Introduction 簡介
Aggression is an example of an antisocial behaviour. Theories have been proposed to explain this behaviour in terms of innate and learned factors (nature vs. nurture). This section will focus on nurture: the explanations for aggression as a result of social interactions. But don't forget - there are many biological explanations, which provide alternatives to the following social ones.
攻擊行為是反社會行為的一個例子。人們提出了一些理論，以解釋這種行為的先天和後天因素（天性與後天）。本節将重點讨論養育因素：對社會互動造成的攻擊行為的解釋。但不要忘記--有許多生物學解釋，它們提供了以下社會解釋的替代方案。
Social learning theory 社會學習理論
This states that aggression is learned through reinforcement of direct experiences and imitation of aggressive models, such as parents, peers or even TV/film characters. Aggressive behaviours may not be imitated simply because they have been learned - vicarious reinforcement is required.
該理論指出，攻擊性是通過強化直接經驗和模仿攻擊性模式（如父母、同伴甚至電視/電影人物）而學會的。攻擊性行為可能不會僅僅因為已經學會而被模仿--需要替代性的強化。
Support for this comes from studies using large, inflatable "Bobo dolls": Children were more likely to behave aggressively towards the doll if they had observed an adult hitting and throwing the doll (Bandura et al., 1963), particularly if they had seen the adult being rewarded for the behaviour (Bandura, 1965).
對這一點的支援來自于使用大型充氣式 "Bobo娃娃 "的研究。如果兒童觀察到成人擊打和投擲娃娃，他們更有可能對娃娃采取攻擊性行為（Bandura等人，1963），特别是如果他們看到成人的行為得到了獎勵（Bandura，1965）。
Evaluation of SLT 評價:
| For 贊成: | Against 反對: |
| Explains how reinforcement in different contexts can lead to differences in behaviour in different roles. 解釋了不同背景下的強化如何導緻不同角色的行為差異。 | Ignores biological factors, such as genetic and hormonal influences. 忽視了生物因素，如遺傳和荷爾蒙的影響。 |
| Explains influence of TV and film on the behaviour of children. 解釋了電視和電影對兒童行為的影響。 | Bandura's experiments had low ecological validity and high demand characteristics. 班杜拉的實驗具有低生态效度和高要求的特點。 |
De-individuation 脫離個體化
A person may lose their individuality in a crowd or whilst wearing a uniform, for example. This has two implications leading to increased antisocial behaviour 例如，一個人在人群中或穿着制服時，可能會失去自己的個性。這有兩個影響，導緻反社會行為的增加:
| Aggressor 攻擊者: | Victim 受害者: |
| Responsibility for actions is abdicated to the group so inhibitions are lost and aggressive behaviour is more likely. 對行動的責任被推卸給群體，是以失去了抑制力，攻擊性行為更容易發生。 | Persons rights are ignored because they are not seen as individuals but as "one of them". 人的權利被忽視，因為他們沒有被視為個人，而是被視為 "他們中的一員"。 |
Zimbardo (1969) left 'abandoned' cars in New York and a small town in California - the one in the big city was stripped and vandalised very quickly whereas the one in the small town was left alone. This suggests that the larger the group, the more anonymous the individual is and, consequently, the more extreme the antisocial behaviour becomes.
辛巴維（威）（1969年）在紐約和加利福尼亞的一個小鎮上留下了 "被遺棄 "的汽車--大城市裡的那輛汽車很快就被扒光和破壞了，而小鎮上的那輛汽車則被單獨留下。這表明，群體越大，個人就越匿名，是以，反社會行為就越極端。
Prentice-Dunn & Rogers (1989) suggest that an individual loses different types of self-awareness in a group.
Prentice-Dunn & Rogers (1989)認為，個人在群體中會失去不同類型的自我意識。
Being anonymous to the people around you leads to less public self-awareness.
對你周圍的人來說，匿名會導緻較少的公共自我意識。
Losing sight of your own standards leads to less private self awareness.
對自己的标準視而不見，會導緻較少的私人自我意識。
It is not anonymity but the loss of private self-awareness that leads to increased anti-social behaviour.
導緻反社會行為增加的不是匿名，而是私人自我意識的喪失。
Evaluation 評價:
| For 贊成: | Against 反對: |
| Supporting evidence from research studies. 來自研究報告的支援性證據。 | Effect of group can cause prosocial behaviour (Diener, 1980). 群體的影響可以導緻親社會行為（Diener，1980）。 |
| Seems to contradict notion of social conformity but perhaps aggressors conform to the norms of a subgroup of society (Manstead et al., 1995) 似乎與社會一緻性的概念相沖突，但也許侵略者符合社會中某個亞群體的規範（Manstead等人，1995）。 | Perhaps deindividuation does not cause aggression but merely helps it to be exhibited. 也許去個性化并不導緻攻擊性，而隻是幫助它被展示出來。 |
Relative deprivation theory 相對剝奪理論
This states that aggression may arise if we feel we are 'hard done by'. In other words, if we perceive that we are deprived of our rights (relative to others), frustration occurs leading to a 'readiness' to be aggressive (Stouffer et al., 1949; Berkowitz, 1972).
該理論指出，如果我們感到自己被 "刁難 "了，就會産生攻擊性。換句話說，如果我們認為我們的權利被剝奪了（相對于其他人而言），就會出現挫折感，導緻 "準備好 "攻擊性（Stouffer等人，1949；Berkowitz，1972）。
This theory can explain why people riot as a result of perceived social deprivation following a 'triggering' incident (for example, black community riots in Bristol and Brixton in the early 1980s) and why aggression is low in societies in which a person's expectations are attainable.
這一理論可以解釋為什麼人們在發生 "觸發 "事件後，由于感覺到社會剝奪而發生騷亂（例如，20世紀80年代初布裡斯托爾和布裡斯頓的黑人社群騷亂），以及為什麼在一個人的期望可以實作的社會中，侵略性很低。
Two types of relative deprivation have been identified (Runciman, 1966) 兩種類型的相對剝奪已被确認（Runciman，1966）:
- Egoistic relative deprivation 自負的相對剝奪: Individual compares him/herself with another similar individual. Relative deprivation may be sensed if the other individual is perceived to enjoy more privileges. 個人将他/她自己與另一個類似的人進行比較。如果另一個人被認為享有更多的特權，就會感覺到相對剝奪。
- Fraternalistic relative deprivation 兄弟式的相對剝奪: Individual compares his/her group with another group. Relative deprivation may be sensed if the other group is perceived to enjoy more privileges. 個人将他/她的群體與另一群體進行比較。如果另一個群體被認為享有更多的特權，就會感覺到相對的剝奪。
As you might expect, feelings of fraternal (rather than egoistic) relative deprivation are more likely to lead to social disharmony.
正如你所期望的，兄弟般的（而不是利己主義的）相對剝奪感更有可能導緻社會不和諧。
Some problems with relative deprivation theory 相對剝奪理論的一些問題:
1. Aggression can be caused by factors other than frustration, such as social learning. 攻擊性可以由挫折以外的因素引起，如社會學習。
2. Frustration may lead to other behaviours, such as depression or despair. 挫折可能導緻其他行為，如抑郁或絕望。