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See Aggression Do Aggression
Americah Sim
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See Aggression Do Aggression
There are some terms that have multiple definitions and they cannot be limited to only one definition. Aggression can be considered as one of these terms which has no definite definition for which the researchers may agree by limiting themselves to one definition. This paper aims to critically analyze the definitions of aggression by studying human aggression. The research paper begins with the demonstrations about modeling effects, it further includes the research methodologies along with its scope and experimental studies. This research paper will be further discussing the findings and outcomes of this study.
Aggression
With the time passage, the definitions for the terms "Aggression" has changed, however, researchers have always tried to propose a single definition that would be applied within a time frame and place. According to the field of social psychology, aggression is considered a behavior that intends to harm other people or individuals, while these individuals are always ready to avoid any harm from the opposite party. The forms of harm may be critically analyzed by expanding the study about its multiple forms that people face. Harm may be physical, psychological, emotional, damage to social connections and relationships. Human aggression includes immediate and sudden actions against other individuals intending to harm them, while the target always prepares himself/herself to act in opposition to ensure his/her safety ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"KZUppCbc","properties":{"formattedCitation":"(Allen & Anderson, 2017)","plainCitation":"(Allen & Anderson, 2017)","noteIndex":0},"citationItems":[{"id":555,"uris":["http://zotero.org/users/local/smYQhi21/items/M65IJD3Q"],"uri":["http://zotero.org/users/local/smYQhi21/items/M65IJD3Q"],"itemData":{"id":555,"type":"chapter","abstract":"Aggression is a phenomenon that can take many forms, ranging from relatively minor acts (such as name calling or pushing) to more serious acts (such as hitting, kicking, or punching) to severe acts (such as stabbing, shooting, or killing). The fact that aggression appears in so many forms can sometimes make it difficult to determine whether or not aggression has occurred. To further complicate matters, as is the case for many psychological constructs,\nthere is often a divide between the general public’s notions of aggression and violence and the definitions used by scientists. Frequently, the word “aggression” is used in ways that do not\nmeet the scientific social–psychological definition. For example, people may describe an energetic and persistent salesman as “aggressive,” exhort their soccer players to “be more aggressive,”\nor characterize rapid changes in mood as “violent.” Medical afflictions and treatments are also sometimes described as aggressive (e.g., an aggressive tumor, aggressive chemotherapy). None of these examples, however, meet social–psychological definitions of aggression or violence. This chapter focuses on answering the question “What are aggression and violence?” by describing in detail what constitutes aggression and violence according to social–psychological research. It also outlines the many forms that aggression can take in order to help readers distinguish between subtypes of aggression. Finally, similar but distinct concepts that are sometimes confused with aggression and violence are described so that readers can better distinguish between these concepts.","source":"ResearchGate","title":"Aggression and Violence: Definitions and Distinctions","title-short":"Aggression and Violence","author":[{"family":"Allen","given":"Johnie"},{"family":"Anderson","given":"Craig"}],"issued":{"date-parts":[["2017",1,1]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Allen & Anderson, 2017). When it comes to observations, it can be said that aggression can be observed physically, while cognitive intentions may not be observable as they are comprised of thoughts and ideas. It is to be analyzed that why a person would harm others, the answer may be simple and that may be to gain power and to benefit by causing harm to others who may be lesser powerful. Some of the theoretical approaches suggest that these behaviors of aggressions are programmed biologically. Another view suggests that individuals learn to be aggressive from other human beings. Social Learning Theory suggests that this may be related to the primary developmental factor of an individual's personality. In shaping behaviors of children, parents, and elders play an important role such as they may allow them to perform certain behaviors and punish them for those actions which are unethical and unacceptable ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"Q2LRIj2m","properties":{"formattedCitation":"(Eyberg & Ross, 1978)","plainCitation":"(Eyberg & Ross, 1978)","noteIndex":0},"citationItems":[{"id":565,"uris":["http://zotero.org/users/local/smYQhi21/items/7CTLTXE7"],"uri":["http://zotero.org/users/local/smYQhi21/items/7CTLTXE7"],"itemData":{"id":565,"type":"article-journal","container-title":"Journal of Clinical Child & Adolescent Psychology","issue":"2","page":"113-116","title":"Assessment of child behavior problems: The validation of a new inventory","volume":"7","author":[{"family":"Eyberg","given":"Sheila M."},{"family":"Ross","given":"Arthur W."}],"issued":{"date-parts":[["1978"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Eyberg & Ross, 1978).
Theoretical Propositions
The researches including Bandura, Ross, and Ross demonstrated the modeling effect of the acts of aggression. Their research in psychology is known as "the Bobo doll study,” which studied the limitations which are intended by the children to adults. This aims to study to what extent the behaviors may imitate the actions of aggression which can be critically observed in adults. These researchers made four assumptions and they are
The adult models which were observed for performing aggression were responsible to replicate adult behavior and aggressive behaviors. While behaviors of subjects and the adults differed during the observation of nonaggressive models. This means that the subjects were involved in copying the aggressive behaviors of adults which was observable.
Children getting exposed to nonaggressive models were likely to be lesser aggressive as compared to the others who were in the control group. It can be assumed that the nonaggressive models have the likely capacity to adopt aggressive behaviors. There are chances that the aggressive effects may inhibit individuals.
Children have a greater tendency to identify the forces in their surroundings which includes same-sex individuals, their parents, and other adults. These children may be influenced by same-sex behaviors, adult, and parental behaviors. It is also studied that there are more likely chances that a child may get imitated by the same-sex.
According to the societal patterns’ aggression is linked with masculinity, and this portrays that boy is more exposed to aggressive behaviors as compared to other genders. These differences of aggressions among these genders may be marked and studied the most.
Method
This research article discussed the research methodologies which were adapted to conduct the research. The research methodology includes the following
Subjects.
To conduct this research study, the researchers asked the director and headteacher of the Stanford University Nursery School. This was to have subjects for the research study. This included thirty-six boys and the same number for girls, starting from three years to 6 years. These children as subjects participated in the research study while the average age was noted as 4 and 4 months.
Experimental Conditions.
The control group was comprised of twenty-four children, while they were not exposed to any model. The other 48 subjects further got divided into two categories, one group was meant to be exposed to aggressive models and the other to nonaggressive models. Furthermore, these categorizations were based on sex on the participants. The total number of experimental groups was eight. While answering the question regarding the aggressiveness of children the researcher initially obtained the aggressiveness levels of these subjects. One of the experimental conditions was that the subjects were to be rated by their teacher and the experimenter, while these both had an idea about the aggressiveness levels of the subjects. their aggressiveness included physical, verbal and aggression towards other objects in their environment.
Experimental Procedure.
This research study included different experimental methods to which the subjects “children,” were exposed to. These experimental procedures included some play acts during which the aggressive and nonaggressive behaviors of the subjects were observed. The aggressive behaviors included the violent in which the bobo doll was attacked. While the nonaggressive subjects were observed as a polite player during the games. These experimental procedures aimed to study the aggressive behaviors of the subjects by exposing them to a number of aggressive and nonaggressive toys.
Arousal of Anger or Frustration.
According to the observations, the subjects were sent to another room where they were provided with a number of toys. It was aimed that exposure to these toys they will react either in an aggressive manner or a nonaggressive manner. The subjects were given the opportunity to choose their desired toys with which they wanted to play during the experimentation. There were not limited because they were to be observed according to their behaviors and actions to study their anger and frustration. The aggressive replications may result in future frustration in children which may include verbal and physically aggressive behaviors ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"tJm1UomJ","properties":{"formattedCitation":"(King, 1973)","plainCitation":"(King, 1973)","noteIndex":0},"citationItems":[{"id":563,"uris":["http://zotero.org/users/local/smYQhi21/items/I8LAKGI6"],"uri":["http://zotero.org/users/local/smYQhi21/items/I8LAKGI6"],"itemData":{"id":563,"type":"article-journal","container-title":"Annual review of ecology and systematics","issue":"1","page":"117-138","title":"The ecology of aggressive behavior","volume":"4","author":[{"family":"King","given":"John A."}],"issued":{"date-parts":[["1973"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (King, 1973). These children are more likely to be involved in acting aggressively towards others.
Test for Imitation of Aggression.
The subjects were exposed to toys that were aggressive and nonaggressive. These observations for imitation aggression lasted for twenty minutes. The nonaggressive toys included crayons, two dolls, balls, paper, and a tea set. While, the aggressive toys included guns, tetherball a mallet and of course a bobo doll.
Measures of Aggression.
There were a total of eight responses that were studied in the subjects' behaviors. However, this research paper only considers only four responses. Initially all of the replicated aggressions which were physical likely to be studied and recorded. The aggressive behaviors of subjects included punching and sitting on the bobo doll, these kids were observed while hitting and kicking the mallet. Another aggressive behavior that was observed is the verbal aggressiveness for the bobo doll.
Results
In general children have higher tendencies to adopt their environmental reactions and the existing behaviors to which they are exposed. The replicate behaviors and start following the observed behaviors whether they learn from their environments or humans. They are more like to adopt aggressive behaviors from those individuals who are of same-sex. When it comes to aggressiveness and relation with genders, aggressive behaviors are linked to masculine. Girls when compared to boys they are lesser likely to adopt and replicate aggressive behaviors. Discussing the forms of aggression, girls are more likely to imitate verbal aggression towards others and boys were likely to be involved in physical aggression ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6UBdslIy","properties":{"formattedCitation":"(Nagin & Tremblay, 1999)","plainCitation":"(Nagin & Tremblay, 1999)","noteIndex":0},"citationItems":[{"id":562,"uris":["http://zotero.org/users/local/smYQhi21/items/FDZX3MLS"],"uri":["http://zotero.org/users/local/smYQhi21/items/FDZX3MLS"],"itemData":{"id":562,"type":"article-journal","container-title":"Child development","issue":"5","page":"1181-1196","title":"Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency","volume":"70","author":[{"family":"Nagin","given":"Daniel"},{"family":"Tremblay","given":"Richard E."}],"issued":{"date-parts":[["1999"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Nagin & Tremblay, 1999).
Discussion
The aggressive behaviors are observable, while the violent behaviors may be learned with the help of copying styles of the external models. The behaviors of adults may make influence the children who tend to adopt and learn aggressive behaviors immediately. Children who are exposed to observed violence are likely to develop the tendency to get frustrations and adopt aggressive behaviors while performing future tasks. This paper addressed the issues of influences and imitations of the behaviors of adults and parents which makes huge impacts on children. The research findings were that boys’ aggressive models were stronger as compared to the aggressive models of girls. These aggressive behaviors may be studied by following some cultural patterns. The social acceptability of aggressive behaviors of boys is more according to this research experiment. This research study concludes with the observations of gender-based aggressions among the subjects by exposing them to different areas like playing situations and to a room where they were given choices over aggressive and nonaggressive toys including papers, mallets, guns, and a bobo toy. Girls tend to adopt verbal aggression while boys are mostly involved in physical aggression which may be regarded as violent acts ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"33pb4ej4","properties":{"formattedCitation":"(Mitrofan, Paul, Weich, & Spencer, 2014)","plainCitation":"(Mitrofan, Paul, Weich, & Spencer, 2014)","noteIndex":0},"citationItems":[{"id":561,"uris":["http://zotero.org/users/local/smYQhi21/items/45QBB6VL"],"uri":["http://zotero.org/users/local/smYQhi21/items/45QBB6VL"],"itemData":{"id":561,"type":"article-journal","container-title":"BMC psychiatry","issue":"1","page":"287","title":"Aggression in children with behavioural/emotional difficulties: seeing aggression on television and video games","volume":"14","author":[{"family":"Mitrofan","given":"Oana"},{"family":"Paul","given":"Moli"},{"family":"Weich","given":"Scott"},{"family":"Spencer","given":"Nicholas"}],"issued":{"date-parts":[["2014"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Mitrofan, Paul, Weich, & Spencer, 2014).
References
ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Allen, J., & Anderson, C. (2017). Aggression and Violence: Definitions and Distinctions.
Eyberg, S. M., & Ross, A. W. (1978). Assessment of child behavior problems: The validation of a new inventory. Journal of Clinical Child & Adolescent Psychology, 7(2), 113–116.
King, J. A. (1973). The ecology of aggressive behavior. Annual Review of Ecology and Systematics, 4(1), 117–138.
Mitrofan, O., Paul, M., Weich, S., & Spencer, N. (2014). Aggression in children with behavioural/emotional difficulties: Seeing aggression on television and video games. BMC Psychiatry, 14(1), 287.
Nagin, D., & Tremblay, R. E. (1999). Trajectories of boys’ physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency. Child Development, 70(5), 1181–1196.
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