Effects of the behavior and the perceived arousal of a model on instrumental aggression.

Powers, Patrick C.; Geen, Russell G.

doi:10.1037/h0033037

Cited by 27 publications

(7 citation statements)

References 18 publications

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“…The highest levels of obedience were found when the subject only aided in the procedure but someone else pressed the switch, or when first observing a peer shock the victim up to the highest level of 450 volts. Similar data were obtained in other samples from various countries around the world using a comparable research paradigm (Ancona and Pareyson 1968; Bock and Warren 1972; Burley and McGuinness 1977; Kilham and Mann 1974; Mantell 1971; Miranda et al 1981; Powers and Geen 1972; Schurz 1985; Shanab and Yahya 1977, 1978). …”

supporting

confidence: 78%

Defying Unjust Authority: An Exploratory Study

Bocchiaro

Zimbardo

2010

Curr Psychol

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This research explores the psychological factors potentially involved in fostering disobedience to an unjust authority. Our paradigm was modeled after that of the Utrecht Studies on Obedience (Meeus and Raaijmakers European Journal of Social Psychology 16:311-324, 1986) in which participants are ordered to give each of 15 increasingly hostile comments to a participant/victim whenever he fails a trial. Although 30% of our sample followed commands to insult the other participant (confederate), the majority did refuse to do so at some point in the escalating hostility sequence. Our procedure utilized conditions known from prior research to increase the ratio of disobedience to obedience: proximity of teacher to learner plus remote authority. In order to better understand some of the cognitive and affective processes that may predict such defiant behaviour, we utilized a variety of measures, among them, behavioural observations, individual difference assessments, and in depth post-experimental interviews.

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supporting

confidence: 78%

Defying Unjust Authority: An Exploratory Study

Bocchiaro

Zimbardo

2010

Curr Psychol

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“…(All subsequent data analyses of Milgram's findings reported in this article are also mine.) Powers and Geen (1972) also found that an obedient model had a less pronounced effect on a subject's level of obedience than a disobedient one. The strongest evidence against the facilitative effects of an obedient model comes from an experiment conducted with Australian college students by Kilham and Mann (1974).…”

Section: Situational Determinants Of Obediencementioning

confidence: 89%

Understanding behavior in the Milgram obedience experiment: The role of personality, situations, and their interactions.

Blass

1991

Journal of Personality and Social Psychology

237

110

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Among the far-reaching implications that have been drawn from Milgram's obedience research is that situations powerfully override personal dispositions as determinants of social behavior. A focused review of the relevant research on the Milgram paradigm reveals that the evidence on situational determinants of obedience is less clear than is generally recognized; contrary to the commonly held view, personality measures can predict obedience; another kind of dispositional variable, enduring beliefs, is also implicated in the obedience process; and approaches suggested by interactionist perspectives can provide some integration of the literature. The article concludes with a discussion of the broader inferences about obedience and social behavior called for by this review and the enduring significance of Milgram's obedience research.It is now 30 years since Milgram first began his series of experiments to study the dynamics of obedience to authority (Milgram

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“…Adults find it difficult to resist peer pressures calling for increasingly harmful actions just as they are averse to defying legitimized authority. Seeing others carrying out punitive orders calmly likewise increases obedient aggression (51).…”

Section: Aversive Instigators Of Aggression Have Occupied a Central Rmentioning

confidence: 99%

Social Learning Theory of Aggression

Bandura

1978

Journal of Communication

2,534

2,511

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The massive threats to human welfare are generally brought about by deliberate acts. , . . I t is the principled resort to aggression that is of greatest social concern but most ignored in psychological theorizing and research. "Differing conceptions of what constitutes aggression produce different lines of theorizing and research. Psychological theories of aggression have been largely concerned with individual physically injurious acts that are aversively motivated. In most of these accounts aggression is not only attributed to a narrow set of instigators, but the purposes it presumably serves are limited. Inflicting injury and destruction is considered to be satisfying in its own right and hence is the major aim of aggressive behavior.In actuality, aggression is a multifaceted phenomenon that has many determinants and serves diverse purposes. Therefore, theoretical formulations couched in terms of frustrating instigators and injurious aims have limited explanatory power (5). A complete theory of aggression must be sufficiently broad in scope to encompass a large set of variables governing diverse facets of aggression, whether individual or collective, personal or institutionally sanctioned.Aggression is generally defined as behavior that results in personal injury and physical destruction. Not all injurious and destructive acts are judged aggressive, however. Whether injurious behavior will be perceived as aggressive or not depends on subjective judgments of intentions and causality. The greater the attribution of personal responsibility and injurious intent to the harm-doer, the higher the likelihood that the behavior will be judged as aggressive (5, 53).

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Effects of the behavior and the perceived arousal of a model on instrumental aggression.

Cited by 27 publications

References 18 publications

Defying Unjust Authority: An Exploratory Study

Defying Unjust Authority: An Exploratory Study

Understanding behavior in the Milgram obedience experiment: The role of personality, situations, and their interactions.

Social Learning Theory of Aggression

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