Learning-based motivation of intergroup aggression

基于学习的群体间攻击动机

• 批准号: 1551559
• 负责人: Mina Cikara
• 金额: $ 45.12万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-15 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1551559&HistoricalAwards=false
• 关键词: Learning; based; motivation; intergroup; aggression

The last century has seen over 200 million people, 170 million of which were civilians, killed in acts of genocide, war, and other forms of group conflict. More mundane forms of intergroup aggression such as political conflicts pervade everyday life, and as a consequence may be at least as costly in total impact on the economy. Although individuals can be motivated to harm others because of personal as well as inter-group conflict, motivation to harm that originates from intergroup contexts may be especially dangerous. Such motivation can increase aggression because it allows harm to be justified as being morally necessary in the absence of any personal grievance. Moreover, the desire to aggress against one out-group member may generalize to their entire group. Thus, the motivation to aggress is especially important to understand as it unfolds in social groups. The investigator Mina Cikara (Harvard University) proposes that feeling pleasure in response to out-group pain is a natural response that makes it easier to learn a behavior which is otherwise repugnant to individuals: actively doing harm to others. If observing the pain of out-group members is consistently linked with feeling pleasure, people may learn over time to support and even act out in harmful ways toward out-group targets. This project takes a novel, interdisciplinary approach to understanding these questions by integrating social and cognitive psychology. This project also addresses a major gap in knowledge regarding the emergence and escalation of intergroup aggression, and can provide insights that enhance national security. The model tested in this project posits that the capacity for intergroup aggression may have developed partly through basic learning principles. That is, basic reinforcement-learning processes that couple feeling pleasure and out-group pain may help people overcome a natural aversion to hurting others. A series of experiments using political, national, and ethnic identities test whether competitive out-groups (relative to in-group and neutral out-groups) are more likely to be targeted with aggression. The experimental contexts include an extended sequence of interactions and they test whether aggression escalates over the course of the interaction. Further experiments test whether aggression is reduced if learning is disrupted. This learning disruption takes place through either negative social feedback from in-group members or when each aggressive action requires evaluating the associated costs and benefits. This project builds on classic and contemporary theories of learning. As such, it makes several points of contact with other areas of scientific inquiry including behavioral neuroscience, economics, and biology, and with the knowledge gained from studying other animals. The results of this project have the potential to inform focused and inexpensive cognitive behavioral interventions to attenuate intergroup aggression. The findings may be of interest to political and educational institutions with the power to make and implement policy.

在上个世纪，有2亿多人，其中1.7亿是平民，在种族灭绝、战争和其他形式的群体冲突中丧生。更普通的群体间攻击形式，如政治冲突，在日常生活中随处可见，因此，对经济的总体影响可能至少同样昂贵。虽然个人可能因个人冲突和群体间冲突而伤害他人，但群体间背景下的伤害动机可能特别危险。这种动机可能会增加侵略性，因为它允许在没有任何个人不满的情况下将伤害视为道德上必要的。此外，攻击一个群体外成员的愿望可能会推广到整个群体。 因此，当攻击动机在社会群体中展开时，理解它尤为重要。研究者米娜·齐卡拉（Mina Cikara，哈佛大学）提出，对外群体的痛苦感到快乐是一种自然反应，它使人们更容易学会一种行为，否则会令人反感：积极地伤害他人。 如果观察外群体成员的痛苦总是与感受快乐联系在一起，那么随着时间的推移，人们可能会学会支持甚至以有害的方式对待外群体目标。该项目采用一种新颖的跨学科方法，通过整合社会和认知心理学来理解这些问题。该项目还解决了关于群体间侵略的出现和升级的知识方面的重大差距，并可以提供加强国家安全的见解。在这个项目中测试的模型假定，组间攻击的能力可能已经部分通过基本的学习原则。也就是说，将快乐和群体外痛苦结合在一起的基本自我学习过程可能有助于人们克服对伤害他人的自然厌恶。一系列实验使用政治，民族和种族身份测试是否竞争性的外群体（相对于内群体和中立的外群体）更有可能成为攻击的目标。实验背景包括一个扩展的互动序列，他们测试侵略是否在互动过程中升级。进一步的实验测试是否侵略性减少，如果学习中断。这种学习中断发生在来自群体成员的负面社会反馈，或者当每一个积极的行动都需要评估相关的成本和收益时。该项目建立在经典和当代学习理论的基础上。因此，它与其他科学研究领域（包括行为神经科学，经济学和生物学）以及从研究其他动物中获得的知识有几个联系点。该项目的结果有可能为集中和廉价的认知行为干预提供信息，以减轻组间攻击。研究结果可能会对有权制定和执行政策的政治和教育机构感兴趣。