Instruct: Given a question, retrieve relevant passages that answer the question.
Query: When did John Dollard propose the frustration–aggression–displacement theory?
Frustration–aggression hypothesis, otherwise known as the frustration–aggression–displacement theory, is a theory of aggression proposed by John Dollard, Neal Miller, Leonard Doob, Orval Mowrer, and Robert Sears in 1939, and further developed by Neal Miller in 1941 and Leonard Berkowitz in 1969. The theory says that aggression is the result of blocking, or frustrating, a person's efforts to attain a goal.
The concept of behavioral modeling was most memorably introduced by Albert Bandura in his famous 1961 Bobo Doll Experiment. In this study, 72 children from ages three to five were divided into groups to watch an adult confederate interact with an assortment of toys in the experiment room, including an inflated Bobo doll. For children assigned the non-aggressive condition, the confederate ignored the doll. For children assigned the aggressive condition, the confederate spent the majority of the time physically aggressing the doll and shouting at it.
Albert Bandura followed his 1961 study two years later with another that again tested differences in children's learning/behavior or actual performance after seeing a model being rewarded, punished, or experiencing no consequences for aggressive behavior towards a Bobo doll (here and following, ) .
Social learning theory originated with Bandura's which suggests that children may learn aggression from viewing others. Modeling of behavior was observed in Bandura's Bobo Doll experiments. Bandura presented children with an Aggressive Model: The model played with 'harmless' tinker toys for a minute or so but then progressed onto the Bobo doll, the model lay the Bobo doll down and was violent towards it; punched its nose, hit it with a mallet, tossed it in the air, and kicked it. In addition, verbal comments were made in relation. They then put the children in a room with a Bobo doll to see if he/she would imitate the behavior previously seen on the video.
Following that study, Albert Bandura tested whether the same was true for models presented through media by constructing an experiment he called "Bobo Doll Behavior: A Study of Aggression". In this experiment Bandura exposed a group of children to a video featuring violent and aggressive actions. After the video he then placed the children in a room with a Bobo doll to see how they behaved with it. Through this experiment, Bandura discovered that children who had watched the violent video subjected the dolls to more aggressive and violent behavior, while children not exposed to the video did not. This experiment displays the social cognitive theory because it depicts how people reenact behaviors they see in the media. In this case, the children in this experiment reenacted the model of violence they directly learned from the video.
Cognitive dissonance, a theory originally developed by Festinger (1957), is the idea that people experience a sense of guilt or uneasiness when two linked cognitions are inconsistent, such as when there are two conflicting attitudes about a topic, or inconsistencies between one's attitude and behavior on a certain topic. The basic idea of the Cognitive Dissonance Theory relating to attitude change, is that people are motivated to reduce dissonance which can be achieved through changing their attitudes and beliefs. Cooper & Fazio's (1984) have also added that cognitive dissonance does not arise from any simple cognitive inconsistency, but rather results from freely chosen behavior that may bring about negative consequences. These negative consequences may be threats to the consistency, stability, predictability, competence, moral goodness of the self-concept, or violation of general self-integrity.
Albert Bandura, a social learning theorist suggested the forces of memory and emotions worked in conjunction with environmental influences. Bandura was known mostly for his "Bobo doll experiment". During these experiments, Bandura video taped a college student kicking and verbally abusing a bobo doll. He then showed this video to a class of kindergarten children who were getting ready to go out to play. When they entered the play room, they saw bobo dolls, and some hammers. The people observing these children at play saw a group of children beating the doll. He called this study and his findings observational learning, or modeling.
The results reported in "Contributions from Research on Anger and Cognitive Dissonance to Understanding the Motivational Functions of Asymmetrical Frontal Brain Activity" (2004) indicate that the occurrence of cognitive dissonance is associated with neural activity in the left frontal cortex, a brain structure also associated with the emotion of anger; moreover, functionally, anger motivates neural activity in the left frontal cortex. Applying a directional model of Approach motivation, the study "Anger and the Behavioural Approach System" (2003) indicated that the relation between cognitive dissonance and anger is supported by neural activity in the left frontal cortex that occurs when a person takes control of the social situation causing the cognitive dissonance. Conversely, if the person cannot control or cannot change the psychologically stressful situation, he or she is without a motivation to change the circumstance, then there arise other, negative emotions to manage the cognitive dissonance, such as socially inappropriate behavior.
The broad theoretical framework for current versions of RAD is attachment theory, based on work conducted from the 1940s to the 1980s by John Bowlby, Mary Ainsworth and René Spitz. Attachment theory is a framework that employs psychological, ethological and evolutionary concepts to explain social behaviors typical of young children. Attachment theory focuses on the tendency of infants or children to "seek proximity" to a "particular attachment figure" (familiar caregiver), in situations of alarm or distress, behavior which appears to have survival value. This is known as a discriminatory or selective attachment. Subsequently, the child begins to use the caregiver as a base of security from which to explore the environment, returning periodically to the familiar person. Attachment is not the same as love and/or affection although they are often associated. Attachment and attachment behaviors tend to develop between the ages of six months and three years. Infants become attached to adults who are sensitive and responsive in social interactions with the infant, and who remain as consistent caregivers for some time. Caregiver responses lead to the development of patterns of attachment, that in turn lead to internal working models which will guide the individual's feelings, thoughts, and expectations in later relationships. For a diagnosis of reactive attachment disorder, the child's history and atypical social behavior must suggest the absence of formation of a discriminatory or selective attachment.
The Bobo doll experiment was a study carried out by Albert Bandura who was a professor at Stanford University. It focused on the study of aggression using three groups of preschoolers as the subjects. Bandura took inflatable plastic toys called Bobo dolls and weighted them down to always stand upright. The preschoolers were divided into three groups by gender, and then into six subgroups. One of the groups would observe an adult act aggressively towards the bobo doll, another group would observe an adult with non-aggressive behaviors, and the last group would not be exposed to any behavior models. The study found the preschoolers exposed to the aggressive behavior had imitated the aggressiveness towards the doll, regardless of gender. The other two groups showed significantly less hostility towards the doll. The study had showed aggressive and non-aggressive behaviors were learned by observing others and had a significant effect on the subjects even after the study was concluded.
The Bobo doll experiment (or experiments) is the collective name for the experiments performed by Albert Bandura during 1961 and 1963 when he studied children's behavior after they watched a human adult model act aggressively towards a Bobo doll, a doll-like toy with a rounded bottom and low center of mass that rocks back to an upright position after it has been knocked down. There are different variations of the experiment. The most notable experiment measured the children's behavior after seeing the human model get rewarded, get punished, or experience no consequence for physically abusing the Bobo doll. The experiments are empirical methods to test Bandura's social learning theory. The social learning theory claims that people learn largely by observing, imitating, and modeling. It demonstrates that people learn not only by being rewarded or punished (behaviorism), but they can also learn from watching somebody else being rewarded or punished (observational learning). These experiments are important because they resulted in many more studies concerning the effects of observational learning. The new data from the studies has practical implications, for example by providing evidence of how children can be influenced by watching violent media.
Jerry Alan Fodor (; April 22, 1935 – November 29, 2017) was an American philosopher and cognitive scientist. He held the position of State of New Jersey Professor of Philosophy, Emeritus, at Rutgers University and was the author of many works in the fields of philosophy of mind and cognitive science, in which he laid the groundwork for the modularity of mind and the language of thought hypotheses, among other ideas. He was known for his provocative and sometimes polemical style of argumentation and as "one of the principal philosophers of mind of the late twentieth and early twenty-first century. In addition to having exerted an enormous influence on virtually every portion of the philosophy of mind literature since 1960, Fodor's work has had a significant impact on the development of the cognitive sciences."
To illustrate that people learn from watching others, Albert Bandura and his colleagues constructed a series of experiments using a Bobo doll. In the first experiment, children were exposed to either an aggressive or non-aggressive model of either the same sex or opposite sex as the child. There was also a control group. The aggressive models played with the Bobo doll in an aggressive manner, while the non-aggressive models played with other toys. They found that children who were exposed to the aggressive models performed more aggressive actions toward the Bobo doll afterward, and that boys were more likely to do so than girls.
Some scholars believe that behaviors like aggression may be partially learned by watching and imitating people's behavior, while other researchers have concluded that the media may have some small effects on aggression. There is also research questioning this view. For instance, a long-term outcome study of youth found no long-term relationship between playing violent video games and youth violence or bullying. One study suggested there is a smaller effect of violent video games on aggression than has been found with television violence on aggression. This effect is positively associated with type of game violence and negatively associated to time spent playing the games. The author concluded that insufficient evidence exists to link video game violence with aggression. However, another study suggested links to aggressive behavior.
The next theory that may contribute to antisocial behavior is between genetic predisposition and social learning experiences. Aggression is seen more in the evolutionary aspect. An example being, males are more aggressive than females and are involved in triple the amount of crime. Aggression has been present in males for centuries due to male dependence on dominance to compete for mates and pass genes to further generations. Most individuals are born with temperaments, impulsive tendencies, and other characteristics that relate to a delinquent. Although predisposed aspects have a great effect on the adolescent's behavior, if the child grows up in a dysfunctional family and receive poor parenting or is involved in an abusive environment that will increase the chances immensely for antisocial behaviors to appear.
The concept of right-wing authoritarianism was introduced in 1981 by Canadian-American psychologist Bob Altemeyer as a refinement of the authoritarian personality theory originally pioneered by University of California, Berkeley researchers Theodor W. Adorno, Else Frenkel-Brunswik, Daniel Levinson and Nevitt Sanford. After extensive questionnaire research and statistical analysis, Altemeyer found that only three of the original nine hypothesized components of the model correlated together: authoritarian submission, authoritarian aggression and conventionalism. Researchers have traditionally assumed that there was just one kind of authoritarian personality, who could be either a follower or a leader. The discovery that followers and leaders are usually different types of authoritarians is based on research done by Sam McFarland.
John Bowlby and Mary Ainsworth developed attachment theory in the 1960s while investigating the effects of maternal separation on infant development. The development of the Strange Situation task in 1965 by Ainsworth and Wittig allowed researchers to systematically investigate the attachment system operating between children and their parents. The Strange Situation involves separating infant-parent dyads and observing infant behaviours upon reunion. Infant behaviour tended to follow patterns, leading to the development of three attachment categories: Secure, Anxious-Avoidant, and Anxious-Resistant. In 1990, Ainsworth added a new category, championed by Mary Main, called Disorganized/Disoriented attachment, characterized by its less reliable pattern of behaviour.
Attachment theory, originating in the work of John Bowlby and developed by Mary Ainsworth, is a psychological, evolutionary and ethological theory that provides a descriptive and explanatory framework for understanding interpersonal relationships between human beings. Bowlby's observations of close attachments led him to believe that close emotional bonds or “attachments” between an infant and their primary caregiver is an important requirement that is necessary to form “normal social and emotional development”.
The activity theory, also known as the implicit theory of aging, normal theory of aging, and lay theory of aging, proposes that successful ageing occurs when older adults stay active and maintain social interactions. It takes the view that the aging process is delayed and the quality of life is enhanced when old people remain socially active. 
The activity theory rose in opposing response to the disengagement theory. The activity theory and the disengagement theory were the two major theories that outlined successful aging in the early 1960s. The theory was developed by Robert J. Havighurst in 1961. In 1964, Bernice Neugarten asserted that satisfaction in old age depended on active maintenance of personal relationships and endeavors.
The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904". Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval ("sturm und drang"). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
The frequency of physical aggression in humans peaks at around 2–3 years of age. It then declines gradually on average. These observations suggest that physical aggression is not only a learned behavior but that development provides opportunities for the learning and biological development of self-regulation. However, a small subset of children fail to acquire all the necessary self-regulatory abilities and tend to show atypical levels of physical aggression across development. These may be at risk for later violent behavior or, conversely, lack of aggression that may be considered necessary within society. Some findings suggest that early aggression does not necessarily lead to aggression later on, however, although the course through early childhood is an important predictor of outcomes in middle childhood. In addition, physical aggression that continues is likely occurring in the context of family adversity, including socioeconomic factors. Moreover, 'opposition' and 'status violations' in childhood appear to be more strongly linked to social problems in adulthood than simply aggressive antisocial behavior. Social learning through interactions in early childhood has been seen as a building block for levels of aggression which play a crucial role in the development of peer relationships in middle childhood. Overall, an interplay of biological, social and environmental factors can be considered.
The Bobo doll experiment was conducted by Albert Bandura in 1961. In this work, Bandura found that children exposed to an aggressive adult model acted more aggressively than those who were exposed to a nonaggressive adult model. This experiment suggests that anyone who comes in contact with and interacts with children can affect the way they react and handle situations.Gender is a factor that plays a role in both human and animal aggression. Males are historically believed to be generally more physically aggressive than females from an early age, and men commit the vast majority of murders (Buss 2005). This is one of the most robust and reliable behavioral sex differences, and it has been found across many different age groups and cultures. However, some empirical studies have found the discrepancy in male and female aggression to be more pronounced in childhood and the gender difference in adults to be modest when studied in an experimental context. Still, there is evidence that males are quicker to aggression (Frey et al. 2003) and more likely than females to express their aggression physically. When considering indirect forms of non-violent aggression, such as relational aggression and social rejection, some scientists argue that females can be quite aggressive, although female aggression is rarely expressed physically. An exception is intimate partner violence that occurs among couples who are engaged, married, or in some other form of intimate relationship.
In 1964, Leonard Berkowitz stated that it is necessary to have an aggression stimulus to make aggression take place. Then in 1974 and 1993, he remodified the frustration/aggression hypothesis into a theory that removed the importance of aggressive cues to the aggressive behavior. Which is to say, extremely angry subject will show aggression even if the aggression cue is absent. The most provocative theory introduced by Berkowitz is “aggressive cues” hypothesis, stating that for young children, previous exposure to any objects or events such as military weapon toys showing destruction effects will work as aggressive cues to increase the chances of aggression behaviors. The modification of frustration/aggression hypothesis by Berkowitz discussed that the aggressive behavior originates from internal forces such as anger, aggressive habits and external stimuli.These theories help explain the reasons why aggression is evoked but didn’t explain well the procedure of aggressive habits developments into aggressive stimuli.
John Dollard (29 August 1900 – 8 October 1980) was an American psychologist and social scientist best known for his studies on race relations in America and the frustration-aggression hypothesis he proposed with Neal E. Miller and others.
The hypothesis attempts to explain why people scapegoat. It attempts to give an explanation as to the cause of violence. According to Dollard and colleagues, frustration is the "condition which exists when a goal-response suffers interference," while aggression is defined as "an act whose goal-response is injury to an organism (or an organism surrogate)." The theory says that frustration causes aggression, but when the source of the frustration cannot be challenged, the aggression gets displaced onto an innocent target. For example, if a man is disrespected and humiliated at his work, but cannot respond to this for fear of losing his job, he may go home and take his anger and frustration out on his family. This theory is also used to explain riots and revolutions, which both are believed to be caused by poorer and more deprived sections of society who may express their bottled up frustration and anger through violence.
In 1989 Berkowitz published an article, "Frustration-Aggression Hypothesis: Examination and Reformulation", which addressed the inconsistency of empirical studies aiming to test the hypothesis, as well as its criticism. He proposed a modification to the hypothesis that would take into an account negative affect and individual attributions. More recently, Breuer and Elson published a comprehensive overview of the "Frustration-Aggression Theory""." The authors stated that despite an ample amount of empirical research that examines the link between frustration and aggressive behaviors, there is a decline in the number of studies that specifically refers to the frustration-aggression hypothesis. Breuer and Elson propose that there is utility in using the frustration-aggression hypothesis as a theoretical foundation for aggression literature and that this theory may have novel applications for other areas such as media psychology.