Children’s Helpful and Hurtful Behaviors Essay
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Behaviors
AGGRESSIVE BEHAVIOR Volume 38, pages 281–287 (2012)
Effects of Prosocial, Neutral, and Violent Video Games on Children’s Helpful and Hurtful Behaviors Muniba Saleem∗, Craig A. Anderson, and Douglas A. Gentile
Department of Psychology, Center for the Study of Violence, Iowa State University, Ames, Iowa
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Recent research reveals that playing prosocial video games increases prosocial cognitions, positive affect, and helpful behaviors [Gentile et al., 2009; Greitemeyer and Osswald, 2009, 2010, 2011]. These results are consistent with the social-cognitive models of social behavior such as the general learning model [Buckley and Anderson, 2006]. However, no experimental studies have examined such effects on children. Previous research on violent video games suggests that short-term effects of video games are largely based on priming of existing behavioral scripts. Thus, it is unclear whether younger children will show similar effects. This research had 9–14 years olds play a prosocial, neutral, or violent video game, and assessed helpful and hurtful behaviors simultaneously through a new tangram measure. Prosocial games increased helpful and decreased hurtful behavior, whereas violent games had the opposite effects. Aggr. Behav. 38:281–287, 2012. C© 2012 Wiley Periodicals, Inc.
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Keywords: prosocial media; media violence; video games; aggression; helping
INTRODUCTION
Effects of Prosocial, Neutral, and Violent Video Games on Helpful and Hurtful Behaviors
A major development in mass media over the last 25 years has been the advent and rapid growth of the video game industry. From the earliest arcade- based console games, video games have been imme- diately and immensely popular, particularly among young people. Additionally, the introduction of video games to the home market only served to further ele- vate their prevalence [Gentile, 2009]. Because of their widespread popularity, social scientists, parents, and politicians have been concerned with the potential ef- fects of video games, focusing particularly on games with violent content and their harmful effects on chil- dren. This is evident in the recent Schwarzenegger vs. Entertainment Merchants Association Supreme Court case that debated state regulation of video game sales to minors.
Although there is an extensive base of scientific lit- erature on the negative effects of violent video games [see Anderson et al., 2010 for a metaanalysis], re- search on prosocial games is much more limited. Few empirical studies have tested the effect of prosocial video game content on helpful and hurtful behaviors and results from these studies suggest that prosocial content in games can in fact increase prosocial be-
havior in the short and long terms [e.g., Gentile et al., 2009; Greitemeyer and Osswald, 2010, 2009]. Additionally, recent studies have started to explore the causal mechanisms responsible for the effects of prosocial video games on helpful and hurtful behav- iors. Results from some studies suggest that these ef- fects may be due to changes in cognitive beliefs [e.g., Gentile et al., 2009; Greitemeyer and Osswald, 2010, 2011], whereas other studies suggest these effects are due to changes in affect [Greitemeyer and Osswald, 2010; Saleem et al., 2012]. Overall, both types of ef- fects are consistent with social-cognitive models of so- cial behavior, including the General Leaning Model [GLM; Buckley and Anderson, 2006; Maier and Gen- tile, 2012].
Briefly, social-cognitive learning theories (e.g., GLM) propose that input variables (personal and situational) affect a person’s internal states (cogni- tion, affect, and arousal) and ultimately guide the person’s learning (through multiple mechanisms) and behavioral responses [Buckley and Anderson, 2006;
∗Correspondence to: Muniba Saleem, Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA 50010. E-mail: msaleem@iastate.edu
Received 18 July 2011; Accepted 1 February 2012
Published online in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/ab.21428
Behaviors
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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