Between Viewing Violence and Behaving Aggressively
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Between Viewing Violence and Behaving Aggressively
The Research on Exposure to Video and Television Violence Essay
By: Name, College affiliation
Researchers had kids play Medal of Honor or Need for Speed and then used brain imaging (fMRI) to study brain function
The causal link between viewing violence and behaving aggressively
The kids who played the violent game has less activity in the parts of the brain which control inhibition, concentration, self-control and emotional arousal.
The kids who played the non violent game had normal brain function.
In total, the research on exposure to video and television violence suggests that playing violent video games will increase aggressive behavior in children and young adults.
This finding is supported by experimental and field studies among both males and females.
Research indicates also that exposure to video violence increases psychological arousal and aggression-related thoughts and feelings.
Continuation
A study was conducted by the National Institute on Media and the Family using children between the ages of 7-14 to see how difficult it is for minors to purchase video games rated M.
Adolescents were successful 100% of the time in stores that didn’t have a policy but in retailers with a policy, the teens were only able to buy the games 30% of the time.
79% of the stores surveyed report that they have a policy prohibiting the sale of M-rated games to youth under 17.
Only 55% of stores educate the public about ratings and 49% formally train their personnel in the ratings.
Surveyed high school students
Those who had more exposure to violent video games:
held more pro-violent attitudes
had more hostile personalities
were less forgiving
believed violence to be more typical
behaved more aggressively in their everyday lives
there was no difference in video game effect between boys and girls
exposure to violent video games was a better predictor of violent behavior than their gender or own beliefs about violence.
Increases Physiological Arousal
Heart rate and blood pressure
Increases Aggressive Thoughts
Hostile Attribution Bias (Kirsh, 1998)
Increases Aggressive Emotions
Students who were more “addicted” to video games were significantly more likely to be in a bad mood before, during, and after playing than were non-addicted students (Griffiths & Hunt, 1998).
67% of households with children own video game systems.
At least half of U.S. children are now using the Internet for homework, games, and entertainment.
Violent themes compose 60% – 90% of the most popular video games.
90% of 4th graders and 75% of 8th graders report playing 1 or more hours per week either at home or arcades.
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Children and adolescents prefer violent video games to all others.
Rather than “passive” viewers, games make the player an active participant, initiating and repeating the violence.
Basic elements make video games addictive:
Player experiences feelings of mastery and control.
Level of play is exactly calibrated to player’s ability.
Player receives immediate and continual reinforcement.
Player can escape life and be immersed in a constructed reality that seems in their control.
Similar violent video games are used for training simulations by the military and law enforcement.
A Meta-Analytic Review of the Scientific Literature
were more likely to help others
were more willing to help in further experiments
intervened more often when someone was being harassed
Note: playing violent video games increased antisocial behaviour and decreased prosocial behaviour
On average, youths between the ages of 8-18 spend 40 hours per week using some type of media, not counting school or homework assignments.
Television is viewed most often, but the popularity of other video media is rising.
Approximately 10% of youths ages 2-18 play console and computer video games more than 1 hour per day.
Video Game Statistics
Early Everyone Teen Mature Adults Ratings
Childhood Only Pending
Animated Blood – Discolored and/or unrealistic depictions of blood
Blood – Depictions of blood
Blood and Gore – Depictions of blood or the mutilation of body parts
Cartoon Violence – Violent actions involving cartoon-like situations and characters. May include violence where a character is unharmed after the action has been inflicted
Fantasy Violence – Violent actions of a fantasy nature, involving human or non-human characters in situations easily distinguishable from real life
Intense Violence – Graphic and realistic-looking depictions of physical conflict. May involve extreme and/or realistic blood, gore, weapons, and depictions of human injury and death
Mild Violence – Mild scenes depicting characters in unsafe and/or violent situations
Sexual Violence – Depictions of rape or other sexual acts
Strong Lyrics – Explicit and/or frequent references to profanity, sex, violence, alcohol, or drug use in music
Between Viewing Violence and Behaving Aggressively
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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