Term
|
Definition
| Intentional behavior aimed at doing harm or causing pain to another person |
|
|
Term
| Define: Hostile aggression |
|
Definition
| Aggression stemming from feelings of anger and aimed at inflicting pain |
|
|
Term
| Define: Instrumental Aggression |
|
Definition
| Aggression as a means to some goal other than causing pain |
|
|
Term
|
Definition
| The instinct toward life, posited by Freud |
|
|
Term
|
Definition
| According to Freud, an instinctual drive toward death, leading to aggressive actions |
|
|
Term
| What is the chemical in the brain that may inhibit aggressive impulses? |
|
Definition
|
|
Term
| Define: Frustration-Aggression Theory |
|
Definition
| The idea that frustration—the perception that you are being prevented from attaining a goal—increases the probability of an aggressive response |
|
|
Term
| Define: Aggressive Stimulus |
|
Definition
| An object that is associated with aggressive responses (e.g., a gun) and whose mere presence can increase the probability of aggression |
|
|
Term
| Define: Social Learning Theory |
|
Definition
| The idea that we learn social behavior (e.g., aggression) by observing others and imitating them |
|
|
Term
|
Definition
| behaving socially that we learn implicitly from our culture |
|
|
Term
|
Definition
| The notion that “blowing off steam”—by performing an aggressive act, watching others engage in aggressive behaviors, or engaging in a fantasy of aggression—relieves built-up aggressive energies and hence reduces the likelihood of further aggressive behavior |
|
|
Term
|
Definition
| hostile or negative attitude toward a distinguishable group of people, based solely on their membership in that group |
|
|
Term
|
Definition
| A generalization about a group of people in which certain traits are assigned to virtually all members of the group, regardless of actual variation among the members |
|
|
Term
|
Definition
| Unjustified negative or harmful action toward a member of a group simply because of his or her membership in that group |
|
|
Term
| Define: Out-Group Homogeneity |
|
Definition
| The perception that individuals in the out-group are more similar to each other (homogeneous) than they really are, as well as more similar than the members of the in-group are |
|
|
Term
| Define: Illusory Correlation |
|
Definition
| The tendency to see relationships, or correlations, between events that are actually unrelated |
|
|
Term
| Define: Ultimate Attribution Error |
|
Definition
| The tendency to make dispositional attributions about an entire group of people |
|
|
Term
| Define: Stereotype threat |
|
Definition
| • The apprehension experienced by members of a group that their behavior might confirm a cultural stereotype |
|
|
Term
| Define: Blaming the victim |
|
Definition
| The tendency to blame individuals (make dispositional attributions) for their victimization, typically motivated by a desire to see the world as a fair place |
|
|
Term
| Define: Self-fulfilling prophecy |
|
Definition
| The case whereby people (1) have an expectation about what another person is like, which (2) influences how they act toward that person, which (3) causes that person to behave in a way consistent with people’s original expectations |
|
|
Term
| Define: Realistic conflict theory |
|
Definition
| The idea that limited resources lead to conflict between groups and result in increased prejudice and discrimination |
|
|
Term
|
Definition
| • The tendency for individuals, when frustrated or unhappy, to displace aggression onto groups that are disliked, visible, and relatively powerless |
|
|
Term
| Define: Institutionalized Racism |
|
Definition
| • Racist attitudes that are held by the vast majority of people living in a society where stereotypes and discrimination are the norm |
|
|
Term
| Define: Institutionalized Sexism |
|
Definition
| Sexist attitudes that are held by the vast majority of people living in a society where stereotypes and discrimination are the norm |
|
|
Term
| Define: Normative conformity |
|
Definition
| The tendency to go along with the group in order to fulfill the group’s expectations and gain acceptance |
|
|
Term
|
Definition
| Outwardly acting unprejudiced while inwardly maintaining prejudiced attitudes |
|
|
Term
| Define: Mutual interdependence |
|
Definition
| The situation that exists when two or more groups need each other and must depend on each other to accomplish a goal that is important to each of them |
|
|
Term
|
Definition
| • A classroom setting designed to reduce prejudice and raise the self-esteem of children by placing them in small, desegregated groups and making each child dependent on the other children in the group to learn the course material and do well in the class |
|
|
Term
Clark and Clark (1947)
-African American children and dolls |
|
Definition
| showed that African-American children as young as three were already convinced that it was not desirable to be black, choosing to play with white rather than black dolls. This evidence led to the 1954 Brown v. Board of Education decision to desegregate schools. |
|
|
Term
Goldberg (1968)
articles written by males or females |
|
Definition
| showed that women had learned to consider themselves intellectually inferior to men, rating the same article higher when it was written by “John McKay” than by “Joan McKay.” |
|
|
Term
Allport’s (1954)
“law of least effort" |
|
Definition
| Stereotyping is result of trying to categorize to simplify world |
|
|
Term
Stone, Perry, & Darley (1997)
white vs black basketball players |
|
Definition
| found that those students who believed a student was African-American rated him as having better athletic ability than those who thought he was white, who rated him as having greater “basketball sense.” |
|
|
Term
Eagly, Wood, and Swim
behavior differences in men and women |
|
Definition
| shows that there are indeed behavioral differences between men and women such that women are more concerned with the welfare of others and men are more independent and dominant. |
|
|
Term
Bond, DiCandia, & McKinnon (1988)
compared how white vs. black patients in a psychiatric hospital (run by an all-white staff) were treated |
|
Definition
| compared how white vs. black patients in a psychiatric hospital (run by an all-white staff) were treated. They found that, in the first 30 days of a stay, there appeared to be an assumption that blacks would be more violent than whites, as their offenses were more likely to be treated with physical restraints or drugs (Figure 13.1). However, eventually the staff did notice that there was no racial difference in violent incidents and began to treat whites and blacks equally. |
|
|
Term
Hebl et al. (2002)
interviews being held for homosexuals vs heterosexuals |
|
Definition
| confederates applied for jobs in the community. In some job interviews the confederates portrayed themselves as homosexuals and in other interviews they did not. Hebl found that in the cases where the confederates were portrayed as homosexuals the potential employers were less verbally positive and spent less time interviewing them. However, the employers did not formally discriminate against them (e.g., not calling them back as often for follow-up interviews as the other candidates) |
|
|
Term
Rohan and Zanna (1996)
children with prejudice parents |
|
Definition
| Children whose parents hold prejudices may be exposed to competing views and not hold their parents’ prejudices. |
|
|
Term
Jane Elliot
Prejudice simulation with eye color |
|
Definition
| divided her class by eye color, telling the blue-eyed students that they were better than the brown-eyed students and giving them special privileges; in less than half an hour, the formerly cohesive class was split along eye-color lines, with the blue-eyed students taunting and punishing the others, and the brown-eyed students feeling so low that their academic performance was depressed. The next day, the eye-color roles were reversed, and the day after that, the class was debriefed. Even 20 years later, the students claimed the exercise had a life-long impact |
|
|
Term
|
Definition
| positive feelings and special treatment we reserve for people we have defined as being part of our in-group (the group with which a person identifies and of which he or she feels a member), and the negative feelings and unfair treatment we reserve for others simply because we have defined them as being in the out-group (groups which an individual does not identify with). |
|
|
Term
| the minimal group paradigm |
|
Definition
| arbitrary groups were formed by putting strangers together on the basis of trivial criteria. Even in these minimal groups, people still displayed in-group bias by rating in-group members more highly, liking them better, and rewarding them more. People even preferred to take less money as a reward for their own group if it meant beating the out-group, rather than taking more money but being beat by the out-group. |
|
|
Term
Quattrone and Jones (1980)
out-group homogeneity bias |
|
Definition
| students watching videos of other students (purportedly from Rutgers or Princeton) making decisions would judge the students’ selection as typical of others at his school when the person went to the rival school but not if they went to the student’s own school |
|
|
Term
| Why is it nearly impossible to get a prejudiced person to change their view? (2) |
|
Definition
1. it is primarily the emotional aspect of attitudes that makes a prejudiced person hard to argue with; logic is not effective in countering emotions—people will ignore or distort any challenge to their belief.
2. people with strong prejudices have a firmly established schema for the target group(s); this will lead them to pay attention to, and recall more often, information that is consistent with their beliefs than that which is inconsistent. |
|
|
Term
Kuo (1961)
kitten raised with a rat |
|
Definition
| showed that a kitten raised with a rat would not attack it, showing that aggressive behavior can be inhibited by early experience. |
|
|
Term
Eibl-Eibesfeldt (1963)
rats raised in isolation, then introduced to other rats |
|
Definition
| showed that rats raised in isolation attack fellow rats using the same patterns that experienced rats do, showing that aggression does not need to be learned. |
|
|
Term
Archer and McDaniel (1995)
Gender and aggression |
|
Definition
| •) found consistent gender differences in an 11-country study where people had to complete stories about conflict situations, with men being consistently more likely to suggest violent completions than women. However, culture too played a major role. |
|
|
Term
Berkowitz (1983, 1988)
bodily discomfort and aggression |
|
Definition
| showed that students who had their arms immersed in ice water until they felt pain showed a sharp increase in their likelihood of aggressing |
|
|
Term
Barker, Dembo, and Lewin (1941)
Frustration-aggression
children and toys |
|
Definition
| frustrated a group of children by keeping a room of very attractive toys out of their reach for a long wait; when they finally got to play with them, they played much more destructively than did the control group. |
|
|
Term
Harris (1974)
closer to goal and aggression |
|
Definition
The greater the closeness to the goal, the greater the frustration when it is thwarted and the higher the probability of aggression
had confederates cut into lines of people waiting; the further into line they cut, the more aggressive the reactions |
|
|
Term
Kulik and Brown (1979)
unexpected frustration and aggression |
|
Definition
Aggression also increases when frustration is unexpected
rigged the situation so that volunteer charity solicitors failed to elicit donations; when this led to expect high rates of contribution, subjects displayed more aggression (e.g., harsh voice tone) |
|
|
Term
Baron (1988)
insults and aggression |
|
Definition
| had a confederate insult another subject; when given an opportunity to aggress against the confederate, those who had been insulted were more aggressive than those who hadn’t. |
|
|
Term
Berkowitz and LePage (1967)
gun or badminton racket: aggression |
|
Definition
| angered subjects in a room in which either a gun or a badminton racket was visible; those individuals who had been made angry in the presence of the gun administered more intense shocks to another student than those made angry in the presence of the racket |
|
|
Term
Bandura
Social Learning Theory: Bobo doll |
|
Definition
| Bandura postulated social learning theory (the idea that we learn social behavior by observing others and imitating them). In support of this theory, the famous Bobo doll experiments showed that children imitated novel aggressive behaviors modeled by adults. |
|
|
Term
| How many murders and acts of violence do children see on tv? |
|
Definition
8,000 murders
100,000 acts of violence |
|
|
Term
(Seppa, 1997)
tv shows: violence and regret shown |
|
Definition
| 58% of TV programs contain violence, and of those, 78% showed no remorse, criticism, or penalty for the violence. |
|
|
Term
Liebert and Baron (1972)
violent tv shows: aggressive behav |
|
Definition
| exposed a group of children to a violent cops-and-robbers show, while another group was exposed to a nonviolent sporting event show. After watching TV, each child was allowed to play in another room with a group of other children; those who had watched the violent program showed far more aggression |
|
|
Term
(Josephson, 1987)
tv: being prone to aggression -> behav? |
|
Definition
| showed that watching TV violence had the greatest effect on those children who were somewhat prone to violence to begin with. Thus, watching one episode of violent TV may not increase the aggression of those who are not violent to begin with. However, a steady diet of violent TV over a long period may increase aggression in those who were not previously prone to it. |
|
|
Term
Gerbner et al. (2002)
tv: safety of world? |
|
Definition
| people who are heavy TV viewers (four or more hours a day) view the world as a much more dangerous and hostile place than those who watch less. |
|
|
Term
| Why does media affect viewers' aggression? (5) |
|
Definition
1. Watching TV violence may simply weaken previously learned inhibitions against aggression
2. Watching TV violence might teach people new ways to aggress and inspire imitation
3. TV violence may make feelings of anger more available and thus prime an aggressive response
4. Watching violence reduces sensitivity and sympathy for victims, making it easier to live with violence and possibly to aggress
5. Since watching TV violence makes the world seem a more dangerous place, I’m more likely to interpret strangers’ behavior or ambiguous situations as having hostile intent. |
|
|
Term
Donnerstein and Berkowitz (1981)
violent pornography and administration of shocks to women |
|
Definition
| showed male subjects a violent pornographic film, a nonviolent pornographic film, or a violent nonpornographic film. After viewing the film, the subjects took part in an ostensibly unrelated experiment that gave them the opportunity to “shock” a female confederate. Those who watched the violent pornography gave the highest level of shocks, while those who watched the nonviolent pornography gave the lowest. |
|
|
Term
| What are The Effects of Aggressive Acts on Subsequent Aggression? |
|
Definition
| controlled studies suggest that acting aggressively or viewing aggression increases, rather than decreases, subsequent aggression and hostility. |
|
|
Term
Geen et al. (1975)
giving shocks to confederates that insult you |
|
Definition
had students angered by a confederate. Half of the subjects had the opportunity to give shocks to the confederate on a first task, and then all subjects had the opportunity in a second task. The catharsis hypothesis predicts that those subjects who had already shocked the confederate would give fewer, less intense shocks the second time; in fact, they expressed even greater aggression the second time around.
• Overall, results of studies do not support the catharsis hypothesis. |
|
|
Term
| How does war affect aggression? |
|
Definition
expressing anger frequently leads to overkill in retaliations
make the noncombatant population of the involved countries more likely to aggress against each other |
|
|
Term
Pennebaker (1990)
self-awareness, not repressing emotions, sharing with people |
|
Definition
| that repressing emotional stresses has negative effects on health, and that revealing the emotions to another person has beneficial effects. Further, these beneficial effects are due not simply to venting of feeling but also to the self-awareness that usually accompanies self-disclosure |
|
|
Term
| Berkowitz and Troccoli (1990) |
|
Definition
subjects experiencing discomfort and mild pain while listening to a target who were not given an opportunity to rate their feelings rated the target most negatively. Those participants in pain who were given the opportunity for expression were able to avoid being overly harsh.
demonstrates self awareness + Aggression affects |
|
|
Term
Baron (1976)
empathy: cars + people on crutches |
|
Definition
| had cars hesitate at a green light; just previous to the hesitation, a pedestrian had passed by between the car that was stopped at the light and the one behind it. Half of the pedestrians were on crutches. Baron found that the drivers of the second car were significantly less likely to honk in this condition, presumably because the crutches evoked empathy. |
|
|
Term
| can we have empathy for victims when our aggression is high? |
|
Definition
| in situations where aggression is high, we tend to dehumanize our victims; this lowers inhibitions against aggression and makes continuing it more likely. |
|
|
Term
| What were Freud's views about aggression? |
|
Definition
| humans are born with an instinct toward life, which he called Eros, and an equally powerful instinct toward death, which he called Thanatos |
|
|
Term
| Aggression: Bonobos vs chimpanzees |
|
Definition
Bonobos: "make love, not war" ape. sexual activity functions to diffuse potential conflict
chimpanzees: the only nonhuman species in which groups of male members hunt and kill other members of their own kind. |
|
|
Term
| serotonin levels and aggression? |
|
Definition
high lvls = less aggression
criminals have low serotinin |
|
|
Term
| Priming for aggression with television |
|
Definition
| TV has a tendency to increase the probability of an aggressive response when children subsequently are frustrated or hurt, exposing children to an endless stream of violence in films and on TV might have a similar tendency to prime an aggressive response. |
|
|
Term
| How does media violence affect our view of the world? |
|
Definition
| -more than 4 hrs of tv/day = exaggerated view of degree of violence taking place outside of home |
|
|
Term
| How do violent tv shows affect commercials/ads' effects on us? |
|
Definition
-watch nonviolent show -> recall ads
-violent show -> inhibits recall of ads
Violence and sex seem to impair viewers’ memory. |
|
|
Term
|
Definition
-suggest to them the traditional female role is to resist the male’s sexual advances and male’s role is to be persistent
Although 95% of the males and 97% of the female high schoolers surveyed agreed that a man should stop sexual advances as soon as a woman says no, nearly 1/2 of those same students also believed that when a woman says no, she doesn’t always mean it. |
|
|
Term
| violent pornography: what attitudes towards women does it portray? |
|
Definition
pornography promotes greater acceptance of sexual violence toward women and is almost certainly a factor associated with actual aggressive behavior toward women.
After watching, men express more negative attitudes toward women and have more aggressive sexual fantasies. |
|
|
Term
| What 2 conditions must be met, in order for punishment to actually reduce aggressive behavior? |
|
Definition
-must be prompt
-must be unavoidable |
|
|
Term
Stone and his colleagues (1999)
golf: attributed to intelligence or physical fitness? who does better: blacks or whites? |
|
Definition
“sport strategic intelligence” black athletes performed worse at it than whites.
“natural athletic ability” the pattern reversed, and the Black athletes outperformed the Whites. |
|
|
Term
| When women in one experiment were led to believe that a particular test was designed to show differences in math abilities between men and women... |
|
Definition
they did not perform as well as men.
(due to stereotype that men are better at math) |
|
|
Term
| Hostile sexists vs Benevolent sexists |
|
Definition
-Hostile sexists hold stereotypical views of women that suggest that women are inferior to men (e.g., that they are less intelligent, less competent, and so on).
-Benevolent sexists hold stereotypically positive views of women. |
|
|
Term
| does bringing two competing groups together in neutral situations help reduce prejudice? |
|
Definition
| NO, increases hostility and distrust |
|
|
Term
| When Contact Reduces Prejudice: Six Conditions |
|
Definition
1. Mutual interdependence
2. Common goal
3. Equal status
4. Friendly, informal setting
5. Knowing multiple out-group members
6. Social norms of equality |
|
|
