Impulsive Aggression

1
Impulsive Aggression

• Chad Disorda
• EDFS 207 Educational Pyschology
• December 13, 2004
• PLP Presentation

2
Outline

• Moral Development Theory
• Physical Development (Brain)
• Social Reasoning
• Cognitive Development Theory
• Learning Theory
• Classroom Implications

3
Moral Development

• Kohlbergs theory for moral judgment has
  unfortunately been generally neglected by
  aggression researchers (1_1)
• Stages of moral development
• - Highly impulsive, hedonistic level
• - Highest level is having internalized
  controls and close inspection into their motives
  and feelings as well as others.

4
Physical Brain Development

•  Several Book on physical development
•   

5
Social Theories

• Dollards Assumption
• frustration, is a necessary and sufficient cause
  for aggression (2_72)
• Bandura thought Dollards theory was highly
  appealing
• Based on boldness and simplicicty (2_73) 
• Acquisition of aggression through modeling (2_
  67)
• Frustration-aggression theory
• Frustration becomes persistent internal
  instigation toward aggression but aggression can
  be blocked or inhibited by fear of punishment
  (2_73
• Berkowitz-
• Anger arousal can lead to impulsive aggression
  responses which, for a short time at least, may
  be relatively free of cognitive mediated,
  inhibitions against aggression(2_29)

6
Cognitive Development Theory

• Vygotsky -
• developmental delay in which children can
  respond to external controls but not yet to
  internal controls (2_29)  
• Initial response are impulsively emitted with a
  concomitant lack cognitive associative processing
  or thinking (2-29)
• Cognitive impulsivity and lack of cognitive
  mediation appear to be a significant correlate of
  aggression (2_29)
• Freud
• Pleasure seeking and pain avoidance were the
  basic mechanisms of mental function, and
  frustration occurred when these activities were
  blocked. (1-3)

7
Social Learning Theories

• Opposing Philosophies within field of aggression
• First-
• Assume that there are no physiological
  mechanisms for spontaneous internal stimuli for
  fighting, and that the physio-logical mechanisms
  associated with fighting are different from those
  subserving eating and sexual behavior (2_67)
• Second-
• Other scientist have reached the opposite
  conclusion
• Bandura-
• aggressive behavior is leaned and maintained
  through environmental experiences either directly
  or vicariously, and that learning of aggression
  is controlled by reinforcement contingencies and
  punishment in a fashion similar to the learning
  of any new behaviors (1_5)
• Book BY Bandura, have yet to get to called
  Adolescent Aggresion

8
 School/Classroom Implications

• Repressive measures have been adopted by schools
  (2-75)
•   

9
Statistics (1998)

• -Among individuals 15-24 yrs old, homicide is the
  second leading cause of death
•  -Adolescent account for 24 of all violent
  crimes leading to arrest.
• -Every five minutes a child is arrested for a
  violent crime
• -Gun related violence takes the life of an
  American child every 3 hours
• -Every day over 100,000 children carry guns to
  schools
• -In a recent survey of fifth graders in New
  Orleans, more than 50 of the children reported
  being a victim of violence, and 70 of these kids
  have seen weapons being used.
•  (3_XV)

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)