally accepted o Aggression is one form of antisocial behavior What is aggression? Proactive vs. reactive aggression • Proactive aggression: aggression used to get what you want, achieve desired outcome; doesn’t require anger of provocation • Reactive aggression: aggression that is angry; often a response to being provoked; meant to hurt another person • Low positive correlation between positive and reactive aggression o You may engage in both, but many engage in one and not the other • Most of these forms can be used in proactive and reactive ways o Physical aggression: harming others physically (people or property) o Verbal aggression: threaten physical violence, call other people names, teasing o Relational aggression: harming another person’s peer relationships through purposeful manipulation; goal is to hurt the other person by undermining their social relationships Individual differences — why are some kids more aggressive than others? • Social information processing model • Social cognitive distortions Social information processing model (Dodge): how children think about social situations is necessary to understand why some kids behave aggressively and why some don’t; to understand links between cognitions and behaviors • Give an ambiguous situation, we see differences in aggressive and nonaggressive kids in how they think about situations • Steps of model: o Encoding: what you pay attention to given an ambiguous situation; aggressive kids tend to remember the hostile cues o Interpretation: interpreting the situation; ask kids why the ambiguous situation happened; aggressive kids have a hostile attributional bias; nonaggressive kids see things as accidents ▪ Hostile attribution bias: a general expectation that others are hostile towards them; have hostile intent o Goal formulation: what is the person’s goal in the situation o Response access/generation; how to resolve the situation and move on; aggressive kids tend to set hostile social goals, like getting revenge ▪ Hostile social goal: intent towards harming another person in revenge in a hostile way o Response access/generalization: possible responses after person in revenge in a hostile way o Response access/generalization: possible responses after having a goal; list as many things as you could do; aggressive
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