Psychology Dictionary of Arguments

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Aggression: aggression in psychology refers to behavior intended to harm or injure another person physically or verbally. It can manifest as hostile actions, threats, or expressions of anger. See also Behavior, Social behavior, Social cognition, Social skills.
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Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments.

 
Author Concept Summary/Quotes Sources

Learning Theories on Aggression - Dictionary of Arguments

Slater I 184
Aggression/Learning Theories: since Bandura’s Bobo doll studies (Bandura et al. 1961(1); (>Aggression/Bandura
), much thinking (…) has focused on understanding under which circumstances aggression is learned and for whom. For example, after interacting with aggressive peers, not all children imitate their peers’ aggression and become aggressive themselves. Instead, children who are temperamentally predisposed to aggression or who have already begun to engage in aggression are more likely to imitate aggressive peers than are children who are not already predisposed to behaving aggressively (Boxer, Guerra, Huesmann, & Morales, 2005(2); Lavallee, Bierman, Nix, & Conduct Problems Prevention Research Group, 2005(3)).
Furthermore, early adolescence is a developmental period in which children are more vulnerable to being influenced by aggressive peers than they are either earlier in childhood or later in adolescence (Dishion, Dodge, & Lansford, 2006)(4). In addition, protective factors such as supportive relationships with parents can buffer children from risks incurred by interacting with aggressive peers (Dishion & Dodge, 2006)(5).
>Adolescence, >Peer relations.

1. Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575—582.
2. Boxer, P., Guerra, N. G., Huesmann, L. R., & Morales, J. (2005). Proximal peer-level effects of a small-group selected prevention on aggression in elementary school children: An investigation of the peer contagion hypothesis. Journal of Abnormal Child Psychology, 33, 325—338.
3. Lavallee, K. L., Bierman, K. L., Nix, R. L., & Conduct Problems Prevention Research Group (2005). The impact of first-grade “friendship group” experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33, 307—324.
4. Dishion, T J., Dodge, K. A., & Lansford, J. E. (2006). Findings and recommendations: A blueprint
to minimize deviant peer influence in youth interventions and programs. In K. A. Dodge, T J. Dishion, & J. E. Lansford (Eds), Deviant peer influences in programs for youth (pp. 366—394). New York
Guilford.
5. Dishion, T J., & Dodge, K. A. (2006). Deviant peer contagion in interventions and programs: An
ecological framework for understanding influence mechanisms. In K. A. Dodge, T J. Dishion, & J. E.
Lansford (Eds), Deviant peer influences in programs for youth (pp. 14—43). New York: Guilford.


Jenifer E. Lansford, “Aggression. Beyond Bandura’s Bobo Doll Studies“, in: Alan M. Slater and Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications

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Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments
The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Learning Theories
Slater I
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012


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