Frustration-Aggression Hypothesis Flashcards

Study Notes

Defines aggression as a consequence of frustration, which is any event preventing goal attainment.
Proposed by Dollard et al. in 1939, suggesting that frustration is a necessary condition for aggression.

Frustration occurs when individuals are prevented from obtaining desired outcomes, leading to aggression.
Illustrates a cause-effect relationship between frustration and aggressive behavior, termed catharsis, which releases pent-up aggressive energy.
Motivation's intensity toward achieving goals influences frustration levels; stronger motivation leads to increased frustration.

Context can inhibit aggression, such as the threat of punishment.
Real-world example: Brown et al. (2001) found that British holidaymakers displayed hostility towards French individuals when frustration arose from blocked travel plans.

Research by Doob and Sears (1939) indicated that most individuals feel angry in frustrating situations.
Pastore (1952) differentiated between justified and unjustified frustration; the latter more likely incites anger and aggression.
An example of justified frustration involves a bus displaying an "out of service" message, which resulted in reduced anger from participants.

The hypothesis explains that when individuals are frustrated, they often direct aggression towards alternative targets instead of the source of frustration.
This behavior is known as the "kicking the dog" effect; individuals may lash out at innocuous targets (e.g., pets) due to inhibited aggression towards the actual source (e.g., boss, government).

Berkowitz (1989) critiqued the original hypothesis, suggesting frustration is not solely responsible for aggression.
Introduced the idea that various unpleasant experiences contribute to a negative affect, which can trigger aggression.
Emphasized that it is the resulting negative feelings (not just frustration) that promote aggressive reactions.
Stressed that unanticipated interference is likely to provoke a stronger aggressive reaction compared to anticipated frustrations.

Social learning theorists argue that aggression is one of multiple responses to frustration.
Frustration produces generalized arousal, but individual learning determines responses based on past effectiveness or observational learning.
Alternative views suggest that learned experiences shape aggressive behaviors rather than innate responses to frustration, highlighting the role of situational factors and personal history.

Central claims of the frustration-aggression hypothesis lack robust empirical support, indicating the need for further investigation into the nuances of aggression and frustration.