Suchergebnisse

After 60 years of research on media violence and aggression, the scientifically skeptical positions have evolved. This article examines some of the reasons why this issue continues to be a difficult one, and argues that, after examining the preponderance of data, the interesting skeptical questions are: (1) How can we put the pieces of the puzzle back together, given humans' inherent complexity? (2) How do differing perspectives affect the interpretation of the data? Questions such as these may help to move past the polarizing rhetoric that has characterized much of the recent debate.

The concept that doing something to "vent" aggression as a method of reducing aggressive feelings and behaviors, such as watching media violence or playing violent video games, continues to enjoy widespread public support despite a lack of empirical support. This article describes the historical origins of the concept and examines how well these conceptions fit with the modern usage of the aggression catharsis hypothesis. It is argued that there are four primary flaws with the catharsis hypothesis. First, the metaphor underlying Freud, Breuer, and Lorenz's conception of aggression is flawed. Aggression is not a drive. Second, although Aristotle did use the term catharsis with relation to violent media (plays and poetry), he did not mean that viewing media violence can purge the viewer of aggressive feelings or behaviors. Furthermore, he describes several detailed requirements of plot and character that must be followed if his type of catharsis is to be achieved, and modern media violence does not meet these requirements. Third, the empirical support is not only lacking, a large empirical base contradicts the catharsis hypothesis. This is seen both in studies attempting to demonstrate catharsis directly and in the broader media violence literature. Fourth, human neuroscience contradicts the catharsis hypothesis. Learning is not hindered by viewing something one more time—it is improved. Taken together, it appears that there is no possible way that the aggression catharsis hypothesis can be accurate. It nevertheless continues to "feel" correct at a phenomenological level, and the reasons for this are discussed.

Drawing on family development theory, this study provides insight into how family stages with and without siblings are related to media habits and effects. Two national samples (N = 527 and N = 1,257) present a cross‐sectional snapshot of media uses in families across three stages of family life: families with preschoolers (2–6 years), with elementary school‐age children (7–12 years), and with adolescents (13–17 years). We observed differences between family stages in five domains of media use: alternative activities to screen media, media use, parental monitoring, consistency in applying media rules, and resistance to media effects. Generally, more positive media habits were associated with families in earlier stages, families with siblings, and families with larger age gaps in sibling spacing. But greater vulnerability to media effects was associated with those families with multiple children and gaps in sibling spacing that spanned more than one stage.

Policymakers and the public have been concerned about the effects of media violence on children for decades. Scientific psychological research can be an important source of information for policy, as the goal of science is to separate facts from opinions. This article reviews children's exposure to media violence, describes theories that explain the effects media violence could have, summarizes the research on the effects of media violence exposure, and describes several moderators that can enhance or mitigate those effects. These scientific findings provide useful information for public policy, yet there are many barriers to their use, including misunderstandings of how causality is determined in scientific and public health circles and how large the effects are. Finally, the implications for public policy are discussed, including what has and has not worked in the United States, what other countries and the international community are doing, and where opportunities for new approaches for effective policies may exist.

This volume uses General Aggression Model (GAM) as a basis for explaining and predicting effects and changes in aggression related to exposure to violent video games. The authors also describe how a developmental risk and resilience model can be integrated into GAM to enhance our ability to predict long-term changes

AbstractAlthough the association between media violence exposure (MVE) and physical aggression (PA) has been well studied, few studies have examined the link between MVE and other subtypes of aggression. The purpose of this study was to examine the relation between MVE and reactive and proactive subtypes of both PA and relational aggression (RA). Six hundred and forty‐one third to fifth grade students reported on their exposure to media violence. RA and PA were assessed by peers and teachers. Reactive and proactive subtypes of RA and PA were assessed by teacher reports. Findings revealed a significant positive association between MVE and overall PA and RA. The relation with RA was stronger for girls than for boys. When predicting the functional subtypes of aggression, higher MVE was associated with lower reactive RA, higher proactive RA, and higher reactive PA, and MVE was unrelated to proactive PA. The implications of the findings for future research are discussed.

AbstractPreschool children (N = 78) enrolled in multi‐informant, multi‐method longitudinal study were participants in a study designed to investigate the role of media exposure (i.e., violent and educational) on concurrent and future aggressive and prosocial behavior. Specifically, the amount of media exposure and the nature of the content was used to predict concurrent and future physical, verbal and relational aggression as well as prosocial behavior for girls and boys. This two‐year longitudinal study found that media exposure predicted various subtypes of aggression and prosocial behavior. These findings are qualified by the gender of the focal child. That is, parental reports of media exposure were associated with relational aggression for girls and physical aggression for boys at school. Ways in which these findings extend our understanding of the role of media during early childhood are discussed.

Abstract: Introduction: The current state of research suggests that personal, environmental, and product-related risk factors contribute to the development and maintenance of gaming disorder. Concerning game related risk factors, evidence points to certain game features contributing to the overall risk of gaming disorder, as for example reward features, social features, and monetization features. However, no standardized instrument is available to capture risk enhancing game characteristics. Methods: Based on theoretical considerations and stepwise conducted qualitative analyses of in-game content, risk-enhancing game features were identified and specified. Furthermore, a pilot study was conducted comprising N = 4,468 students ( M[Age] = 14.54 years, SD = 1.37 years). Game features of the preferred games of the students were analyzed regarding their predictive value of gaming disorder. Results: Data suggests that two features are associated most strongly with gaming disorder: 1) mandatory social interactions ( β = .20), and 2) number of reward categories ( β = .12). Based on these findings and further updates, the RCCG was refined and finalized. Conclusions: With the RCCG, a structured instrument to capture, describe, and evaluate risk enhancing structural characteristics of video games is available. The RCCG enables a general risk assessment of games as well as recommended age-classifications based on certain structural features unsuitable for specific age groups.