AQA A-level Psychology · 4.3.8

Aggression

50 exam-style questions with answers for 4.3.8 Aggression in AQA A-level Psychology (spec 7182). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below. Not official AQA material.

All 50 questions and answers

Question 1 · Spec 4.3.8 · Limbic system
Outline the role of the limbic system in aggression. [3 marks]
Answer:
The limbic system includes the hypothalamus, hippocampus and amygdala, and is associated with emotional behaviour (1); the amygdala assesses and responds to environmental threats (1); Gospic et al. (2011) found a fast amygdala response in participants who reacted aggressively in a lab game (1).
Question 2 · Spec 4.3.8 · Limbic system
Explain one limitation of the role of the limbic system in aggression. [2 marks]
Answer:
The amygdala works with other brain areas, e.g. the orbitofrontal cortex, in regulating aggression (1); so aggression cannot be explained by the limbic system alone (1).
Question 3 · Spec 4.3.8 · Serotonin
Outline the role of serotonin in aggression. [3 marks]
Answer:
Normal levels of serotonin in the orbitofrontal cortex reduce firing of neurons, leading to greater self-control (1); low levels of serotonin reduce this self-control (1); so people with low serotonin are more likely to act impulsively and aggressively (1).
Question 4 · Spec 4.3.8 · Serotonin
Outline one study supporting the role of serotonin in aggression. [2 marks]
Answer:
Berman et al. (2009) gave participants paroxetine (which increases serotonin) or a placebo before a game involving giving electric shocks (1); the paroxetine group gave fewer and less intense shocks than the placebo group (1).
Question 5 · Spec 4.3.8 · Testosterone
Outline the role of testosterone in aggression. [3 marks]
Answer:
Testosterone is an androgen responsible for male characteristics (1); it is thought to increase aggression by acting on brain areas involved in controlling aggression (1); e.g. male aggression peaks in young adulthood when testosterone levels are highest (1).
Question 6 · Spec 4.3.8 · Testosterone
Outline the dual-hormone hypothesis. [2 marks]
Answer:
Carré and Mehta (2011) proposed high testosterone leads to aggression only when cortisol is low (1); when cortisol is high, testosterone's effect on aggression is blocked (1).
Question 7 · Spec 4.3.8 · Testosterone
Explain one limitation of the role of testosterone in aggression. [2 marks]
Answer:
Research findings are mixed, e.g. some studies find no correlation between testosterone and aggression in humans (1); and much evidence comes from animal studies, which may not generalise to humans (1).
Question 8 · Spec 4.3.8 · Genetic factors
Outline the role of the MAOA gene in aggression. [3 marks]
Answer:
The MAOA gene controls production of the enzyme monoamine oxidase A, which breaks down serotonin (1); a low-activity variant (MAOA-L) is linked to aggression (1); Brunner et al. (1993) studied a Dutch family whose men had a mutation of the MAOA gene and showed violent behaviour (1).
Question 9 · Spec 4.3.8 · Genetic factors
Outline the gene–environment interaction for aggression. [2 marks]
Answer:
Caspi et al. (2002) found men with the MAOA-L variant who had been maltreated as children were the most likely to be aggressive (1); those with the variant but no maltreatment were not, suggesting genes and environment interact (1).
Question 10 · Spec 4.3.8 · Genetic factors
Outline twin study evidence for the genetic basis of aggression. [2 marks]
Answer:
Coccaro et al. (1997) studied adult male twins (1); they found concordance for physical assault was about 50% for MZ twins and 19% for DZ twins, suggesting a genetic influence (1).
Question 11 · Spec 4.3.8 · Genetic factors
Explain one limitation of genetic explanations of aggression. [2 marks]
Answer:
It is difficult to separate genetic and environmental influences, e.g. MZ twins may be treated more similarly than DZ twins (1); and many genes are involved, so the role of one gene such as MAOA is limited (1).
Question 12 · Spec 4.3.8 · Ethological explanation
Outline the ethological explanation of aggression. [3 marks]
Answer:
Aggression is innate and adaptive, e.g. it reduces competition and establishes dominance hierarchies (1); ritual signalling, e.g. displays of threat, means animals rarely fight to the death (1); Lorenz suggested aggression is triggered by innate releasing mechanisms (1).
Question 13 · Spec 4.3.8 · Innate releasing mechanisms
What is an innate releasing mechanism (IRM)? [2 marks]
Answer:
An innate biological structure or process (1); that is activated by a specific environmental stimulus and triggers a fixed action pattern (1).
Question 14 · Spec 4.3.8 · Fixed action patterns
What is a fixed action pattern (FAP)? [3 marks]
Answer:
A sequence of stereotyped behaviours triggered by an IRM (1); it is universal within a species, unaffected by learning, and ballistic: once triggered, it runs to completion (1); e.g. Tinbergen (1951) found male sticklebacks attacked any object with a red underside, even if it did not look like a fish (1).
Question 15 · Spec 4.3.8 · Ethological explanation
Explain one limitation of the ethological explanation. [2 marks]
Answer:
Fixed action patterns are influenced by learning and environment, e.g. Hunt (1973) found the duration of FAPs varies (1); and humans show cultural differences in aggression, e.g. the !Kung San, suggesting it is not purely innate (1).
Question 16 · Spec 4.3.8 · Evolutionary explanations
Outline the evolutionary explanation of human aggression in terms of sexual jealousy. [3 marks]
Answer:
Males face the risk of paternity uncertainty: they cannot be sure a child is theirs (1); this could lead to cuckoldry, investing resources in a rival's child (1); so males use aggression, e.g. mate retention strategies such as direct guarding and violence, to prevent infidelity (1).
Question 17 · Spec 4.3.8 · Evolutionary explanations
Outline one study supporting the evolutionary explanation of aggression. [2 marks]
Answer:
Shackelford et al. (2005) found men who used mate retention strategies were also more likely to use violence towards their partners (1); this supports the idea that aggression evolved to prevent infidelity (1).
Question 18 · Spec 4.3.8 · Evolutionary explanations
Explain one limitation of evolutionary explanations of aggression. [2 marks]
Answer:
They cannot explain cultural differences in aggression (1); and they may justify male violence as natural, which raises social and ethical concerns (1).
Question 19 · Spec 4.3.8 · Frustration-aggression
Outline the frustration-aggression hypothesis. [3 marks]
Answer:
Dollard et al. (1939) proposed frustration always leads to aggression and aggression is always the result of frustration (1); frustration occurs when we are blocked from achieving a goal (1); aggression is a cathartic release, and is often displaced onto another target if the cause is unavailable (1).
Question 20 · Spec 4.3.8 · Frustration-aggression
Outline the role of environmental cues in the revised frustration-aggression hypothesis. [2 marks]
Answer:
Berkowitz (1989) argued frustration creates negative feelings, which make aggression more likely (1); Berkowitz and LePage (1967) found participants gave more shocks when guns were nearby (the weapon effect), showing cues trigger aggression (1).
Question 21 · Spec 4.3.8 · Frustration-aggression
Explain one limitation of the frustration-aggression hypothesis. [2 marks]
Answer:
Frustration does not always lead to aggression, e.g. it may lead to sadness or helplessness (1); and Bushman (2002) found venting anger increased rather than decreased aggression, challenging the idea of catharsis (1).
Question 22 · Spec 4.3.8 · Social learning theory
Explain how social learning theory explains human aggression. [4 marks]
Answer:
Aggression is learned by observing models, e.g. parents and peers (1); vicarious reinforcement: seeing a model rewarded for aggression makes imitation more likely (1); mediational processes: attention, retention, reproduction and motivation (1); self-efficacy: confidence that aggression will achieve the desired result increases the behaviour (1).
Question 23 · Spec 4.3.8 · Social learning theory
Explain one limitation of social learning theory as an explanation of aggression. [2 marks]
Answer:
Bandura's Bobo doll studies had low ecological validity, as the doll is designed to be hit (1); and SLT cannot explain reactive aggression, which is angry and impulsive rather than planned (1).
Question 24 · Spec 4.3.8 · De-individuation
Outline de-individuation as an explanation of aggression. [3 marks]
Answer:
De-individuation is a loss of personal identity in a crowd or when anonymous (1); this reduces self-awareness and concern for evaluation by others (1); so people are less inhibited and more likely to behave aggressively (1).
Question 25 · Spec 4.3.8 · De-individuation
Outline one study supporting de-individuation. [2 marks]
Answer:
Zimbardo (1969) had female students give electric shocks while wearing hoods and lab coats or normal clothes with name tags (1); the hooded participants gave twice as many shocks (1).
Question 26 · Spec 4.3.8 · De-individuation
Explain one limitation of de-individuation. [2 marks]
Answer:
Johnson and Downing (1979) found participants dressed as nurses gave fewer shocks than a control group (1); this suggests de-individuation makes people follow group norms, which may be prosocial rather than aggressive (1).
Question 27 · Spec 4.3.8 · Institutional aggression
Outline the importation model as a dispositional explanation of institutional aggression. [3 marks]
Answer:
Irwin and Cressey (1962) proposed prisoners bring their own characteristics into prison (1); prisoners import norms and values from outside, e.g. from a criminal subculture (1); these influence their behaviour in prison, leading to aggression (1).
Question 28 · Spec 4.3.8 · Institutional aggression
Outline the deprivation model as a situational explanation of institutional aggression. [3 marks]
Answer:
Clemmer (1940) proposed aggression results from the stressful conditions of prison (1); Sykes (1958) identified deprivations, e.g. loss of freedom, autonomy, goods, heterosexual relationships and security (1); prisoners use aggression to reduce the stress caused by these deprivations (1).
Question 29 · Spec 4.3.8 · Institutional aggression
Explain one strength of the importation model. [2 marks]
Answer:
Camp and Gaes (2005) found gang members were more likely to show prison misconduct, regardless of the security level of the prison (1); this supports the idea that prisoners import aggression (1).
Question 30 · Spec 4.3.8 · Institutional aggression
Explain one strength of the deprivation model. [2 marks]
Answer:
Steiner (2009) found that factors such as more female staff and more prisoners on drug programmes were linked to lower violence (1); this supports the idea that prison conditions affect aggression (1).
Question 31 · Spec 4.3.8 · Institutional aggression
Explain one limitation of the deprivation model. [2 marks]
Answer:
Poole and Regoli (1983) found pre-prison violence was the best predictor of prison aggression, even in juvenile institutions (1); this suggests dispositional factors are more important (1).
Question 32 · Spec 4.3.8 · Media influences
Outline research into the effects of media violence on aggression. [3 marks]
Answer:
Leyens et al. (1975) showed violent or non-violent films to young offenders in a Belgian institution (1); those who saw violent films showed more physical aggression afterwards (1); but correlational and lab studies make it difficult to show cause and effect (1).
Question 33 · Spec 4.3.8 · Computer games
Outline one study of the effects of computer games on aggression. [3 marks]
Answer:
Anderson and Dill (2000) had students play a violent or non-violent computer game (1); they then took part in a reaction-time task where they could give opponents a blast of noise (1); those who played the violent game gave longer noise blasts (1).
Question 34 · Spec 4.3.8 · Computer games
Explain one limitation of research into computer games and aggression. [2 marks]
Answer:
Lab studies measure aggression artificially, e.g. noise blasts, which may not reflect real-world aggression (1); and Ferguson (2015) found little evidence of a link between games and aggression in a meta-analysis (1).
Question 35 · Spec 4.3.8 · Desensitisation
Explain the role of desensitisation in media influences on aggression. [2 marks]
Answer:
Repeated exposure to violence reduces physiological arousal and emotional responses (1); so violent behaviour becomes more acceptable and people are less likely to see its harmful effects (1).
Question 36 · Spec 4.3.8 · Disinhibition
Explain the role of disinhibition in media influences on aggression. [2 marks]
Answer:
Media violence may weaken our usual restraints against aggression (1); e.g. if violence is shown as normal or rewarded, people may feel it is acceptable (1).
Question 37 · Spec 4.3.8 · Cognitive priming
Explain the role of cognitive priming in media influences on aggression. [2 marks]
Answer:
Media violence provides a 'script' for aggression, stored in memory (1); later, a cue in the environment can trigger this script, leading to aggressive behaviour (1).
Question 38 · Spec 4.3.8 · Media influences
Explain one strength of the role of desensitisation. [2 marks]
Answer:
Krahé et al. (2011) found students with high exposure to violent media showed lower physiological arousal when viewing violent films (1); this supports desensitisation (1).
Question 39 · Spec 4.3.8 · Aggression
Explain the difference between proactive and reactive aggression. [2 marks]
Answer:
Proactive aggression is planned and cold, used to achieve a goal (1); reactive aggression is angry and impulsive, in response to a threat or provocation (1).
Question 40 · Spec 4.3.8 · Aggression
Explain why aggression may be better explained by an interactionist approach. [2 marks]
Answer:
Biological factors, e.g. MAOA, interact with environmental factors, e.g. maltreatment (1); and social learning may determine how innate aggressive tendencies are expressed (1).
Question 41 · Spec 4.3.8 · Hormonal mechanisms
Explain how testosterone research in animals supports its role in aggression. [2 marks]
Answer:
Giammanco et al. (2005) reviewed studies showing castrated male animals became less aggressive (1); and injections of testosterone restored aggression (1).
Question 42 · Spec 4.3.8 · Evolutionary explanations
Explain how bullying may be explained by evolutionary theory. [2 marks]
Answer:
Bullying may help males gain status and access to females, increasing reproductive success (1); and in females it may help secure a partner by reducing rivals' attractiveness (1).
Question 43 · Spec 4.3.8 · Social learning theory
Explain how social learning theory could explain aggression in a child whose older brother fights. [3 marks]
Answer:
The child observes the brother as a model and identifies with him (1); if the brother is rewarded for fighting, e.g. gaining status, the child receives vicarious reinforcement (1); the child may then imitate the aggression if they feel self-efficacy (1).
Question 44 · Spec 4.3.8 · De-individuation
Explain how de-individuation could explain aggression in football crowds. [2 marks]
Answer:
In a large crowd, individuals feel anonymous and lose personal identity (1); this reduces self-awareness and inhibitions, so they are more likely to behave aggressively (1).
Question 45 · Spec 4.3.8 · Ethological explanation
Explain why ritual signalling is adaptive. [2 marks]
Answer:
It allows animals to establish dominance without injury (1); so both animals survive and the loser can reproduce later (1).
Question 46 · Spec 4.3.8 · Neural mechanisms
Explain why the neural explanation of aggression may be reductionist. [2 marks]
Answer:
It explains aggression in terms of brain structures and neurotransmitters (1); ignoring social and situational factors, e.g. frustration or social learning (1).
Question 47 · Spec 4.3.8 · Institutional aggression
Explain the difference between dispositional and situational explanations of institutional aggression. [2 marks]
Answer:
Dispositional explanations, e.g. the importation model, focus on the characteristics of individual prisoners (1); situational explanations, e.g. the deprivation model, focus on the features of the prison environment (1).
Question 48 · Spec 4.3.8 · Media influences
Explain why research into media influences on aggression is socially sensitive. [2 marks]
Answer:
Findings may lead to censorship of media, affecting freedom of expression (1); and blaming the media may divert attention from other causes of aggression (1).
Question 49 · Spec 4.3.8 · Genetic factors
Explain one ethical implication of research into the MAOA gene. [2 marks]
Answer:
People with the MAOA-L variant may be labelled as potentially violent (1); and it could be used as a defence in court, reducing responsibility for aggressive acts (1).
Question 50 · Spec 4.3.8 · Frustration-aggression
Explain how the frustration-aggression hypothesis could explain displaced aggression. [2 marks]
Answer:
If the source of frustration is unavailable or too powerful, aggression is directed elsewhere (1); e.g. a person who is shouted at by their boss may shout at their family (1).

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