Running Head: VIDEO GAME VIOLENCE AND CHILDREN 1
VIDEO GAME VIOLENCE AND CHILDREN 5
Video Game Violence and Children
Michele L. Jackson
Argosy University Online
Abstract
Over the past few years, violence in America has been on the rise. In today's society children are becoming more and more violent, causing many experts to wonder if there is a correlation between video games and violent behaviors displayed by youthful offenders. It has been argued for years by Psychologists that children who play violent video games become desensitized after extensive video game playing; a once helpful outgoing child would show signs of behavioral problems. Other experts believe that third party variables such as environment, peer pressure, home life and mental illness contribute to those youthful crimes and that a correlation between video game playing and youth violence does not exist.
Research Proposal
Thesis: Violent video games do not result in violent youths or individuals.
Explanation:
Research conducted by D.M. Daane, (2003) states that “video games do not make children violent without other variables in place, such as environment and mental health status.” Christopher Ferguson (2011) concluded in his research that there is no direct link between an individual’s behavior and violent video games. Bringing up some doubt on other studies that claim the two were related.
Sub points:
1. Violence in the real world has decreased prior to the increase in video games sales.
2. Media narrative revolving violent video games and violence behavior have been caused by limited resources and attention necessary for the society to challenge crime problems.
3. Playing the video games has a minor soothing effect on youths with symptoms of attention deficit thus reduced cases of bullying or negative aggressiveness?
Possible Objections:
1. Extensive video game playing can result in behavioral problems in children (Bavelier, Green, et al, 2011).
2. Violent video games lead to students becoming “listless in school”, (Bavelier, et al, 2011), resulting in bad grades.
3. Young children who are addicted to video games set themselves apart from society consequently they develop shyness and become less informed on reality.
Response to Objections:
1. While there are cases where violent video games have led to aggressive behaviors, there are other underlying variables to consider for these actions; such as mental health problems, peer pressure, abusive environment (Daane, 2003).
2. Children would rather play video games instead of doing school work, it is up to the parent or guardian to ensure that the child completes their school assignments prior to playing video games.
3. If parents chose for their children to play video games with violent content, it is their responsibility to intervene when their child becomes addicted, and begins ...
This document summarizes research on the relationship between violent entertainment media (music, video games, TV) and aggression in adolescents. It finds that while other factors like environment and individual traits also influence aggression, exposure to violent media does appear to increase aggressive attitudes and behaviors in teens. The research showed this relationship even after accounting for other variables. Future work should explore ways to reduce violent media's effects, especially on young males.
Theory and Research Proposal Senior ProjectKyra Dillard
This document discusses research on the relationship between playing violent video games and increased aggression in adolescents. It summarizes several studies that found adolescents who played violent video games were more likely to exhibit aggressive behaviors compared to those who played non-violent games. The document also discusses social learning theory, which suggests that behavior is learned through observation, and that adolescents may learn aggressive behaviors by observing and mimicking violence in video games.
INTERPERSONAL RELATIONS AND GROUP PROCESSESEffects of Pros.docxmariuse18nolet
INTERPERSONAL RELATIONS AND GROUP PROCESSES
Effects of Prosocial Video Games on Prosocial Behavior
Tobias Greitemeyer
University of Sussex
Silvia Osswald
Ludwig-Maximilians-University
Previous research has documented that playing violent video games has various negative effects on social
behavior in that it causes an increase in aggressive behavior and a decrease in prosocial behavior. In
contrast, there has been much less evidence on the effects of prosocial video games. In the present
research, 4 experiments examined the hypothesis that playing a prosocial (relative to a neutral) video
game increases helping behavior. In fact, participants who had played a prosocial video game were more
likely to help after a mishap, were more willing (and devoted more time) to assist in further experiments,
and intervened more often in a harassment situation. Results further showed that exposure to prosocial
video games activated the accessibility of prosocial thoughts, which in turn promoted prosocial behavior.
Thus, depending on the content of the video game, playing video games not only has negative effects on
social behavior but has positive effects as well.
Keywords: prosocial behavior, video games, priming
Video games were first created in the 1970s and since then have
grown into a multibillion-dollar industry: The annual U.S. retail
sales of video games reached more than $9.9 billion in 2004 alone.
Recent large-scale surveys show that 70% of homes with children
ages 2 to 17 years have computers and 68% have video game
equipment (Woodard & Gridina, 2000). Eighty-seven percent of
children play video games regularly (Walsh, Gentile, Gieske,
Walsh, & Chasco, 2003). Children ages 2 to 7 years spend an
average of 3 to 5 hr a week playing video games (Gentile & Walsh,
2002), while 8th- and 9th-grade students average 9 hr per week
(Gentile, Lynch, Linder, & Walsh, 2004). Video games are popular
not only among children but also among young and middle-aged
adults. As revealed by the November 2005 Nielsen Active Gamer
study, the age group among players is expanding rapidly into the
25–40 age group (Nielsen Entertainment, 2005).
Despite the widespread popularity of video games, psycholog-
ical studies on their effects are somewhat limited (Lee & Peng,
2006). In particular, studies on the positive effects of video games
on social behavior are exceedingly rare as most of the existing
research has illuminated the negative effects of violent video
games. In fact, playing violent games (in which the predominant
goal is to injure or kill another game character) has been shown to
lead to an increase in aggressive thoughts, feelings, and behavior
(e.g., Anderson et al., 2004). However, are the social consequences
of playing video games always negative? In the framework of the
current research, we examine the possibility that playing video
games with prosocial content (in which the predominant goal is to
benefit another game character) may promote prosocial beha.
This document is a research paper written by Shaun Watson that examines the positive and negative effects that video game use can have on personality development. The paper reviews previous research on both the cognitive, social, emotional, and educational impacts of video games. Some key findings discussed include: research showing video games can increase cognitive abilities like working memory but may also increase tendencies towards cheating; studies demonstrating social games can increase prosocial behavior but violent games may decrease empathy; and evidence that educational games can benefit learning but effects may not transfer to other contexts. The paper aims to provide a balanced analysis of the literature on both the benefits and drawbacks of video game use.
Violence In Video Games by Jamie ProudlockIronPumba
The document discusses research on the relationship between media violence and real-world aggression. Some studies have found short-term increases in aggression in children after viewing violent movies or TV. However, other researchers argue these lab studies fail to account for other factors like mental health or family life. While some research links violent video games to aggression, studies have also found youth violence decreased as video game popularity rose. The document concludes that there is no conclusive evidence that media alone causes violence, and factors like culture, parenting, and access to mental healthcare need consideration.
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that the relationship between violent gaming and aggression warrants further worldwide research.
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that violent video games may develop hostile thought patterns in players through repetition of aggressive scripts and desensitization to violence.
This document discusses research on the relationship between violent video games and aggression among teenagers. Several studies are summarized that have found short-term links between playing violent video games and increased aggressive behavior, though not necessarily long-term links to real-world violence. Some key points made include that violent video games may desensitize players to violence, reward players for replicating violent acts, and teach that aggression is acceptable. However, not all children are affected equally, and some studies found traits like high neuroticism and disagreeableness predicted increased aggression in some children after playing violent games. The document concludes by noting the debate over whether violent video games truly cause real-world violence or simply provide an outlet for aggression.
This document summarizes research on the relationship between violent entertainment media (music, video games, TV) and aggression in adolescents. It finds that while other factors like environment and individual traits also influence aggression, exposure to violent media does appear to increase aggressive attitudes and behaviors in teens. The research showed this relationship even after accounting for other variables. Future work should explore ways to reduce violent media's effects, especially on young males.
Theory and Research Proposal Senior ProjectKyra Dillard
This document discusses research on the relationship between playing violent video games and increased aggression in adolescents. It summarizes several studies that found adolescents who played violent video games were more likely to exhibit aggressive behaviors compared to those who played non-violent games. The document also discusses social learning theory, which suggests that behavior is learned through observation, and that adolescents may learn aggressive behaviors by observing and mimicking violence in video games.
INTERPERSONAL RELATIONS AND GROUP PROCESSESEffects of Pros.docxmariuse18nolet
INTERPERSONAL RELATIONS AND GROUP PROCESSES
Effects of Prosocial Video Games on Prosocial Behavior
Tobias Greitemeyer
University of Sussex
Silvia Osswald
Ludwig-Maximilians-University
Previous research has documented that playing violent video games has various negative effects on social
behavior in that it causes an increase in aggressive behavior and a decrease in prosocial behavior. In
contrast, there has been much less evidence on the effects of prosocial video games. In the present
research, 4 experiments examined the hypothesis that playing a prosocial (relative to a neutral) video
game increases helping behavior. In fact, participants who had played a prosocial video game were more
likely to help after a mishap, were more willing (and devoted more time) to assist in further experiments,
and intervened more often in a harassment situation. Results further showed that exposure to prosocial
video games activated the accessibility of prosocial thoughts, which in turn promoted prosocial behavior.
Thus, depending on the content of the video game, playing video games not only has negative effects on
social behavior but has positive effects as well.
Keywords: prosocial behavior, video games, priming
Video games were first created in the 1970s and since then have
grown into a multibillion-dollar industry: The annual U.S. retail
sales of video games reached more than $9.9 billion in 2004 alone.
Recent large-scale surveys show that 70% of homes with children
ages 2 to 17 years have computers and 68% have video game
equipment (Woodard & Gridina, 2000). Eighty-seven percent of
children play video games regularly (Walsh, Gentile, Gieske,
Walsh, & Chasco, 2003). Children ages 2 to 7 years spend an
average of 3 to 5 hr a week playing video games (Gentile & Walsh,
2002), while 8th- and 9th-grade students average 9 hr per week
(Gentile, Lynch, Linder, & Walsh, 2004). Video games are popular
not only among children but also among young and middle-aged
adults. As revealed by the November 2005 Nielsen Active Gamer
study, the age group among players is expanding rapidly into the
25–40 age group (Nielsen Entertainment, 2005).
Despite the widespread popularity of video games, psycholog-
ical studies on their effects are somewhat limited (Lee & Peng,
2006). In particular, studies on the positive effects of video games
on social behavior are exceedingly rare as most of the existing
research has illuminated the negative effects of violent video
games. In fact, playing violent games (in which the predominant
goal is to injure or kill another game character) has been shown to
lead to an increase in aggressive thoughts, feelings, and behavior
(e.g., Anderson et al., 2004). However, are the social consequences
of playing video games always negative? In the framework of the
current research, we examine the possibility that playing video
games with prosocial content (in which the predominant goal is to
benefit another game character) may promote prosocial beha.
This document is a research paper written by Shaun Watson that examines the positive and negative effects that video game use can have on personality development. The paper reviews previous research on both the cognitive, social, emotional, and educational impacts of video games. Some key findings discussed include: research showing video games can increase cognitive abilities like working memory but may also increase tendencies towards cheating; studies demonstrating social games can increase prosocial behavior but violent games may decrease empathy; and evidence that educational games can benefit learning but effects may not transfer to other contexts. The paper aims to provide a balanced analysis of the literature on both the benefits and drawbacks of video game use.
Violence In Video Games by Jamie ProudlockIronPumba
The document discusses research on the relationship between media violence and real-world aggression. Some studies have found short-term increases in aggression in children after viewing violent movies or TV. However, other researchers argue these lab studies fail to account for other factors like mental health or family life. While some research links violent video games to aggression, studies have also found youth violence decreased as video game popularity rose. The document concludes that there is no conclusive evidence that media alone causes violence, and factors like culture, parenting, and access to mental healthcare need consideration.
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that the relationship between violent gaming and aggression warrants further worldwide research.
This document discusses research on the relationship between violent video games and aggression. Some studies have found short-term increases in aggression after playing violent video games, while others have found no long-term link to real-world violence. The document also notes that not all children are equally affected, with personality traits like high neuroticism and disagreeableness correlating with increased aggression for some. While a causal link remains unclear, the document concludes that violent video games may develop hostile thought patterns in players through repetition of aggressive scripts and desensitization to violence.
This document discusses research on the relationship between violent video games and aggression among teenagers. Several studies are summarized that have found short-term links between playing violent video games and increased aggressive behavior, though not necessarily long-term links to real-world violence. Some key points made include that violent video games may desensitize players to violence, reward players for replicating violent acts, and teach that aggression is acceptable. However, not all children are affected equally, and some studies found traits like high neuroticism and disagreeableness predicted increased aggression in some children after playing violent games. The document concludes by noting the debate over whether violent video games truly cause real-world violence or simply provide an outlet for aggression.
MEDIA’S INFLUENCE ON AGGRESSION1MEDIA’S INFLUENCE ON AGGRESSIO.docxandreecapon
The document discusses media's influence on aggression in youth and children. It summarizes research showing that exposure to violent media increases aggressive behavior. Television, films, video games and the internet can all influence aggression, as experiments have shown short term increases in aggression after viewing violent content. However, the effects of media violence depend on social and environmental factors. Parents and policies can help reduce media's influence on aggression by monitoring children's media intake and restricting access to violent content.
Here is a draft essay on media's views on media:
Media plays a significant role in shaping public opinion and discourse. However, the media itself is not a monolith - it comprises diverse organizations and individuals with a range of political perspectives. This diversity of views within media is both a strength and weakness.
On the one hand, having multiple media outlets allows consumers to get different angles and perspectives on issues. Competition in the marketplace of ideas can help drive more fact-based and thoughtful coverage. Critics of any one outlet can point to others that may provide alternative viewpoints.
However, the strong partisan divisions within media can also undermine its role as an impartial arbiter of facts. Many outlets are explicitly aligned with particular political
Last name page number EFFECTS OF WATCHING VIDEO GAMES ON ESCALAT.docxsmile790243
Last name page number
EFFECTS OF WATCHING VIDEO GAMES ON ESCALATION OF VIOLENCE 2
Name
Course
Professor
Date
Effects of Watching Video Games on Escalation of Violence
Introduction
The prevailing trend in various section of the globe is that the number of people playing video games has been on the rise. At the same time, the world has witnessed an escalation in cases of violence leading to the question whether a correlation exists. Scholars exploring the subject have divided opinion on the issues even though significant majorities consider the issue a complicated matter that one cannot deduce objectively without conducting a detailed study on the subject. Due to such stalemate, the paper seeks to explore the subject to facilitate valid conclusion on the matter. Five scholarly materials on the subject serve as the reference materials for the analysis. In the discussion below, the research asserts that playing violent video games contributes to the escalation in violence through alteration of individual behavior.
Discussion
The allegation that playing video games influences violence in individuals holds because records of cases of violence affirm that the exposure that a person gets influences behavior. In the same way, education imparts knowledge that inspires positive response is that same manner that games instills bad attitude. The idea also emanates on the assumption of findings of scholars like Ferguson (2011) who posit that upbringing shapes behavior and participation in violent games characterize upbringing of some children in the western world. In such a context, it becomes hard dissuading the person from violent acts and arguing the games do not contribute to the violence. DeLisi, Vaughn, Gentile, Anderson, & Shook (2013) explicates the same idea in their works by alluding that the behavior of an individual is the cumulative habits adopted from interactions with other members of the society. The scholar argues that in opting to embrace violent video games, there exists the possibility of the person’s liking for violence. The exposure, in turn, brings out the trait in actions and such leads to aggregation in cases of violence as witnessed in various places across the globe.
The mode of dressing of persons’ liking the games reflects the code of conduct of characters in the video games. In using that as the reflection of the implications of playing the games, one can argue, that a correlation exists since teenagers in developed nations are witnessing an increase in violent acts at the height of preference for violent video games. It is, therefore, justifiable arguing that video games influence violence. Additionally, many teenagers in the contemporary times who play video games tends to emulate the tone of conversation used in the video games (DeLisi, Vaughn, Gentile, Anderson, & Shook, 2013). Some even go to the extent of acting as the characters in specific video games. In such a context, linking the crime to the activity is h ...
There are many factors that can influence violence in children beyond just video game exposure. While some studies have found a link between violent video games and aggression, others have flaws and do not adequately control for other variables. A child's environment, experiences of abuse, personality traits, and peer influences all likely play complex roles. More research is needed to fully understand any long-term effects of violent video game exposure while considering all aspects of a child's life.
This document presents a comprehensive study on whether there is a link between video games and violence in youth. It examines statistics, medical journals, news articles, and psychological studies. The studies find no correlation between violence and video games. Violent crime rates have significantly decreased in the U.S. from 1994 to 2010 while video game sales have increased. Longitudinal studies also find that the amount of time youth spend playing video games has no adverse effects on behavior. While some argue that video games cause violence, the extensive research presented in this document finds no evidence to support that claim.
INTERVENTION PLAN FOR AGGRESSIVENESS DUE TO VIOLENT VIDEO GAMING.
The Intervention plan this paper is by Jaimee Dugger titled “What are the effects of playing violent video games on aggressive behaviors in young adults?” Where he reveals that video games are produced and marketed to target children and youths. According to him, the videos come in different forms from cartoon games, football games, and violent and non-violent games. Non-violent games help improve social skills and reduce stress. They also improve sharpness and memory in children. However, negative attention has been towards violent video games, which have adverse negative effects. These video games include American forces, doom, the grand theft auto and death motto.
The research presentation motivated me to attribute violent video games to the aggressive behaviors from their users depending on their personalities. This is because they make gamers, the target audience, to confuse between reality and digital fantasy in these games. The research presentation shows that effects of these games towards aggression depend on cognition, arousal and affect, which are contributed by frustration. Cognitive information processing model helps to determine how social environment surrounding someone can affect the way they react and interact. Moreover, past experiences also affect the individual’s current behaviors. Violent video games cause decrease in cardiac coherence, which is enhanced by high stress levels caused by noise in the violent video games as opposed to non-violent ones. Cardiac coherence is a condition used to determine balance in the nervous system and coordination between breathing and heart rate.
A change in the part of brain that deals with cognitive function was discovered in individuals after a period of playing violent video games. Long term effects of these games develop due to the fact that human beings learn from infancy how to respond to situations according to obtained knowledge. Users of these games will tend to respond to situations using the aggression used in these violent video games without noticing the difference between reality and fantasy in these games.
According to McDonnell (2010), an intervention plan is necessary for individuals that exhibit aggressive behavior a result of violent video gaming, it should involve activities such as; advising people in the surrounding to avoid any verbal engagement with these individuals or touch them. During this time, non-verbal signs and cues should be used to communicate with these individuals. In addition, they should be allowed to sit in silent rooms away from others and mostly should be near an exit (McDonnell, 2010).
The research presentation explores various specific techniques, as provision of small group instructions is also necessary. These instructions will help to monitor the affected individuals. Discussed procedures on how to execute their plan o.
This document examines the effects of media violence on children's health and aggressive behavior in Osun State, Nigeria. It conducted a survey of 150 parents using questionnaires and focus groups to understand the types of media accessed by children, factors influencing aggression, and the relationship between media violence exposure and behavioral imitation. The findings revealed that media violence significantly impacts children's aggression and health. The most common reasons for children's exposure included parental influence, government influence, societal influence, and peer influence. It concludes that curbing children's aggression requires efforts like government regulation of media, parental control, and counseling in schools.
Dissertation: Investigating the Effects of Violent Video Game Exposure on Sca...James Grant
This document is a research paper investigating the effects of playing violent video games on aggression and hostility. 60 undergraduate psychology students participated in a study where they were randomly assigned to play either a violent, non-violent, or control video game. Aggression and hostility scales were administered before and after gameplay. The results found that violent video games did not significantly increase aggression, and may even lower it in some cases, but did seem to increase hostility. The paper provides background on the debate around violent video games and outlines several theories on how they may influence aggression.
Peer Response Unit 5 LifespanResponse Guidelines for both peer r.docxrandyburney60861
Peer Response Unit 5 Lifespan
Response Guidelines for both peer responses (#1 and #2)
Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:
The clarity and completeness of your peer's post.
The demonstrated ability to apply theory to practice.
The credibility of the references.
The structure and style of the written post.
Peer Response #1
A.Flogel
Adolescence is a time of high emotional reactivity and development of social identity. Adolescents learn who they are in relation to others while at the same time experiencing more mood disruption than any other stage of life. At this stage, development from early experiences has already impacted them and how they feel about and interact with peers. This along with the fact that the frontal lobe of the brain, responsible for higher order fuctioning such as self-regulation and judgment, is not fully developed, can explain why this stage gives way to risky behaviors (Broderick & Blewitt, 2014). One particularly troubling behavior in adolescents is drug use. Not only is this harmful to the individual at the time, but it often leads to lifelong difficulty with addiction. There are several risk factors that can increase the likelihood of drug use in adolescence.
One very relevant factor to drug use is self-concept, which starts developing in early childhood, but especially develops in adolescence. This can include one's physical, social, family, and academic self-concept. A study that analyzed the relationship between self-concept and drug use found that negative self-concept in categories of family, academics, and physical appearance was significantly correlated with drug use (Maria et al., 2011).
Another factor highly correlated with drug use is exposure to "potentially traumatic events" prior to age 11. These events include threats to physical or emotional harm. The Journal of the American Academy of Child & Adolescent Psychiatry published a study using a national survey examining the link between these PTEs and drug use in adolescence, and found a positive relationship between PTEs and use of marijuana, cocaine, and prescription drugs (Carliner et al., 2016).
Although much evidence has been found regarding environmental influences, heritability also plays a role. A longitudinal study found that heritability of externalizing behavior in adolescents was 56%, and 27% for drug use (Korhonen et al., 2012).
These factors often interact with each other. For example, when a parent is genetically inclined to externalize, often the parent will abuse drugs, creating an unstable environment for their child. They may be less responsive in early childhood, creating an insecure attachment and a poor self-concept. Parental drug use and general externalizing behavior may also expose a child to potenti.
The document discusses the effects of media violence on children. It notes that exposure to violent media is growing and can negatively impact children by making them less sensitive to the pain of others. Studies show that children who watch violent television or play violent video games are more likely to exhibit aggressive behavior. While some argue that other factors contribute to violence, many organizations believe media violence causes increased aggression in children. More research is still needed to fully understand the relationship between media violence and child behavior.
The document discusses the psychological effects of violent video games on children. It describes several studies that found negative effects such as increased aggressive behavior, decreased empathy, and increased physiological arousal from playing violent video games. However, it also notes that some research has found no causal link and that correlations may be better explained by other factors like preexisting aggression. The document presents arguments on both sides of the issue without taking a clear stance.
Period3-Jerome Weiswasser- Video Game Violencemrsalcido
This document discusses whether video games cause teenagers to behave violently. The author presents their thesis that studies have shown video games do not cause violence in teenagers. Several points are made to support this: juvenile crime rates have decreased as video games have increased in popularity; numerous studies have found no correlation between youth aggression and video games; and authorities like the U.S. Surgeon General see no link. The document also notes some benefits of video games like improved problem-solving and decision-making skills.
The Psychology of Aggression and Video GamesSandra Knecht
This document reviews research on the relationship between violent video games and aggression. It discusses foundational research on observational learning of aggression and the differences between video games and other media. Studies have found both short-term increases in aggressive behaviors and attitudes from playing violent video games as well as potential long-term effects. However, the direction of the relationship is unclear, as trait aggression may influence game preferences as well. More research is still needed to fully understand the complex interaction between individuals and gaming experiences over time.
The benefits of playing video games amp a0034857Lex Pit
This document summarizes research on the benefits of playing video games. It finds that video games may provide cognitive, motivational, emotional, and social benefits:
- Cognitive benefits include improved attention, spatial skills, and visual processing that are comparable to formal education courses and transfer to other tasks. These benefits are linked to improved STEM performance and career success.
- Motivational benefits include increased resilience when facing failures or challenges.
- Emotional benefits include using games as an outlet to productively experience and manage emotions like anxiety, aggression, and loss in a similar way to children's play.
- Social benefits include enhanced social skills from cooperative gameplay and social interactions within multiplayer games.
The research
This document discusses research on the relationship between media violence and real-world aggression. Some key points made include that extensive research has found a link between viewing violent media and increased aggressive attitudes and behavior, especially in children and adolescents. However, the results are inconsistent and some factors like amount of time spent viewing and content can influence the effects. Studies have also found that exposure to media violence can increase desensitization to real violence but does not necessarily increase tendencies towards real-world violence.
The document discusses research on the effects of violent video game exposure on attitudes towards victims of crime. It describes a study that found higher levels of violent game play were associated with lower levels of concern for different types of victims, including general victims, vulnerable victims, and culpable victims. Specifically, it found that young people who play more violent video games reported less concern overall and for these victim types. The study suggests long-term exposure to violent video games may influence views of culpability and blame. However, it notes that individual experiences and gender differences also need further exploration to understand these effects.
An Update On The Effects Of Playing Violent Video GamesTina Gabel
An updated meta-analysis of research on the effects of playing violent video games found:
1) Exposure to violent video games is significantly linked to increases in aggressive behavior, aggressive cognition, aggressive affect, and cardiovascular arousal, and decreases in helping behavior.
2) Experimental studies reveal this linkage to be causal. Correlational studies reveal a linkage to serious, real-world types of aggression.
3) Methodologically stronger studies yielded larger effect sizes than weaker studies, suggesting previous meta-analyses underestimated the true deleterious effects of violent video games on behavior, cognition, and affect.
The document discusses the debate around whether violence in media causes violence in society. While some critics argue that violence in media is to blame for societal violence, the document argues that violence predates modern media and has actually decreased as media has become more popular. It notes that homicide rates have declined in countries with increasing television ownership. The document concludes that despite more violent movies, video games and television, society has become less violent over time, suggesting media is not the primary cause of societal violence.
The document discusses the debate around media violence and its effects on children. It notes that children spend significant time watching television and are exposed to violence through various media sources. Studies have shown that viewing media violence can increase aggressive behavior in children and desensitize them to real-world violence. When children emulate violent actions they see in media without consequences, it may lead to increased risk of violent behavior as adults. The media needs to consider how violence is portrayed and the messages it sends to impressionable youth audiences.
Part 1.....InstructionsSelect one of the age groups disc.docxMARRY7
Part 1.....
Instructions
Select one of the age groups discussed in this unit (adolescent, adult, or elderly). Create a community health strategy for dealing with intentional and unintentional injuries (motor vehicle accidents, suicide, or violence).Your response should include information on the morbidity and mortality rates and the key factors associated with the injuries.Your APA-Style essay must be at least two pages in length (not counting the title and reference pages). All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Part 2....... Need To Be 1 Paragraph Long
According to the Centers for Medicare Services (CMS), the Affordable Care Act (ACA) was designed to give U.S. citizens improved flexibility and control, allowing them to make more informed decisions about their own health plans and healthcare providers.
Now that the ACA has been in place for several years, do you feel that in fact happened? Discuss the strengths and weaknesses of the ACA today.
.
Part 1 – Add to Website PlanList at least three .docxMARRY7
Part 1 – Add to Website Plan
List
at least three interactive features that could be added to your
site and what purpose each would serve for your site and its visitors.
The form created in Part Two of this assignment can be included as
one of the interactive features.
Part 2 – Refine and finalize your website
Refine
and finalize your website by doing the following:
•
Add a simple web form—such as an order form, a subscription
to a newsletter, or a request for contact.
•
Use division or a table to structure the form elements.
•
Apply JavaScript
®
to validate the form.
•
Finalize a navigation system.
•
Use metadata to increase accessibility and search engine
optimization.
15
WEB/240 Version 1
8
•
Test for functionality and usability.
As in the prior assignment, use only Adobe
®
Dreamweaver
®
or
another HTML editor to refine the homepage developed in Week
Three.
Check
your HTML code using the Markup Validation Service on the
W3C
®
website, (www.w3.org) prior to submitting your web page(s).
A link to this site may be found in the Materials tab on your student
website.
Submit
all website files in a compressed folder.
.
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The document discusses media's influence on aggression in youth and children. It summarizes research showing that exposure to violent media increases aggressive behavior. Television, films, video games and the internet can all influence aggression, as experiments have shown short term increases in aggression after viewing violent content. However, the effects of media violence depend on social and environmental factors. Parents and policies can help reduce media's influence on aggression by monitoring children's media intake and restricting access to violent content.
Here is a draft essay on media's views on media:
Media plays a significant role in shaping public opinion and discourse. However, the media itself is not a monolith - it comprises diverse organizations and individuals with a range of political perspectives. This diversity of views within media is both a strength and weakness.
On the one hand, having multiple media outlets allows consumers to get different angles and perspectives on issues. Competition in the marketplace of ideas can help drive more fact-based and thoughtful coverage. Critics of any one outlet can point to others that may provide alternative viewpoints.
However, the strong partisan divisions within media can also undermine its role as an impartial arbiter of facts. Many outlets are explicitly aligned with particular political
Last name page number EFFECTS OF WATCHING VIDEO GAMES ON ESCALAT.docxsmile790243
Last name page number
EFFECTS OF WATCHING VIDEO GAMES ON ESCALATION OF VIOLENCE 2
Name
Course
Professor
Date
Effects of Watching Video Games on Escalation of Violence
Introduction
The prevailing trend in various section of the globe is that the number of people playing video games has been on the rise. At the same time, the world has witnessed an escalation in cases of violence leading to the question whether a correlation exists. Scholars exploring the subject have divided opinion on the issues even though significant majorities consider the issue a complicated matter that one cannot deduce objectively without conducting a detailed study on the subject. Due to such stalemate, the paper seeks to explore the subject to facilitate valid conclusion on the matter. Five scholarly materials on the subject serve as the reference materials for the analysis. In the discussion below, the research asserts that playing violent video games contributes to the escalation in violence through alteration of individual behavior.
Discussion
The allegation that playing video games influences violence in individuals holds because records of cases of violence affirm that the exposure that a person gets influences behavior. In the same way, education imparts knowledge that inspires positive response is that same manner that games instills bad attitude. The idea also emanates on the assumption of findings of scholars like Ferguson (2011) who posit that upbringing shapes behavior and participation in violent games characterize upbringing of some children in the western world. In such a context, it becomes hard dissuading the person from violent acts and arguing the games do not contribute to the violence. DeLisi, Vaughn, Gentile, Anderson, & Shook (2013) explicates the same idea in their works by alluding that the behavior of an individual is the cumulative habits adopted from interactions with other members of the society. The scholar argues that in opting to embrace violent video games, there exists the possibility of the person’s liking for violence. The exposure, in turn, brings out the trait in actions and such leads to aggregation in cases of violence as witnessed in various places across the globe.
The mode of dressing of persons’ liking the games reflects the code of conduct of characters in the video games. In using that as the reflection of the implications of playing the games, one can argue, that a correlation exists since teenagers in developed nations are witnessing an increase in violent acts at the height of preference for violent video games. It is, therefore, justifiable arguing that video games influence violence. Additionally, many teenagers in the contemporary times who play video games tends to emulate the tone of conversation used in the video games (DeLisi, Vaughn, Gentile, Anderson, & Shook, 2013). Some even go to the extent of acting as the characters in specific video games. In such a context, linking the crime to the activity is h ...
There are many factors that can influence violence in children beyond just video game exposure. While some studies have found a link between violent video games and aggression, others have flaws and do not adequately control for other variables. A child's environment, experiences of abuse, personality traits, and peer influences all likely play complex roles. More research is needed to fully understand any long-term effects of violent video game exposure while considering all aspects of a child's life.
This document presents a comprehensive study on whether there is a link between video games and violence in youth. It examines statistics, medical journals, news articles, and psychological studies. The studies find no correlation between violence and video games. Violent crime rates have significantly decreased in the U.S. from 1994 to 2010 while video game sales have increased. Longitudinal studies also find that the amount of time youth spend playing video games has no adverse effects on behavior. While some argue that video games cause violence, the extensive research presented in this document finds no evidence to support that claim.
INTERVENTION PLAN FOR AGGRESSIVENESS DUE TO VIOLENT VIDEO GAMING.
The Intervention plan this paper is by Jaimee Dugger titled “What are the effects of playing violent video games on aggressive behaviors in young adults?” Where he reveals that video games are produced and marketed to target children and youths. According to him, the videos come in different forms from cartoon games, football games, and violent and non-violent games. Non-violent games help improve social skills and reduce stress. They also improve sharpness and memory in children. However, negative attention has been towards violent video games, which have adverse negative effects. These video games include American forces, doom, the grand theft auto and death motto.
The research presentation motivated me to attribute violent video games to the aggressive behaviors from their users depending on their personalities. This is because they make gamers, the target audience, to confuse between reality and digital fantasy in these games. The research presentation shows that effects of these games towards aggression depend on cognition, arousal and affect, which are contributed by frustration. Cognitive information processing model helps to determine how social environment surrounding someone can affect the way they react and interact. Moreover, past experiences also affect the individual’s current behaviors. Violent video games cause decrease in cardiac coherence, which is enhanced by high stress levels caused by noise in the violent video games as opposed to non-violent ones. Cardiac coherence is a condition used to determine balance in the nervous system and coordination between breathing and heart rate.
A change in the part of brain that deals with cognitive function was discovered in individuals after a period of playing violent video games. Long term effects of these games develop due to the fact that human beings learn from infancy how to respond to situations according to obtained knowledge. Users of these games will tend to respond to situations using the aggression used in these violent video games without noticing the difference between reality and fantasy in these games.
According to McDonnell (2010), an intervention plan is necessary for individuals that exhibit aggressive behavior a result of violent video gaming, it should involve activities such as; advising people in the surrounding to avoid any verbal engagement with these individuals or touch them. During this time, non-verbal signs and cues should be used to communicate with these individuals. In addition, they should be allowed to sit in silent rooms away from others and mostly should be near an exit (McDonnell, 2010).
The research presentation explores various specific techniques, as provision of small group instructions is also necessary. These instructions will help to monitor the affected individuals. Discussed procedures on how to execute their plan o.
This document examines the effects of media violence on children's health and aggressive behavior in Osun State, Nigeria. It conducted a survey of 150 parents using questionnaires and focus groups to understand the types of media accessed by children, factors influencing aggression, and the relationship between media violence exposure and behavioral imitation. The findings revealed that media violence significantly impacts children's aggression and health. The most common reasons for children's exposure included parental influence, government influence, societal influence, and peer influence. It concludes that curbing children's aggression requires efforts like government regulation of media, parental control, and counseling in schools.
Dissertation: Investigating the Effects of Violent Video Game Exposure on Sca...James Grant
This document is a research paper investigating the effects of playing violent video games on aggression and hostility. 60 undergraduate psychology students participated in a study where they were randomly assigned to play either a violent, non-violent, or control video game. Aggression and hostility scales were administered before and after gameplay. The results found that violent video games did not significantly increase aggression, and may even lower it in some cases, but did seem to increase hostility. The paper provides background on the debate around violent video games and outlines several theories on how they may influence aggression.
Peer Response Unit 5 LifespanResponse Guidelines for both peer r.docxrandyburney60861
Peer Response Unit 5 Lifespan
Response Guidelines for both peer responses (#1 and #2)
Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:
The clarity and completeness of your peer's post.
The demonstrated ability to apply theory to practice.
The credibility of the references.
The structure and style of the written post.
Peer Response #1
A.Flogel
Adolescence is a time of high emotional reactivity and development of social identity. Adolescents learn who they are in relation to others while at the same time experiencing more mood disruption than any other stage of life. At this stage, development from early experiences has already impacted them and how they feel about and interact with peers. This along with the fact that the frontal lobe of the brain, responsible for higher order fuctioning such as self-regulation and judgment, is not fully developed, can explain why this stage gives way to risky behaviors (Broderick & Blewitt, 2014). One particularly troubling behavior in adolescents is drug use. Not only is this harmful to the individual at the time, but it often leads to lifelong difficulty with addiction. There are several risk factors that can increase the likelihood of drug use in adolescence.
One very relevant factor to drug use is self-concept, which starts developing in early childhood, but especially develops in adolescence. This can include one's physical, social, family, and academic self-concept. A study that analyzed the relationship between self-concept and drug use found that negative self-concept in categories of family, academics, and physical appearance was significantly correlated with drug use (Maria et al., 2011).
Another factor highly correlated with drug use is exposure to "potentially traumatic events" prior to age 11. These events include threats to physical or emotional harm. The Journal of the American Academy of Child & Adolescent Psychiatry published a study using a national survey examining the link between these PTEs and drug use in adolescence, and found a positive relationship between PTEs and use of marijuana, cocaine, and prescription drugs (Carliner et al., 2016).
Although much evidence has been found regarding environmental influences, heritability also plays a role. A longitudinal study found that heritability of externalizing behavior in adolescents was 56%, and 27% for drug use (Korhonen et al., 2012).
These factors often interact with each other. For example, when a parent is genetically inclined to externalize, often the parent will abuse drugs, creating an unstable environment for their child. They may be less responsive in early childhood, creating an insecure attachment and a poor self-concept. Parental drug use and general externalizing behavior may also expose a child to potenti.
The document discusses the effects of media violence on children. It notes that exposure to violent media is growing and can negatively impact children by making them less sensitive to the pain of others. Studies show that children who watch violent television or play violent video games are more likely to exhibit aggressive behavior. While some argue that other factors contribute to violence, many organizations believe media violence causes increased aggression in children. More research is still needed to fully understand the relationship between media violence and child behavior.
The document discusses the psychological effects of violent video games on children. It describes several studies that found negative effects such as increased aggressive behavior, decreased empathy, and increased physiological arousal from playing violent video games. However, it also notes that some research has found no causal link and that correlations may be better explained by other factors like preexisting aggression. The document presents arguments on both sides of the issue without taking a clear stance.
Period3-Jerome Weiswasser- Video Game Violencemrsalcido
This document discusses whether video games cause teenagers to behave violently. The author presents their thesis that studies have shown video games do not cause violence in teenagers. Several points are made to support this: juvenile crime rates have decreased as video games have increased in popularity; numerous studies have found no correlation between youth aggression and video games; and authorities like the U.S. Surgeon General see no link. The document also notes some benefits of video games like improved problem-solving and decision-making skills.
The Psychology of Aggression and Video GamesSandra Knecht
This document reviews research on the relationship between violent video games and aggression. It discusses foundational research on observational learning of aggression and the differences between video games and other media. Studies have found both short-term increases in aggressive behaviors and attitudes from playing violent video games as well as potential long-term effects. However, the direction of the relationship is unclear, as trait aggression may influence game preferences as well. More research is still needed to fully understand the complex interaction between individuals and gaming experiences over time.
The benefits of playing video games amp a0034857Lex Pit
This document summarizes research on the benefits of playing video games. It finds that video games may provide cognitive, motivational, emotional, and social benefits:
- Cognitive benefits include improved attention, spatial skills, and visual processing that are comparable to formal education courses and transfer to other tasks. These benefits are linked to improved STEM performance and career success.
- Motivational benefits include increased resilience when facing failures or challenges.
- Emotional benefits include using games as an outlet to productively experience and manage emotions like anxiety, aggression, and loss in a similar way to children's play.
- Social benefits include enhanced social skills from cooperative gameplay and social interactions within multiplayer games.
The research
This document discusses research on the relationship between media violence and real-world aggression. Some key points made include that extensive research has found a link between viewing violent media and increased aggressive attitudes and behavior, especially in children and adolescents. However, the results are inconsistent and some factors like amount of time spent viewing and content can influence the effects. Studies have also found that exposure to media violence can increase desensitization to real violence but does not necessarily increase tendencies towards real-world violence.
The document discusses research on the effects of violent video game exposure on attitudes towards victims of crime. It describes a study that found higher levels of violent game play were associated with lower levels of concern for different types of victims, including general victims, vulnerable victims, and culpable victims. Specifically, it found that young people who play more violent video games reported less concern overall and for these victim types. The study suggests long-term exposure to violent video games may influence views of culpability and blame. However, it notes that individual experiences and gender differences also need further exploration to understand these effects.
An Update On The Effects Of Playing Violent Video GamesTina Gabel
An updated meta-analysis of research on the effects of playing violent video games found:
1) Exposure to violent video games is significantly linked to increases in aggressive behavior, aggressive cognition, aggressive affect, and cardiovascular arousal, and decreases in helping behavior.
2) Experimental studies reveal this linkage to be causal. Correlational studies reveal a linkage to serious, real-world types of aggression.
3) Methodologically stronger studies yielded larger effect sizes than weaker studies, suggesting previous meta-analyses underestimated the true deleterious effects of violent video games on behavior, cognition, and affect.
The document discusses the debate around whether violence in media causes violence in society. While some critics argue that violence in media is to blame for societal violence, the document argues that violence predates modern media and has actually decreased as media has become more popular. It notes that homicide rates have declined in countries with increasing television ownership. The document concludes that despite more violent movies, video games and television, society has become less violent over time, suggesting media is not the primary cause of societal violence.
The document discusses the debate around media violence and its effects on children. It notes that children spend significant time watching television and are exposed to violence through various media sources. Studies have shown that viewing media violence can increase aggressive behavior in children and desensitize them to real-world violence. When children emulate violent actions they see in media without consequences, it may lead to increased risk of violent behavior as adults. The media needs to consider how violence is portrayed and the messages it sends to impressionable youth audiences.
Similar to Running Head VIDEO GAME VIOLENCE AND CHILDREN .docx (20)
Part 1.....InstructionsSelect one of the age groups disc.docxMARRY7
Part 1.....
Instructions
Select one of the age groups discussed in this unit (adolescent, adult, or elderly). Create a community health strategy for dealing with intentional and unintentional injuries (motor vehicle accidents, suicide, or violence).Your response should include information on the morbidity and mortality rates and the key factors associated with the injuries.Your APA-Style essay must be at least two pages in length (not counting the title and reference pages). All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Part 2....... Need To Be 1 Paragraph Long
According to the Centers for Medicare Services (CMS), the Affordable Care Act (ACA) was designed to give U.S. citizens improved flexibility and control, allowing them to make more informed decisions about their own health plans and healthcare providers.
Now that the ACA has been in place for several years, do you feel that in fact happened? Discuss the strengths and weaknesses of the ACA today.
.
Part 1 – Add to Website PlanList at least three .docxMARRY7
Part 1 – Add to Website Plan
List
at least three interactive features that could be added to your
site and what purpose each would serve for your site and its visitors.
The form created in Part Two of this assignment can be included as
one of the interactive features.
Part 2 – Refine and finalize your website
Refine
and finalize your website by doing the following:
•
Add a simple web form—such as an order form, a subscription
to a newsletter, or a request for contact.
•
Use division or a table to structure the form elements.
•
Apply JavaScript
®
to validate the form.
•
Finalize a navigation system.
•
Use metadata to increase accessibility and search engine
optimization.
15
WEB/240 Version 1
8
•
Test for functionality and usability.
As in the prior assignment, use only Adobe
®
Dreamweaver
®
or
another HTML editor to refine the homepage developed in Week
Three.
Check
your HTML code using the Markup Validation Service on the
W3C
®
website, (www.w3.org) prior to submitting your web page(s).
A link to this site may be found in the Materials tab on your student
website.
Submit
all website files in a compressed folder.
.
Part 1 True or False Questions. (10 questions at 1 point each).docxMARRY7
Part 1: True or False Questions.
(10 questions at 1 point each)
T
F
A hash algorithm uses a one-way cryptographic function, whereas both secret-key and public-key systems use two-way (i.e., reversible) cryptographic functions.
Answer: _____
T
F
The strongest 3DES (Triple DES) requires the use of three independent keys.
Answer: _____
T
F
When it comes to the ethics of a particular situation, there is only one right answer.
Answer: _____
T
F
Packet filters protect networks by blocking packets based on the packets’ contents.
Answer: _____
T
F
The biggest advantage of
public-key
cryptography over
secret-key
cryptography is in the area of key management/key distribution.
Answer: _____
T
F
In terms of privacy laws, companies have no advantage over the government in terms of the types of data that a company can collect.
Answer: _____
T
F
Intrusion Detection Systems (IDS) provide no protection from internal threats.
Answer: _____
T
F
A Denial-of-Service attack does not require the attacker to penetrate the target's security defenses.
Answer: _____
T
F
AES uses the Rijndael algorithm.
Answer: _____
T
F
A one-time pad is a safe house used only once by an undercover agent.
Answer: _____
Part 2: Multiple Choice Questions. Print
all
the correct answers in the blank following the question; in some cases a fully correct answer may require more than one lettered choice to be selected. (
Each question is worth 2 points.
There is no guarantee of partial credit for partially correct answers.)
If person A uses AES to transmit an encrypted message to person B, which key or keys will A have to use:
a.
A’s private key
b.
A’s public key
c.
B’s private key
d.
B’s public key
e.
None of the keys listed above
Answer(s): ____
From the perspective of
entropy
:
Plaintext will have a higher entropy than the ciphertext
The unequal frequency of characters in human languages tends to reduce the entropy of plaintext messages in that language
Encrypted messages appear to be noise-like
Plaintext requires more transmission bandwidth than ciphertext
None of the above
Answer(s): _____
Protection of a software program that uses a unique, novel algorithm could be legally protected by:
a.
A patent
b.
A copyright
c.
A patent and copyright
d.
Ethical standards
e.
All of the above
Answer(s): _____
Security
threats
include which of the following:
a.
Unlocked doors
b.
Disgruntled employees
c.
Hurricanes
d.
Un-patched software programs
e.
All of the above
Answer(s): _____
Denial of service attacks include:
a.
DNS poisoning
b.
Smurf attack
c.
Ping of death
d.
SYN flood
e.
All of the above
Answer(s): _____
Part 3: Short Answer Questions.
(10 questions at 5 points each)
Alan and Beatrice are both users of PKI. Explain how they use their keys to communicate when Alan sends a private message to Beatrice, and provides proof that he sent the message.
Answer:
Briefly describe the purpose of firewalls and how .
Part 11. Why is it so important in system engineering to become .docxMARRY7
Part 1
1. Why is it so important in system engineering to become familiar with some of the analytical methods?
2. Identify and describe some of the technologies that are being applied in the design process. Provide some examples of typical applications, and describe some of the benefits associated with the application of computerized methods in the design process.
3. How does CAM and CAS relate to system engineering? Describe some possible impacts.
4. How is design review and evaluation accomplished? Why is it important relative to meeting system engineering objectives? Describe some of the checks and balances in the design process.
5. What is included in the establishment of a "functional” baseline, Allocated baseline, and Product baseline? Why is baseline management important?
6. What is configuration management (CM) and how does it relate to system engineering? Define Configuration Identification (CI) and Configuration Status Accounting (CSA).
Part 2
Select a system of your choice, and construct a sequential flow diagram of the overall system development process. Identify the major tasks in system development, and develop a plan/schedule of formal design review. Briefly describe what is covered in each.
Part 3
Discuss some of the problems associated with the application of computerized methods in the design process. Provide examples. What cautions must be observed?
.
Part 1 Using the internet, search for commercial IDPS systems. What.docxMARRY7
Part 1: Using the internet, search for commercial IDPS systems. What classification systems and descriptions are used and how can these be used to compare the features and components of each IDPS? Create a comparison spreadsheet identifying the classification systems you find.
Part 2: What are some of the legal and ethical issues surrounding the use of intrusion detection systems logs and other technology tools as evidence in criminal and legal matters?
Part 3: Write a 2 - 3 page APA style paper summarizing the background, description, and purpose of NIST Special Publication 800-94,
Guide to Intrusion Detection and Prevention Systems
. The last section of your paper should be titled "Author Reflection" and should reflect your critique of the publication examined. You are not expected to read the entire guide, you should be mainly concerned with section two of the report, titled "Intrusion Detection and Prevention Principles" and section three of the report, titled "IDPS Technologies."
Part 4:
Why is it so important in system engineering to become familiar with some of the analytical methods?
Identify and describe some of the technologies that are being applied in the design process. Provide some examples of typical applications, and describe some of the benefits associated with the application of computerized methods in the design process.
How does CAM and CAS relate to system engineering? Describe some possible impacts.
How is design review and evaluation accomplished? Why is it important relative to meeting system engineering objectives? Describe some of the checks and balances in the design process.
What is included in the establishment of a "functional” baseline, Allocated baseline, and Product baseline? Why is baseline management important?
What is configuration management (CM) and how does it relate to system engineering? Define Configuration Identification (CI) and Configuration Status Accounting (CSA).
Part 5: Select a system of your choice, and construct a sequential flow diagram of the overall system development process. Identify the major tasks in system development, and develop a plan/schedule of formal design review. Briefly describe what is covered in each.
Part 6:
Discuss some of the problems associated with the application of computerized methods in the design process. Provide examples. What cautions must be observed?
.
Part 1- Create an outline of the assignment below thenPart 2-1000 .docxMARRY7
Part 1- Create an outline of the assignment below then
Part 2-1000 word assignment
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
Part 1 Review QuestionsWhat is the difference between criminal la.docxMARRY7
Part 1: Review Questions
What is the difference between criminal law and civil law?
What is privacy, in the context of information security?
What is intellectual property? Is it offered the same protection in every country of the world? What laws currently protect it in the U.S. and Europe?
What are the three general categories of unethical and illegal behavior?
Part 2: Module Practice
What does CISSP stand for? Using the Internet, find out what continuing education is required in order for the holder of a CISSP to remain current and in good standing.
.
Part 1 Review QuestionsWhat is the difference between authenticat.docxMARRY7
The document contains two parts. Part 1 lists review questions about authentication vs authorization, network security relationships, network vs host intrusion detection systems, and VPNs. Part 2 instructs the reader to create a spreadsheet that encrypts values using a transposition cipher, then further encrypts the results using a substitution cipher.
Part 1 SQLDatabase workScenarioDevelopment of a relationa.docxMARRY7
Part 1: SQL/Database work
Scenario
Development of a relational database system for a food producing company
FoodRU is a Leicester-based food producing company. The company wants to keep details regarding both past and present employees and their assignment to shifts over time. At present, there are three defined shift patterns; the morning shift starts at 6am and finishes at 2pm, the day shift starts at 9am and finishes at 5pm, and the evening shift starts at 4pm and finishes at 12am (midnight). However, management have already indicated that they may need to add further shift patterns in the future (e.g., by adding a night shift to the existing ones so that the company can meet a high user demand for their foods). They therefore require shift details to be stored within a separate Shift table, with attributes that allow the storage of a shift name with its associated start and finish times (use the 24 hour clock for these times).
Past and present employee details are to be kept in the same Employee table, and the details to be kept are the employee’s unique 6 digit reference number, the first name, surname and any other names (if there are any) of the employee, the employee’s gender, contact address and contact telephone, the date on which the employee started his/her employment at the company and the date on which the employee finished his/her employment at the company (should s/he be a past employee). Details regarding staff assignments to shifts include the date that an employee was allocated to work a particular shift, and the date that s/he was taken off the shift (if not still assigned to it). Employees can be assigned to different shifts over time and even to the same shift over different time periods, although they cannot be assigned to more than one shift at any one time. A new employee may not yet be assigned to a shift.
Tasks:
1. Provide the table specifications for the THREE tables that are required by FoodRU to store employee, shift and assignment details. That is, for each of the three tables, you should provide, in a suitable presentation format, the name of the table and a specification of each its attributes to include:
• Attribute name
• Attribute brief description as to its meaning
• a description of the attribute’s data type/integrity (e.g., date field, character field of length 20, number field <= 10, etc. – you can use the Oracle data types within these descriptions if you want to)
• An indication as to whether the attribute is a primary key attribute and/or foreign key attribute
• An indication as to whether the attribute can or cannot take null values
Make sure your design specifies the appropriate links between the three tables. Remember to write down any additional integrity you need to enforce either at a specific table level or across two or more tables, if this is required. Also, remember to write down any justifications for the data types/integrity or for any other design features that.
Part 1 Review QuestionsWhat functions constitute a complete infor.docxMARRY7
Part 1: Review Questions
What functions constitute a complete information security program?
What is the typical size of the security staff in a small organization? A medium-sized organization? A large organization? A very large organization?
Where can an organization place the information security unit? Where should (and shouldn’t) it be placed?
Into what four areas should the information security functions be divided?
Part 2: Module Practice
Design three security posters on various aspects of information security using a graphics presentation program and clip art. Describe the methods you used to develop your design.
.
Part 1A persons lifestyle has a significant influence on the p.docxMARRY7
Part 1:
A person's lifestyle has a significant influence on the person's health and development as he or she moves into middle age (and old age). Stability and change are also common factors in an adult's life.
Describe how middle adulthood provides stability in a person's life. Explain some of the factors that would lead to stability in a person's life as he or she moves through middle age.
Describe some of the more common lifestyle issues that have a negative impact on a person's continued development. Explain how a person may be able to reverse some of the lifestyle influences.
On the basis of your readings, describe what is meant by a midlife crisis. Explain why a midlife crisis may or may not be critical.
Part 2:
Erikson, Gould, Helson, and Levinson provide different perspectives on middle age in adulthood.
Describe each of these theories as it relates to middle adulthood.
On the basis of your readings, compare and contrast these theories. Which one gives a better explanation of middle adulthood?
Justify your answers with appropriate reasoning and research from your text and course readings. Comment on the postings of at least two peers, and provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response.
.
Part 1 Review QuestionsWhat is the definition of information secu.docxMARRY7
Part 1: Review Questions
What is the definition of information security? What essential protections must be in place to protect information systems from danger?
Define the InfoSec processes of identification, authentication, authorization, and accountability.
Define project management. Why is project management of particular interest in the field of information security?
What are the five basic outcomes that should be achieved through information security governance?
What is a threat in the context of information security? How many categories of threats exist as presented in this chapter?
Part 2: Module Practice
Find an article that talks about relative risk either from inside the organization or form external sources. Once you locate and read it, compose a 1-2 page paper that summarizes your findings and critique the article. Use a word processor to complete your assignment and submit it as a .docx or .doc document.
.
Part 1 Review QuestionsWhat is a security modelWhat are the es.docxMARRY7
Part 1: Review Questions
What is a security model?
What are the essential processes of access control?
Identify at least two different approaches used to categorize access control methodologies. List the types of controls found in each.
What is COBIT? Who is its sponsor? What does it accomplish?
What is the standard of due care? How does it relate to due diligence?
What is baselining? How does it differ from benchmarking?
Part 2: Module Practice
Make a list of at least ten information security metrics that could be collected for a small internet commerce company with 10 employees. For this senario, the company uses an outside vendor for packaging and distribution. Whom should the metrics be reported?
.
Part 1 Listed below are several key Supreme Court decisions that .docxMARRY7
Part 1:
Listed below are several key Supreme Court decisions that resulted in a clarification of inmate rights.
Choose any one
of the cases listed below. Summarize the facts of the case, the issue that needed to be resolved, the court’s decision, and the reasoning behind the decision.
Helling v. McKinney
(1993)
Washington v. Harper
(1990)
Hudson v. Palmer
(1984)
Bell v. Wolfish
(1979)
Bounds v. Smith
(1977)
Estelle v. Gamble
(1976)
Wolff v. McDonnell
(1974)
.
Part 1 Infrastructure DesignCreate an 8–10-page infrastructur.docxMARRY7
Part 1: Infrastructure Design
Create an 8–10-page infrastructure design document in which you:
Identify the major hardware and software components of your hypothetical e-commerce company's information systems infrastructure.
Design your e-commerce company's hardware (database and proxy servers, network equipment) and software (analytics, big data, API, content management) from a size, scale, type, and interoperability standards perspective.
Document the potential security vulnerabilities and a security design for your e-commerce company.
Use graphical tools to create a data flow diagram (DFD) for your e-commerce company.
Use sources to support your writing.
Choose sources that are credible, relevant, and appropriate.
Cite each source listed on your source page at least one time within your assignment.
Part 2: Updated Gantt Chart
Use Microsoft Project to update the previously created Gantt chart with the major and minor tasks identified in the infrastructure design document.
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part 1 I attended an international conference on Biotechnology and .docxMARRY7
part 1: I attended an international conference on Biotechnology and one of the sessions I went to was on the subject of bio-engineering a "death gene" that could be introduced into the mosquito population and destroy every mosquito on earth. The discussion that ensued was about the ethics of such a thing. I want you to tell how you feel about introducing such a gene. Look up something about this. Your reference does not have to be about this particular gene, but can be about anything that relates to the discussion. Remember to cite your reference, and write at least 150 words
part 2:
Respond to another student
respond to this
I think that with regulation of the mosquito communities would be a good thing. Mosquitos carry many dangerous diseases and if we can lower the population we can slow the rate of transmission of these diseases. This could save many many lives around the world. I would be hesitant though to release the genetically engineered mosquitos into the environment. In the article I read they releases sterile male mosquitos into the environment. This I feel is a safer way to regulate because we are not altering any genes we are just regulating a naturally occurring issue in nature. Sterile males cannot pass on the genes and also male mosquitos are not the ones who would be likely to pass on the diseases. The article stated that only females bite and therefore males would not be capable of spreading the diseases. With sterile males being released there will be less mosquitos due to lack of repopulation. This will still allow organisms relying on mosquitos for food to still be able to survive with less risk to humans. They are an invasive species so it would help to eliminate the spread of mosquitos to different areas. This will keep the spread of disease throughout areas. I do not think it is right to alter the genes for human use though. It is not how nature had intended. If the gene pops up naturally in the population then it should not be taken out but we should not introduce it due to humans "playing God" with genetics. "Mosquitoes Engineered To Kill Their Own Kind." NPR. NPR, n.d. Web. 22 July 2014. .
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Part 1 Chapter 7 Summary plus end of chapter discussion of Alfred.docxMARRY7
Part 1:
Chapter 7 Summary plus end of chapter discussion of Alfred Marshall, should be 100-250 words
Part 2: The discussion on the first 7 pages is a satire on the economists (known as the neoclassical economists).
List 4 passages that can be considered satire.
(You need not write the entire passage.
Simply show clearly where the passage begins and ends.)
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Parent Involvement Plan This week you will create a Parent Involve.docxMARRY7
Parent Involvement Plan
This week you will create a Parent Involvement Plan in response to the following scenario:
Imagine you are working with infant, toddler and preschool aged children in a child care center. The majority of the children has special needs and receives early intervention or are on an IEP. Many of the children’s parents work two jobs and have a difficult time participating in the center's activities. Whenever the center plans an event, the parental involvement is lower than desired. The center has tried to increase parental involvement through such methods as calling to remind parents and sending home notices, but is not having any luck.
Your assignment is to create a Parental Involvement Plan to encourage better participation from parents. Follow these steps to develop your plan:
Step 1:
Identify the issue, discuss your beliefs about the situation, and formulate conclusions and offer suggestions to the director of the child care center.
Step 2:
Create a Parent Involvement Plan that your director can copy and paste into the employee and parent handbook. Your plan should include:
The importance of early intervention and individual educational plans
Ways to assist students and their families
The importance of parent involvement
Please use the template provided and your rubric as your guide to completing this assignment.
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Parenting Practices Over GenerationsGeneration 1 Years children.docxMARRY7
Parenting Practices Over Generations
Generation 1: Years children were raised (19XX-XXXX)
Generation 2: Years
Generation 3: Years
Parenting Practice 1: Education
Parenting Practice 2:
Parenting Practice 3:
Parenting Practice 4:
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ParamsThe interface must be pleasing to look at (a basic form wit.docxMARRY7
Params:
The interface must be pleasing to look at (a basic form with the four fields listed below, a playlist queue (checked listbox) and media player will suffice).
There must be a separate file that will contain information about each soundtrack in your system. That information will be:
Title;
Artist;
Note area;
Type; and
Anything else that you wish to include on each record.
There must be a way to add data to this file.
There must be a way to delete data from this file.
There must be at least one report using data from the file.
There must be a queue to allow you to play selected music tracks in sequence (like two in a row) without manual intervention.
There must be a way to show the data in at least two different sequences (by title, by artist, etc.).
There must be documentation explaining how your Jukebox works (how you add songs, play songs, etc.).
Currently there is a Text file that contains the information about the wav files to be played, several wav files that the text file references. I have also made an access database from the text file.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Running Head VIDEO GAME VIOLENCE AND CHILDREN .docx
1. Running Head: VIDEO GAME VIOLENCE AND CHILDREN
1
VIDEO GAME VIOLENCE AND CHILDREN
5
Video Game Violence and Children
Michele L. Jackson
Argosy University Online
Abstract
Over the past few years, violence in America has been on the
rise. In today's society children are becoming more and more
violent, causing many experts to wonder if there is a correlation
between video games and violent behaviors displayed by
youthful offenders. It has been argued for years by
Psychologists that children who play violent video games
become desensitized after extensive video game playing; a once
helpful outgoing child would show signs of behavioral
problems. Other experts believe that third party variables such
as environment, peer pressure, home life and mental illness
contribute to those youthful crimes and that a correlation
between video game playing and youth violence does not exist.
Research Proposal
Thesis: Violent video games do not result in violent youths or
individuals.
Explanation:
Research conducted by D.M. Daane, (2003) states that “video
games do not make children violent without other variables in
place, such as environment and mental health status.”
2. Christopher Ferguson (2011) concluded in his research that
there is no direct link between an individual’s behavior and
violent video games. Bringing up some doubt on other studies
that claim the two were related.
Sub points:
1. Violence in the real world has decreased prior to the increase
in video games sales.
2. Media narrative revolving violent video games and violence
behavior have been caused by limited resources and attention
necessary for the society to challenge crime problems.
3. Playing the video games has a minor soothing effect on
youths with symptoms of attention deficit thus reduced cases of
bullying or negative aggressiveness?
Possible Objections:
1. Extensive video game playing can result in behavioral
problems in children (Bavelier, Green, et al, 2011).
2. Violent video games lead to students becoming “listless in
school”, (Bavelier, et al, 2011), resulting in bad grades.
3. Young children who are addicted to video games set
themselves apart from society consequently they develop
shyness and become less informed on reality.
Response to Objections:
1. While there are cases where violent video games have led to
aggressive behaviors, there are other underlying variables to
consider for these actions; such as mental health problems, peer
pressure, abusive environment (Daane, 2003).
2. Children would rather play video games instead of doing
school work, it is up to the parent or guardian to ensure that the
child completes their school assignments prior to playing video
3. games.
3. If parents chose for their children to play video games with
violent content, it is their responsibility to intervene when their
child becomes addicted, and begins to display behaviors that are
abnormal for their child (Gentile, Lynch, et al, 2014).
Video Game Violence and Children: An Annotated Bibliography
Bavelier, D., Green, C. S., Han, D. H., Renshaw, P. F.,
Merzenich, M. M., & Gentile, D. A. (2011). Brains on video
games. Nature Reviews.Neuroscience, 12(12), 763-8.
doi:http://dx.doi.org/10.1038/nrn3135
The study conducted by Bavelier, Han, Renshaw, Merzenich,
and Gentile is very useful when determining the effects that
violent game playing has on brain functions in youth. The
research proves that extensive game playing has been shown to
have several negative effects on cognition and an increase in
ADHD related behaviors. School age children become listless,
in school, resulting in poor grades. Long term effects of violent
video game playing results in antisocial behaviors, children
become decentralized to the gore and violence they are seeing.
Daane, D. M. (2003). Child and adolescent violence. Orthopedic
Nursing, 22(1), 23-9; quiz 30-1. Retrieved from
http://search.proquest.com/docview/195969126?accountid=3489
9
The research conducted in this article is very pertinent in
proving the point that other variable factors such as home,
environment and mental health status are the contributing
factors to violence among children. A clever quote from this
information would be: “living in a violent community creates
stress and depression in children and is a significant predictor
of aggressive acting-out behaviors” (Daane, 2003). Video games
do not make children violent, without other variables in place.
4. Ferguson, C. J. (2011). Video games and youth violence: A
prospective analysis in adolescents. Journal of Youth and
Adolescence, 40(4), 377-91. Retrieved from
http://search.proquest.com/docview/858659823?accountid=3489
9
Christopher J. Ferguson, an associate Professor of Clinical and
Forensic Psychology at A&M University in Texas whose
research focused on the positive and negative effects of violent
video games and children. The research conducted within this
source is very pertinent in explaining why there is no
correlation between violent video games and heightened
aggression in children. Ferguson points out relevant facts such
as home environment, peer pressure, mental health problems
that could lead to violence caused by youthful offenders,
completely discrediting studies that have failed to list third
party variables as factors to youth violence.
Gentile, D., Lynch, P., Linder, J., & Walsh, D. (February,
2004). The effects of violent video game habits on adolescent
hostility, aggressive behaviors, and school performance. Journal
of Adolescence, 27(1), 5-22. Retrieved April 28, 2015, from
http://www.sciencedirect.com.libproxy.edmc.edu/science/article
/pii/S0140197103000927
The research led by Douglas Gentile is very pertinent when
proving the correlation between extensive video game playing
and violent behaviors. The study shows that the more a child
plays violent, realistic video games the more aggressive they
become. School performance begins to suffer, and the addicted
video game player becomes aggressive towards others. An
important statement from this research would be: “Over-
learning and reinforcement of aggression related knowledge and
structures results in aggressive actions against others” (Gentile,
D., et al, 2004).
5. Greitemeyer, T., & Mugge, D. (2014). Video games do affect
social outcomes: A Meta-Analytic review of the effects of
violent and prosocial video game play. Personality and Social
Psychology Bulletin, 40(5), 578-589.
Greitemeyer and Mugge conducted an unbiased research on the
outcome of video game playing. They have concluded that
playing video games can have a “positive effect or negative
effect on the players, it depends on the person and the situation
variables”. (Greitemeyer, Mugge, 2014).
E M P I R I C A L R E S E A R C H
Video Games and Youth Violence: A Prospective Analysis
in Adolescents
Christopher J. Ferguson
Received: 24 September 2010 / Accepted: 9 November 2010 /
Published online: 14 December 2010
� Springer Science+Business Media, LLC 2010
Abstract The potential influence of violent video games
on youth violence remains an issue of concern for psy-
chologists, policymakers and the general public. Although
several prospective studies of video game violence effects
have been conducted, none have employed well validated
6. measures of youth violence, nor considered video game
violence effects in context with other influences on youth
violence such as family environment, peer delinquency,
and depressive symptoms. The current study builds upon
previous research in a sample of 302 (52.3% female)
mostly Hispanic youth. Results indicated that current levels
of depressive symptoms were a strong predictor of serious
aggression and violence across most outcome measures.
Depressive symptoms also interacted with antisocial traits
so that antisocial individuals with depressive symptoms
were most inclined toward youth violence. Neither video
game violence exposure, nor television violence exposure,
were prospective predictors of serious acts of youth
aggression or violence. These results are put into the
context of criminological data on serious acts of violence
among youth.
Keywords Computer games � Mass media � Aggression �
Violence � Adolescence
7. Introduction
Concerns about the potential influence of violent video
games on serious acts of youth aggression and violence
have been debated in the general public, among policy
makers and among social scientists for several decades. At
present, a general consensus on video game violence
effects has been elusive, with great debate occurring among
scholars in this field. Some scholars have concluded that
strong video game violence effects on aggression have
been conclusively and causally demonstrated in wide
segments of the population (e.g., Anderson et al. 2008;
Anderson 2004). Others have concluded that video game
violence may have only weak effects on youth aggression,
or may only influence some youth, particularly those
already at-risk for violence (e.g., Giumetti and Markey
2007; Kirsh 1998; Markey and Scherer 2009). Still others
have concluded that video game violence effects on youth
aggression are either essentially null, or that the field of
8. video game violence studies has difficulties with method-
ological problems to such an extent that meaningful con-
clusions cannot be made about the existing research (e.g.,
Durkin and Barber 2002; Kutner and Olson 2008; Olson
2004; Savage and Yancey 2008; Sherry 2007; Unsworth
et al. 2007). For instance, as some have noted (e.g., Olson
2004), the increased popularity of video game play among
youth has been correlated with a societal reduction in youth
violence rather than an increase in youth violence.
The divergence in findings may be understood as a
function of methods used. As has been found for television
research (Ferguson and Kilburn 2009; Savage and Yancey
2008; Paik and Comstock 1994), studies of video games
that use well validated measures of aggression or violence
find less evidence for harmful effects, as do studies that
employ greater statistical controls for third variables
Although several prospective studies of video game effects refer
to
themselves as ‘‘longitudinal’’, none use multiple assessment
9. periods
over years that typically mark longitudinal designs. Rather they
are
short-term prospective studies by and large.
C. J. Ferguson (&)
Department of Behavioral, Applied Sciences and Criminal
Justice, Texas A&M International University,
Laredo, TX 78045, USA
e-mail: [email protected]
123
J Youth Adolescence (2011) 40:377–391
DOI 10.1007/s10964-010-9610-x
(Ferguson and Kilburn 2009). Thus, put generally, it
appears that more careful controls are correlated with
weaker effects, which essentially was the conclusion of
Ferguson and Kilburn (2009) in their review of the
research. For example, Ybarra et al. (2008) found weak
bivariate correlations between video game violence expo-
sure and youth violence. However, as indicated in their
10. Fig. 2, these correlations vanished once other relevant
factors were controlled, such as family environment and
personality. Similarly, Ferguson and colleagues (Ferguson
et al. 2008) found that controlling for ‘‘third’’ variables in a
correlational study, and using a well-standardized aggres-
sion measure in an experimental design (as opposed to ad
hoc unstandardized measures often used as discussed in
Ferguson et al. 2008) resulted in no correlational or
experimental evidence for harmful effects.
Prospective Studies of Violent Video Game Effects
At present, a small number of prospective designs have
examined video game violence influences on player
aggression. Thus far, results have been mixed and arguably
limited by use of aggression measures that do not neces-
sarily tap well into serious aggression or violence, nor use
sophisticated controls for third or confounding variables.
As such, the generalizability of existing prospective
designs to behavioral outcomes of most interest, namely
11. serious/pathological aggression and criminally violent
behavior, may be limited (see Gauntlett 1995; Savage and
Yancey 2008 for a discussion of aggression measure
validity issues). Below, a review of prospective studies of
video game violence appearing in peer-reviewed journals
follows.
The first prospective study of video game violence was
by Williams and Skoric (2005). This study was unusual
in that it employed an experimental design, randomly
assigning 213 volunteers to either play a violent on-line
game Asheron’s Call 2, or to a control group that did not
play the game (none of the participants had previously
played the game). Outcome measures included a scale of
normative beliefs in aggression (NOBAGS) as well as a
self-report measure of engaging in verbal aggression such
as arguments and name calling with others. Results indi-
cated that, controlling for previous game exposure, ran-
domized exposure to the violent game did not influence
12. players’ normative beliefs in aggression, nor frequency of
verbal altercations. However, this study has some signifi-
cant weaknesses. First, the prospective period was fairly
short (1 month). Second, the outcome measures are more
relevant for mild or non-serious aggression (i.e., intention
physical assaults were not measured) and cannot be gen-
eralized to more serious aggressive acts. Further the out-
come measures related to constructs such as ‘‘normative
beliefs’’ in aggression are among those criticized for not
predicting actual aggressive behavior effectively (Savage
and Yancey 2008).
Anderson et al. (2008) reported on several prospective
studies, two occurring with Japanese samples and one with
an American sample, all involving youth. The prospective
periods in these studies ranged from 3 to 6 months. The
authors found small but statistically significant prospective
effects (ranging from .075 to .152, suggesting the covari-
ance between video game violence exposure and aggres-
13. sion may range between .5 and 2.3% when time 1
aggression is controlled). Although the authors interpret
these findings as highly significant and generalizable to
serious youth violence, it is not clear how to interpret such
small effects (falling mainly near or below Cohen’s 1992
guidelines for trivial findings). None of these prospective
results control for third variables, thus it is possible that the
actual effects may even be lower than reported here.
Finally, the aggression measures used in this study again
fall under the category of those that have been criticized in
the past for validity problems (Gauntlett 1995; Savage and
Yancey 2008), particularly when generalizing to serious
aggression or violence.
Shibuya et al. (2008) report a prospective study of 591
fifth-grade Japanese youth with a prospective period of
1-year. Gender and living area (urban or rural) were con-
trolled as third variables, but other variables known to be
predictive of youth violence (peer delinquency, depressive
14. symptoms, family environment, etc.) were not. The out-
come measure was trait aggression, once again not clearly
well-validated as a predictor of serious youth aggression
and violence (Gauntlett 1995; Savage and Yancey 2008).
Interestingly in this study, time spent playing violent video
games (exposure to violent games 9 time spent playing
interaction) was related to reduced trait aggression (b =
-.15) in boys, but had no influence on girls. Weaknesses of
this study are similar to those above. Although the authors
did control for gender and living area, other third variables
were not controlled, nor was a well-validated measure of
serious aggression employed.
Finally, Moller and Krahe (2009) provide a prospective
analysis of 143 German youth with a 30 month prospective
period. Outcome measures included normative beliefs
about aggression (NOBAGS. similar to Williams and
Skoric 2005), hostile attribution bias and a measure of trait
aggression (divided into physical and relational aggression
15. subscales). Results of this study were inconsistent. At Time
1, video game violence exposure was not related to phys-
ical aggression (b = .09, NS), but was slightly related to
relational aggression (i.e., arguing, spreading rumors,
similar to Williams and Skoric 2005, b = .19). In the
prospective analyses, exposure to violent video games did
not have direct effects on either physical aggression
378 J Youth Adolescence (2011) 40:377–391
123
(b = .11, NS) or relational aggression (b = .02, NS), but
did potentially indirectly influence physical aggression
through a small moderating relationship with normative
aggressive beliefs (b = .26). This indirect relationship was
not found for relational aggression.
In summary, among existing prospective studies of
video game violence on aggression, two do not find evi-
dence of effects or (in the case of Shibuya et al. 2008)
suggest violent game exposure may reduce aggression for
boys. One study (Moller and Krahe 2009) finds inconsistent
16. evidence for an indirect relationship between video game
violence and physical but not relational aggression, but no
evidence for direct effects, and the last finds consistent
effects but of small magnitude. Arguably, across these
studies, prospective analyses of video game violence
effects raise little cause for alarm.
Despite whether individual prospective studies appear to
support or not support causal beliefs in negative video
game violence effects, these studies display several con-
sistent flaws including the failure to consider and control
for third variables (family environment, peer delinquency,
etc.) and reliance on outcome measures that are not well
validated as measures of pathological youth aggression and
violence. To qualify in the latter category, it would be
desirable for outcome measures to demonstrate high pre-
dictive validity coefficients (.3–.4 or above) with patho-
logical outcomes. Otherwise, it is unclear if research
studies are merely examining minor fluctuations in normal,
17. even healthy levels of aggression (see Hawley and Vaughn
2003). The intent here is not to be overly critical of the
above studies, it is merely to argue that much remains to be
known about the prospective influences of violent video
games on pathological aggression.
Three Theoretical Views of the Video
Game Violence/Serious Aggression Relationship
There are three basic views of the potential relationship
between video game violence exposure and serious
aggressive behavior among youth. Quite simply, these are:
first, video game violence exposure has a learning-based
causal influence on subsequent serious aggression; second,
individuals with high levels of a priori aggression are
subsequently drawn to video game violence or; third that
any correlation between the video game playing and
aggression is due to underlying third variables. Each of
these views present different hypotheses for the ways in
which video game violence and serious aggression/youth
18. violence relate.
The ‘‘causal’’ view, namely that video game violence
exposure causes subsequent serious aggression in players,
has roots in Bandura’s social learning experiments in
which children modeled aggressive behavior of adults in
experimental videos (e.g., Bandura et al. 1961, 1963),
although elements of the same view can be traced back at
least to the Payne Fund studies of movie violence (Blum-
mer 1933) or even Plato’s concerns that Greek plays would
cause rebelliousness and licentiousness in youth who
watched them (Griswold 2004). As noted above, much of
the debate on video game violence focuses on whether this
theoretical perspective is ‘‘true.’’ Proponents of this view
tend to express considerable certitude (e.g., Anderson
2004; Huesmann 2007) where as detractors suggest that
existing evidence is not sufficient to support this view
(Cumberbatch 2008; Mitrofan et al. 2009; Olson 2004;
Savage and Yancey 2008) or suggest the causal view relies
19. on outdated tabula rasa theories (Pinker 2002).
The second view, that a priori aggression leads to
extensive video game violence use, is most often offered as
a counterargument by skeptical scholars (e.g., Freedman
2002; Gauntlett 1995) to the causal view. However, this
basic position is likely consistent with both social and
biological theories that emphasize influences more proxi-
mal to youth than media effects, such as family environ-
ment, peer influences and evolutionary and biological
influences (e.g., Beaver et al. 2007, 2009; Buss and
Shackelford 1997; Pinker 2002). Similarly, research has
indicated that exposure to and selection of different forms
of media is not a passive process but that individuals
actively seek out certain forms of media and these prefer-
ences are correlated with pre-existing personality profiles
(e.g., McCown et al. 1997; Rentfrow and Gosling 2003). In
relation to video game violence, two models have emerged
that typify this view to varying degrees. First the ‘‘catalyst’’
20. model developed by Ferguson et al. (2008) suggests that
serious aggression and violence results from a combination
of genetic and proximal environmental influences (such as
family and peers) but that distal environmental factors such
as media, have little influence on behavior. Patrick Markey
(Giumetti and Markey 2007; Markey and Scherer 2009)
has developed a somewhat different view in which a priori
personality traits such as psychoticism interact with violent
video game exposure to produce serious aggression.
Finally, it could be argued that video game violence use
and serious aggression have little real influence on each
other. Some correlation between aggression and video
game violence use may exist, but such correlations are
expected to be rather small in size, and due to underlying
third variables rather than any direct relationship between
aggression and video game violence. For example, boys
play more violent video games and are more inclined
toward aggressive and violent behavior than girls. As such,
21. gender is an obvious and important ‘‘third’’ variable,
although one still overlooked in some studies. Similarly,
aggressive or antisocial personality traits may direct indi-
viduals to be more inclined to violent games and violent
J Youth Adolescence (2011) 40:377–391 379
123
behavior. Peer and family influences may have a similar
impact, and individuals with certain mental health prob-
lems may be both more inclined toward aggression and
seek violent games as a form of cathartic release (Olson
2010). This perspective appears to be endorsed by research
indicating that video game use, including the use of violent
games, is widespread among even non-violent youth, par-
ticularly boys (e.g., Lenhart et al. 2008; Kutner and Olson
2008; Olson et al. 2007). It is important to note that tem-
poral sequencing cannot rule out this possibility. For
instance, maturational processes that lead to increased
22. violent video game use in early childhood may not nec-
essarily produce increased aggression until later in ado-
lescence. Thus, the temporal sequence of video game
violence use and the emergence of aggression, even if
correlated, does not rule out the influence of third variables.
The Current Study
The current study intends to improve upon past designs in
several ways. First, the present study will focus to a much
greater extent on clinical and criminological measures that
are well validated as outcome measures for pathological,
serious aggression and rule-breaking (i.e., parent and youth
report versions of the Child Behavior Checklist; CBCL),
bullying other children (the Olweus Bullying Question-
naire; OBQ) and criminologically violent behavior (Neg-
ative Life Events, NLE). A focus on these clinical and
criminological outcome measures will help illuminate the
potential impact of violent game exposure on serious levels
of aggression and violent crime among youth. Second,
23. most previous prospective studies have employed only
basic controls and have not considered the potential influ-
ence of third variables.
Several hypotheses will be tested in the current article.
First, it is hypothesized that exposure to violent content in
video games will be consistent across time (H1). Second,
the frequency of exposure to violent content in video
games at Time 1 will predict serious aggressive behavior
across outcome measures 1-year later once third variables
have been controlled (H2). Third, aggression level (com-
posite across aggression measures) at Time 1 will be pre-
dictive of video games exposure at Time 2 (H3).
As a note, H2 and H3 essentially are opposing per-
spectives, both presented in the affirmative. Finding evi-
dence for H2 but not H3 would support the overarching
theory that video game violence exposure comes first in the
temporal pattern, where as finding evidence for H3 but not
H2 would suggest that aggressive tendencies come first in
24. the temporal sequence. Finding support for H2 and H3
would suggest the relationship is bidirectional, whereas
finding evidence for neither H2 nor H3 would suggest that
the interaction between violent video game exposure and
aggression is limited (meaning that children’s choice to
play violent video games is not dependent upon their
aggressiveness nor vice versa).
Methods
Participants
Participants in the current study were recruited from a prior
study of youth violence (Ferguson et al. 2009). This study
examined cross section data on correlates of youth violence
in a sample of 603 mainly Hispanic youth. Results from
this study indicated that depressive symptoms and peer
delinquency were the best predictors of concurrent
aggression and violence, as were antisocial traits and
parental psychological aggression. Video game and tele-
vision violence were not strong correlates of youth vio-
25. lence. The present study presents prospective data not
included in the prior study, thus there is no resubmission of
prior existing data (i.e., data presented here do not overlap
with that presented in the previous study). 536 children
(89%) from the original sample volunteered to participate
in this prospective design at Time 1 (T1). As with the
discussion of the T2 dropout below, the sample who vol-
unteered for the prospective study did not systematically
differ from those who did not. As this sample was drawn
from a small Hispanic-majority city population on the
border of Mexico, this sample of youth were almost all
(519; 96.8%) Hispanic. Proportions of Caucasian, African
American, Asian American and other ethnic groups were
all at 1% or less. This ethnic composition is consistent with
the ethnic composition of the city from which the sample
was drawn and represents a ‘‘convenience’’ sample,
meaning that Hispanics were not specifically recruited for a
theoretical reason. However, to date, no prospective (and
26. few cross sectional or experimental) studies of video game
violence have considered Hispanic majority samples. As
such, examining such a sample may help generalize this
research to ethnic groups beyond Causasians and Japanese.
All participants were between the ages of 10 and 14 at T1
(M = 12.34, SD = 1.33) as this age was viewed as that
likely to see high rates of video game play (Griffiths and
Hunt 1995; Lenhart et al. 2008; Olson et al. 2007) yet
young enough that developmental processes may still be
strong and easily observable. About an equal number of
boys (275, 51.3%) and girls (261, 48.7%) were included in
the study. Children included in this study were from the
general community, not specifically at-risk children for
serious aggression.
380 J Youth Adolescence (2011) 40:377–391
123
Recruitment
27. Recruitment of a representative community sample of
youth was obtained using a modified multimethod
‘‘snowball’’ approach. Snowball sampling, like other forms
of non-random sampling, is not without the potential for
certain kinds of biases. At the same time snowball sam-
pling has been shown to be an effective sampling approach
under most conditions and is better at detecting ‘‘hidden
populations’’ as may be the case with violent youth, than
are institutional sampling techniques (Goodman 1961;
Salganik and Heckathorn 2002). In snowball sampling,
respondents for a sample are drawn from associates nom-
inated by an initial group of study participants. Several
variations on this approach were used in this study in an
attempt to achieve as representative a sample as possible.
First an approach similar to that used by McCrae et al.
(2002) in which college students at a local university
nominated relatives or associates within the targeted age
range for inclusion in exchange for extra credit, was
28. employed. Second, several community social organizations
were approached for nominations of children to be inclu-
ded in the study. Third, the study was advertised in the
local newspaper and on several popular local FM radio
stations (catering to both English and Spanish language
music), including interviews between the DJ and lead
investigator on several radio stations during prime (i.e.,
morning traffic) listening hours. These interviews were
very brief, requesting participants for a study of ‘‘youth
health.’’ No discussion of video games or youth violence
took place during any of these media appeals. Families
were encouraged to nominate themselves for the study. No
compensation was offered for participation.
Analysis of T2 Nonresponse/Drop-Out
All participants who volunteered at T1 were contacted
again approximately 12 months later for the Time 2 (T2)
assessment. T2 assessments were conducted via phone
interview with a trained research assistant using a stan-
29. dardized scripted interview comprised mainly of items
taken from the outcome assessments (CBCL, OBS, NLE)
and video game use. At T2 302 children and their families
completed the follow up assessment representing a com-
pletion rate of 56%. This figure is reasonably representative
of dropout rates typical in prospective studies although at
greater issue is whether drop-out is selective or random
(Wolke et al. 2009). In particular, were children with
greater rates of serious aggression or violent behaviors to
drop from the study than children without these problem
behaviors, results obtained in this study would potentially
be confounded. To examine for this potential t-test com-
parisons on all outcome variables (CBCL parent and child
report, OBQ, NLE violent and non-violent crime subscales,
all of which are described below) were conducted. All
t-test comparisons were non-significant (p [ .05) lending
confidence to the conclusion that drop-out in this study was
random rather than selective. Gender (52.3% female), age
and ethnicity composition of the final T2 sample of 302
30. children was essentially identical in proportion to that
reported above for the T1 original sample. Given that the
local city includes a fairly high proportion of both migrant
workers and transient government employees (e.g., Border
Patrol, FBI. DEA. etc.,), some degree of dropout was
expected. Retention rates for the current study reflect the
general pattern from other prospective studies of video
game violence. Williams and Skoric (2005) report a
retention rate of approximately 75% at 3 months, Shibuya
et al. (2008) report a retention rate of 62% at 1-year,
whereas Moller and Krahe (2009) report a retention rate of
48% at 30 months. Anderson et al. (2008) do not report
retention rates.
Measures
With exceptions noted below, all materials used Likert-
scale items and demonstrate psychometric properties suit-
able for use in multiple regression and path analyses. All
measures were included in the T1 assessment. For the T2
31. follow up, only the media exposure, depressive symptoms
and outcome variables were reassessed. Alphas reported
are for T1; T2 alphas did not differ greatly.
Media Violence Questionnaire
Child participants were asked to list their 3 favorite tele-
vision shows and video games and estimate how often they
play or view the media in question. Many media studies in
the past asked respondents to rate violence levels in media
they watched, although this runs the risk of variable esti-
mates between respondents. In the current study, I took a
slightly different approach, using existing Entertainment
Software Ratings Board (ESRB) video game ratings as an
estimate of video game violence exposure. ESRB ratings
were obtained for each game reported by the respondent,
and ordinally coded (a maximal score of 6 for ‘‘Adults
Only,’’ 5 for ‘‘Mature,’’ 4 for ‘‘Teen,’’ etc.). This ordinal
coding system was designed to correspond to the levels of
the ESRB rating system. The ESRB system has been
32. supported by the Federal Trade Commission (2009) and
the Parent Teacher Association (2008) as effective and
reliable.
Many factors go into an ESRB rating, including lan-
guage, sexual content, and use of (or reference to) drugs or
gambling. However, among those factors that determine
the age-based rating, violence appears to take priority. Of
J Youth Adolescence (2011) 40:377–391 381
123
the 30 ‘‘content descriptors’’ that accompany ratings, ten
concern violence. Descriptors of listed games were
reviewed to ensure that high ratings had not been obtained
primarily for sexual content; this was not the case for any
of the games reported by youth. The ESRB rating system
was also tested by pulling a random sample of ten com-
mercially available games (Lego Star Wars II: The Original
Trilogy, Call of Duty 4, F.E.A.R., Bioshock, Race Pro,
33. Baja: Edge of Control, Sonic Unleashed, Spiderman 3,
Silent Hill: Homecoming. Lego Indiana Jones). Each of the
games were played (for approximately 45 min each) by
two independent student RAs (one male, one female, nei-
ther heavy gamers). The RAs had not played any of the
games previously, and was not aware of the ESRB ratings
for each game. The RAs were provided with and trained on
a standardized 5-point violence assessment ranking system
and asked to code each game on this system after playing.
Each RA was alone while playing and ranking the games
and did not know of each others’ ratings. Interrater reli-
ability was high (kappa = .95). The RAs’ rankings, which
focused exclusively on violence, were then correlated with
the categorical ESRB ratings for each game. The correla-
tion between the mean RA rankings and the ESRB ratings
was .98, providing external evidence for validity of the
ESRB ratings as estimates of violent content.
The ESRB ratings were multiplied against the respon-
34. dents’ reported time spent playing each game then summed
across the 3 games listed. For television ratings a similar
approach was employed using the TV Parental Guidelines
System (PGS; i.e., TV-Y through TV-MA). As with the
video game ratings, the television ratings were checked for
violent content using the external check process described
above. The sampled television shows were Wizards of
Waverly Place, Hannah Montana, Spongebob Squarepants,
South Park, Zoey 101, Heroes, CSI, Chowder, WWE
Superstars and Robot Chicken, all shows reported by youth
in our current database as among those watched. Interrater
reliability between the RAs for rating violent content in the
shows was kappa = .88. The correlation between the mean
RA rating and the PGS was .89, lending evidence to the
validity of using the PGS system as an estimate of violent
content in television shows.
This general approach has been used with success in the
past (Olson et al. 2009). As with all attempts to assess
35. game or television content exposure, this is only an esti-
mate; however, it removes some of the subjectivity inher-
ent in previous methods.
Negative Life Events
The Negative Life Events instrument is a commonly used
and well validated measure of youth behaviors used in
criminological research (NLE; Paternoster and Mazerolle
1994) and includes the following scales used in this study
as third variables:
1. Neighborhood problems (e.g., How much of a problem
are each of the following in your neighborhood?
Vandalism, traffic, burglaries, etc.; alpha in current
sample = .86).
2. Negative relations with adults (e.g., My parents think I
break rules, My parents think I get in trouble, etc.;
alpha = .95)
3. Antisocial personality (e.g., It’s important to be honest
with your parents, even if they become upset or you
36. get punished, To stay out of trouble, it is sometimes
necessary to lie to teachers, etc.; alpha = .70)
4. Family attachment (e.g., On average, how many after-
noons during the school week, from the end of school or
work to dinner, have you spent talking, working, or
playing with your family, etc.; alpha = .86)
5. Delinquent peers (e.g., How many of your close
friends purposely damaged or destroyed property that
did not belong to them, etc.; alpha = .84).
This measure tapped multiple constructs related to family,
peer and school environment as well as delinquent
behavior and beliefs. Scales described here are used as
predictor third variables, although two scales (violent
crimes and non-violent crimes) related to delinquent
behaviors (described below) function as outcome variables.
There are no item overlaps between subscales.
Family Environment
The Family Environment Scale (FES; Moos and Moos
37. 2002) is a 90-item true–false measure designed to assess
styles of family interaction and communication. Research
on this instrument has demonstrated good internal consis-
tency and test–retest reliability, as well as validity in dis-
tinguishing between functional families and families
experiencing a variety of dysfunctions including psychiat-
ric and substance abuse problems and physical abuse. The
family conflict subscale (alpha = .57) was used in the
current project. Sample items include ‘‘We fight a lot in our
family’’ and ‘‘Family members sometimes get so angry
they throw things.’’
Family Violence
The child’s primary guardian was asked to fill out the
Conflict Tactics Scale (CTS; Straus et al. 2003), a measure
of positive and negative behaviors occurring in marital or
dating relationships. The CTS has been shown to have
good reliability and corresponds well to incidents of dating
and family violence. It is used here to get a measure of
38. conflict and aggression occurring between the primary
382 J Youth Adolescence (2011) 40:377–391
123
caregiver and their spouse or romantic partners and thus a
sense of the child’s exposure to domestic violence. Sub-
scales related to physical assaults (e.g., ‘‘I beat up my
partner’’; ‘‘I pushed or shoved my partner’’; alpha = .88)
and psychological aggression (‘‘I insulted or swore at my
partner’’; ‘‘I called my partner fat or ugly’’; alpha = .81)
were used in the current study. The physical assaults sub-
scale was found to have a significantly skewed distribution
and a square-root transformation was conducted to produce
a normalized distribution.
Depressive Symptoms
The withdrawal/depression scale of the Child Behavior
Checklist Youth Self-Report (YSR; Achenbach and Resc-
orla 2001) indicated child depressive symptoms. This scale
39. has no item overlaps with the aggression/rule breaking
scales described below. Depressive symptoms were reas-
sessed at T2 and this variable, current depressive symp-
toms, is used in the regression equations described below.
Coefficient alpha of the scale with the current sample was
.80. Sample items include ‘‘I feel sad’’ and ‘‘I would rather
be alone.’’
Serious Aggression
Regarding mental health, youth and their primary care-
givers filled out the Child Behavior Checklist (CBCL,
Achenbach and Rescorla 2001). The CBCL consists of a
youth self-report and parent report on problematic behav-
iors which may represent psychopathology. The CBCL is a
well researched and validated tool for measuring behav-
ioral problems in children and adolescents. Research
indicates the CBCL is highly valid in diagnosing serious
externalizing behavior problems in children including
conduct disorder (Hudziak et al. 2004; Tackett et al. 2003).
40. Caregivers filled out the parental version of the CBCL,
whereas children filled out the YSR on themselves. These
indices were used to indicate outcomes related to delin-
quency and aggressiveness. All alphas with the current
sample were above .70. Sample items for the aggression
scale (from the child prospective, parents items are simply
reworded) include ‘‘I attack people’’ and ‘‘I threaten oth-
ers’’ and for the rule breaking scale ‘‘I lie or cheat’’ and ‘‘I
skip school.’’
Bullying
The Olweus Bullying Questionnaire (OBQ; Olweus 1996)
was used to measure bullying behaviors in the current
study. This measure is commonly used and well researched
with high reliability and validity reported. With the current
sample, alpha was .83. Sample items include ‘‘In the past
month I have called another kid ‘‘stupid, fat, ugly’’ or other
mean names’’ and ‘‘In the past month I have Forced
another kid to do something they didn’t want to do.’’
41. Delinquent Behavior
The NLE questionnaire, described above has a subscale
related to general delinquency (e.g., How many times in
the following year have you stolen something worth more
than $50, etc.). The general delinquency scale can be fur-
ther divided into non-violent (alpha = .96) and violent
(alpha = .98) criminal activities. As indicated above, these
scales are widely used in criminological research and do
not overlap in items with the third variable predictor scales
described above.
Statistical Analyses
Main analyses consisted of hierarchical multiple regression
equations. Separate hierarchical multiple regressions were
run for each of the outcome measures related to patho-
logical aggression (parent and child versions of the CBCL
aggression and rule-breaking scales, violent and non-
violent crime commission as reported on the NLE, and
bullying behavior). In each case, gender, depressive
42. symptoms and T1 pretest score for the specific scale were
entered on the first step, NLE variables (neighborhood,
negative adult relationships, antisocial personality, family
attachment and delinquent peers) were entered on the
second step, the FES conflict scale was entered on the third
step, CTS psychological aggression and physical assault
were entered on the fourth step and television and video
game violence exposure entered on the fifth step. Lastly,
interaction terms between antisocial traits and depressive
symptoms and media violence exposure (a composite of
television and video games) were included on the final
step. The antisocial, depressive symptoms and media vio-
lence terms were first centered before creating the inter-
action terms to avoid multicollinearity. This hierarchy was
designed theoretically to extend from most proximal vari-
ables outward (e.g., Bronfenbrenner 1979). Out of concern
that placing video game violence exposure in the last step
may artificially reduce the predictive value of this variable
43. on youth aggression, each regression equation was then
rerun with video game violence exposure included as a step
1 variable. Multicollinearity was examined using tolerance
and VIF statistics and found to be acceptable in all cases.
Highest VIF values were 1.9, and lowest tolerance values
were .54, which fall within most recommended acceptable
guidelines (Keith 2006). Secondary analyses involved the
use of path analysis to test alternate causal models
regarding the development of pathological youth
J Youth Adolescence (2011) 40:377–391 383
123
aggression as well as temporal relationships between video
game violence exposure and youth violence outcomes.
Power Analysis
A post-hoc power analysis was conducted to examine the
sensitivity of the current design and sample to pick up
small effects. Results indicated that the current design is
44. capable of detecting effects as statistically significant at or
just below the r = .14 level, close to Cohen’s threshold for
trivial effects (Cohen 1992).
Results
Prevalence of Violent Game Exposure and Criminal
Activity
At T2 75% of children reported playing some video games
on computer, console or other devices in the preceding
month. 40.4% of children reported playing games with
violent content as indicated by their own self-ratings of
violence in games. Using the ESRB ratings, 20.9% repor-
ted playing an M-rated game in the preceding month.
Consistent with past research (Griffiths and Hunt 1995;
Olson et al. 2007), boys were more likely to play violent
video games than girls [t(234) = 6.65, p B .001, r = .40,
.30 B r B .49]. Video game violence exposure was not
correlated with age of the child r = .02, nor reported GPA
of the child (r = -.02), nor did hours spent playing video
45. games predict GPA (r = -.09).
As for criminal activity, at T2 22 children (7.3%)
reported engaging in at least one criminally violent act over
the previous 12 months based specifically on the results
from the NLE. Most common violent crimes were physical
assaults on other students and strong-arm robbery (i.e.,
using physical force to take an object or money from
another person). Regarding non-violent crimes, 52 (19.2%)
of children reported engaging in at least one non-violent
crime over the past 12 months based on the NLE. Most
common non-violent crimes include thefts of small objects
(i.e., shoplifting) and thefts occurring on school property.
The commission of violent and non-violent crimes was
highly correlated (r = .51, p B .01, .42 B r B .59).
Consistency Among Parent and Child Reports
of Aggression on the CBCL and YSR
One intended strength of the current research design is that
it includes both parent and child report based outcome
46. assessments. Consistency between child and parent report
on the CBCL/YSR rule-breaking scales was r = .57
(.49 B r B .64), and for aggressive behavior, r = .52
(.43 B r B .60). Paired samples t-tests indicated that chil-
dren tended to report both higher levels of rule-breaking
[t(301) = 8.16, r = .43, .34 B r B .52] and aggression
[t(301) = 6.62, r = .36, .26 B r B .46]. Taken together,
these results suggest that parents have a good idea of the
‘‘gist’’ of how problematic the behavior of their children is
relative to other children, but generally are unaware of the
full scope of children’s behavior problems.
Consistency in Video Game Violence Exposure Over
Time (H1)
Table 1 presents bivariate correlations between video game
violence exposure at time 1 and time 2.
Video game violence exposure at T1 was significantly
correlated with video game violence exposure at T2
(r = .33, p B .01, .23 B r B .43); however, the effect size
47. was small, allowing a considerable amount of variance
across time in video game violence exposure, probably as
children put away older games and pick up news games
that are different in genre and violence content.
Long-Term Relationships Between Aggression
and Video Game Violence Exposure (H2, H3)
Bivariate Correlations Between Video Game Violence
Exposure at T1 and Violence and Aggression Related
Outcomes
Table 1 presents bivariate correlations between video game
violence exposure at T1 and aggression related outcomes at
T1 and T2. A Bonferroni correction due to multiple com-
parisons of p = .004 was applied. As can be seen, bivariate
correlations between T1 video game violence exposure
were significant only for bullying at T1, and T2, but not for
the other six outcome variables. Those results that were
significant were still small in size with none reaching
r = .2.
48. Table 1 T1 Video game violence bivariate correlations with
aggression and violence related outcomes at T1 and T2
Outcome variable Time 1
outcome
Time 2
outcome
CBCL rule breaking (parent report) .05 .05
YSR rule breaking (child report) .12 .10
CBCL aggression (parent report) .06 .01
YSR aggression (child report) .12 .06
OBQ .18* .18*
NLE violent crimes .06 .09
NLE non-violent crimes .03 .07
* p B .004
384 J Youth Adolescence (2011) 40:377–391
123
Prospective Hierarchical Multiple Regressions (H2)
49. Seven sets of hierarchical multiple regressions were run
with the steps described above in the procedure section.
These results are presented in Table 2. Steps in the hier-
archical model are broken down by double solid lines in the
Table, with delta R2 reported at each step. Standardized
regression coefficients (beta-weights) presented are for the
final model in each case, as all model steps were statisti-
cally significant. A representation of the depressive
symptoms/antisocial personality interaction (using a com-
posite of the aggression/violence/bullying measures) is
provided in Fig. 1. Both variables were split into four
categories (i.e., ‘‘quartiles’’) based on mean and standard
deviation scores to make visualization easier; however, it
should be clearly stated that continuous scores were used in
the regression model. Quartiles based on means and stan-
dard deviations were viewed as more clinically meaningful
than percentile splits. As can be seen, the influence of
depressive symptoms on violence was most severe for
50. individuals with preexisting antisocial personality traits. In
each case, reversing the step on which the video game
violence variable was entered did not influence results.
For the child-report aggression YSR outcome variable,
current level of depressive symptoms predicted aggres-
siveness and this was a strong predictor (b = .66) of T2
aggression as was the interaction between antisocial traits
and depressive symptoms (b = .15). Video game violence
exposure was not predictive of T2 aggression.
For the child-report rule-breaking YSR outcome vari-
able, current level of depressive symptoms predicted rule
breaking and this was a strong predictor (b = .62) of T2
rule breaking whereas peer delinquency at T1 was a sig-
nificant but weaker predictor (b = .12) as was the antiso-
cial/depressive symptoms interaction (b = .12). Video
game violence exposure was not predictive of T2 rule-
breaking.
For the parent-report aggression CBCL outcome vari-
able, T1 CBCL aggression (b = .22), current depressive
symptoms (b = .54), the antisocial/depressive symptoms
interaction (b = .14) and parental level of psychological
abuse in relationships (b = .15) were all predictive of T2
aggression. Video game violence exposure was not pre-
51. dictive of T2 aggression.
For the parent-report rule-breaking CBCL outcome
variable, T1 CBCL rule breaking (b = .20), current
depressive symptoms (b = .52), and parental level of
psychological abuse in relationships (b = .15) were all
predictive of T2 rule-breaking. Video game violence
exposure was not predictive of T2 rule-breaking.
For NLE non-violent crimes at T2, T1 commission of
nonviolent crimes (b = .26) was significant predictive of
T2 commission on non-violent crimes as was the
interaction of antisocial traits and depressive symptoms
(b = .12) and between antisocial traits and media violence
(b = .18). An examination of this latter interaction sug-
gested that individuals who were low in antisocial traits,
but who were exposed to more violent media committed
fewer non violent crimes than their peers. However, the
most antisocial youth who also consumed the most violent
media committed more non-violent crimes than their peers.
Direct video game violence exposure was not predictive of
T2 non-violent criminal behavior.
For NLE violent crimes at T2, attachment to family at
52. T1 served as a protective factor (b = -.15) at T2, whereas
the interaction between antisocial traits and depressive
symptoms (b = .17) and between antisocial traits and
media violence (b = .14). An examination of this latter
interaction suggested that individuals who were low in
antisocial traits, but who were exposed to more violent
media committed fewer violent crimes than their peers.
However, the most antisocial youth who also consumed the
most violent media committed more violent crimes than
their peers. No other variables were significant predictors
of T2 violent criminal behavior. Video game violence
exposure was not predictive of T2 violent criminal
behavior.
For the OBQ at T2, only current depressive symptoms
(b = .32) and T1 antisocial personality (b = .12) were
significant predictors. Video game violence exposure was
not predictive of T2 bullying behavior.
The above regressions were rerun with T1 depressive
symptoms replacing current (T2) depressive symptoms on
step 1. T1 depressive symptoms did not prove to be pre-
53. dictive of T2 aggressive or violent outcomes in any of the
equations. As such, current depressive symptoms rather
than a past history of depressive symptoms is most pre-
dictive of violent outcomes. In each of these regressions
with T1 depressive symptoms, T1 violent video game
exposure remained non-significant as a predictor of T2
aggression and violence outcomes.
Prospective Video Game Violence Analysis (H3)
To examine the temporal sequence between aggression and
video game violence use, a hierarchical multiple regression
was run with video game violence use at T2 as the
dependent variable. Ordering of variables was the same as
described for the regressions above, with the exception that
video game violence exposure at T1 was entered on step 1
(just as aggression T1 variables were included on step 1 for
the aggression regressions). T1 aggression was entered
along with T1 television violence exposure on step 5 (this
gave T1 aggression the same positioning in this regression
54. as T1 video game exposure had in the aggression regres-
sions). In order to avoid multicollinearity, a composite
J Youth Adolescence (2011) 40:377–391 385
123
T
a
b
le
2
M
u
lt
ip
le
re
g
re
ss
io
n
re
105. g
n
ifi
c
a
n
c
e
386 J Youth Adolescence (2011) 40:377–391
123
aggression measure was created from the sum of the
seven individual aggression measures. This composite
measure showed high consistency (alpha = .81). The
resulting regression equation was statistically significant
[F(15,250) = 6.20, R = .52, adj R2 = .23] through the last
step. Male gender (b = .31, .20 B r B .41), current (T2)
level of depressive symptoms (b = .30, .19 B r B .40) and
T1 video game use (b = .16, .05 B r B .27) were all sig-
nificant predictors of T2 video game use. Aggressive
behavior at T1 was not predictive of video game use at T2.
Adding aggression to step 1 rather than step 5 of the
106. regression did not change the outcome.
Path Analysis of Temporal Sequencing of Video Game
Violence Exposure and Aggression (H2, H3)
Path analysis can be used to test the temporal sequence of
video game violence exposure and aggressive behavior,
using each variable and T1 and T2. If video game violence
exposure at T1 is predictive of aggression at T2, but
aggression at T1 is not predictive of video game violence
exposure at T2 this lends support to causal beliefs that
video game violence exposure leads to subsequent
aggression as the alternative hypothesis (that aggression
leads to subsequent video game violence use) is ruled out
(however the data remains correlational, and alternate
explanations based on third variables cannot be ruled out).
The basic path analysis was based on that used by
Moller and Krahe (2009), and is represented in Fig. 2.
Using path analysis, goodness of fit can be evaluated both
through a non-significant chi-squared analysis, as well as
107. by several goodness of fit indices such as the ‘‘Adjusted
Goodness of Fit Index’’ or root mean squared error of
approximation (RMSEA).
Separate path analyses were run with T1 video game
exposure leading to T2 aggression and T1 aggression
leading to T2 video game exposure (these paths are rep-
resented by the divided arrows in Fig. 2). Aggression was
measured by the T1 and T2 composite measures described
above. Neither of these proved to be good fits to the data,
nor did a combined path analysis with T1 aggression and
video game violence exposure both leading to T2 aggres-
sion and video game violence exposure.
Next, a path model was developed based on the
regression results with aggression pre-score, current
depressive symptoms, and the antisocial/depressive symp-
toms interaction each functioning as separate, direct con-
tributors to the composite youth aggression measure at T2.
Although close to the criteria described above, this model
108. did not prove a good fit. Antisocial personality traits were
then added to the model as a contributor to T1 aggression.
This model proved to be a good fit to the data [v2(6) =
23.8, p C .05, NFI = .91, CFI = .92, RMSEA = .09] and
is presented in Fig. 3.
Discussion
The issue of video game violence exposure remains
a pressing one in Western society. The US State of
California, as well as nations ranging from Australia and
Switzerland to China and Venezuela, are considering
efforts to restrict youth access to violent video games. As
of yet, the empirical understanding of the long-term
influences of video games on youth violence remain
murky. Although several short-term prospective studies of
youth violence have been published (Anderson et al. 2008;
Moller and Krahe 2009; Shibuya et al. 2008; Williams and
Skoric 2005), these have been inconsistent in results and
have been limited by the low clinical validity of the
109. aggression/violence measures used, and paucity of statis-
tical controls for other relevant variables. The current study
represents the first prospective study to employ well-vali-
dated clinical measures of aggression and violence, and to
control carefully for a number of other relevant factors that
may influence youth violence.
Interaction Effect of Depression and Antisocial
Personality on Composite Aggression Score
0
10
20
30
40
50
60
70
1 2 3 4
Depression Quartile
Antisocial 1st Quartile
110. Antisocial 2nd Quartile
Antisocial 3rd Quartile
Antisocial 4th Quartile
C
o
m
p
o
s
it
e
A
g
g
re
s
s
io
n
Fig. 1 Depressive symptoms/antisocial interaction
Fig. 2 Initial time sequenced path model
J Youth Adolescence (2011) 40:377–391 387
111. 123
Several important conclusions can be made from the
current study. First, hypothesis H1, that video game use
would be consistent over time, was moderately supported
by the current data with a stability coefficient at 1 year of
r = .33, as indicated in the bivariate correlations. This
indicates moderate stability in video game violence expo-
sure over time, but this stability coefficient is far smaller,
for instance, than that seen in personality research (McCrae
et al. 2002). This suggests that children’s video game genre
selection may be reasonably variable over time.
Relevant to H2, that video game violence exposure at T1
would prospectively predict serious acts of aggression at
T2, no evidence was found to support this hypothesis either
in the regression analyses for the seven outcome measures,
or for the path analysis using the composite aggression
score. No evidence across any of the outcome measures
112. supported H2. This remained true whether video game
violence exposure was entered on step 1 or step 5 of the
hierarchical multiple regressions. It would be reasonable to
express the concern that, despite a reasonable level of
power in the current analysis, small effects might have
been missed. However, with the exception of bullying
(b = .12), all of the effects for video game violence
exposure were at or below Cohen’s (1992) suggested
threshold of r = .10 for trivial effects (the effect for bul-
lying nonetheless fell below Ferguson’s 2009 recommen-
dations for interpretation of practical significance). The
effect for bullying was slightly larger than for other out-
comes. It is important not to overinterpret this, as the
bullying finding remained non-significant and very small in
effect size. Nonetheless, it may be simply that less serious
forms of aggression show slightly higher relations with
video game violence than do more serious forms of
aggression, an observation made previously in the literature
(Ferguson and Kilburn 2009).
113. It appears reasonable to conclude that, in the current
sample, little evidence supported a significant predictive
relationship between violent video game exposure and
serious user aggression. Results of the current study are, in
fact, not out of league with previous prospective studies, all
of which have found only small effects (hovering on either
side of r = .10) of video game violence on subsequent
aggression. What seems to vary between reports is the
language used in interpreting these effects ranging from
attempts to generalize findings to serious acts of youth
violence (Anderson et al. 2008) to the conclusion that such
small effects effectively represent null findings (Williams
and Skoric 2005). It may be prudent for scholars to be more
temperate and conservative in their interpretations in the
future, particularly where effect sizes have tended to be
generally weak.
In the current study, results by and large are at or below
r = .10 with confidence intervals that, as such, cross the
114. zero mark and thus, irrespective of statistical significance,
do not provide support for H2. It may be argued that some
scholars have, in the past, been overzealous in arguing for
strong, consistent and general effects, when evidence
backing such conclusions is limited (see Sherry 2007 for a
similar conclusion). The current study, however, is the first
prospective study to carefully examine pathological/serious
youth aggression and violent behavior using well validated
clinical measures. Thus, generalizability to serious youth
aggression is more possible with the current study than
with those previously mentioned.
For criminal behaviors (both violent and non-violent),
although no direct effects of video games or television
violence were seen, total media violence consumption
interacted with antisocial traits. Interestingly, for children
with low antisocial traits, media violence exposure was
associated with less criminal behavior. Only for the most
Fig. 3 Final ‘‘good fit’’ path
115. model
388 J Youth Adolescence (2011) 40:377–391
123
antisocial children was media violence exposure associated
with more violent crimes. There are two possible expla-
nations for this phenomenon. First, antisocial children who
are most inclined toward criminal behavior may also be
those most likely to select violent media. This is the
explanation favored by Ferguson et al. (2008) based on
similar findings as well as by Kutner and Olson (2008).
However, Giumetti and Markey (2007) alternatively sug-
gest that, although violent video games are harmless for the
vast majority of children, for those with preexisting high
antisocial traits, video game violence may exacerbate these
traits. More data is needed to ascertain which of these
possibilities is correct. These findings also should be tem-
pered by their small effect size and the fact that the media
116. interaction term was not a good fit for the path analysis.
Related to H3, that a priori aggressiveness predicts T2
video game use, no greater support for this view was found
in either the regression analyses or path analysis than for
H1. Indeed, aggressiveness and video game violence use do
not seem to be highly predictive of one another, at least
prospectively. Of the theoretical perspectives discussed
earlier in the article, the ‘‘third variable’’ perspective that
aggression and video game violence have little causal
impact on each other, is best supported by the results of the
current study.
Of the third variables that predicted T2 serious aggres-
sion and violence, by far the best predictor was current
(T2) depressive symptoms in both the regression and path
analyses. As such, this variable warrants some discussion.
The effect size for the T2 depressive symptoms variable on
pathological aggression was, by the standards of social
science, large (Cohen 1992), ranging between .5 and .62
117. for the CBCL outcomes, and .32 for bullying (but non-
significant for criminal behavior). Also depressive symp-
toms and antisocial traits appeared to interact, such that
individuals with high antisocial traits who also were
depressed were most likely to engage in aggressive and
criminal acts. By contrast, T1 depressive symptoms were
not predictive of T2 serious aggression. These results
suggest that current mood states may be more important in
the etiology of aggressiveness than historical influences, at
least for children and young adolescents. Although some
T1 third variables, such as peer delinquency and parental
psychological aggression in romantic relationships, were
predictive of some serious aggression outcomes, these
effects were generally small and inconsistent across mea-
sures. Therefore, in the current analysis, depressive
symptoms stand out as particularly strong predictors of
youth violence and aggression.
Some research has indicated that low serotonergic
118. functioning is related both to increased levels of depressive
symptoms and serious aggressive behavior (Carver et al.
2008) and results of the current study may reflect this.
Similarly a US Secret Service and US Department of
Education (2002) evaluation of adolescent and young adult
‘‘school shooters’’ (a group often linked with violent video
games in the popular press) found that 78% had a history of
feeling suicidal prior to their assault, and 61% had a history
of significant depressive symptoms or despondency,
although this often went undiagnosed (the figure above
reflects psychological autopsy results in which diaries or
blogs of shooters reflected serious depressive symptoms
that was not brought to the attention of mental health
professionals). Thus, current levels of depressive symp-
toms may be a key variable of interest in the prevention of
serious aggression in youth.
Results from the current study suggest that long-term
prediction of youth violence remains spotty at best and
119. practitioners may need to be careful not to ‘‘profile’’ youth
who have not committed serious aggressive acts. Predictive
results based on sociological variables (or video game use)
may run the risk of significant overidentification of ‘‘at
risk’’ status. Practitioners and policy makers may be eager
to identify and intervene with at-risk youth, but where
long-term prediction remains unreliable, the potential for
damage as well as good should temper and restrain efforts
in this realm.
No study is without flaws, and it is important to docu-
ment them in a research report. It should be reemphasized
that the current sample is non-random. Although efforts
were made to get the most representative sample possible,
generalizations from a non-random sample should be
undertaken only with caution. The current sample also was
a Hispanic-majority sample. Although this represents an
important extension of prospective designs into a previ-
ously neglected ethnic group, generalization to other ethnic
120. groups and cultures may be unwarranted. Furthermore, it is
not possible for a single research design to consider all
possible third variables. Important third variables that were
not considered in the current study but which have been
identified as important in other research (e.g., Pratt and
Cullen 2005) include poverty, substance abuse, school
influences, self-control and genetics. Further research
designs may wish to consider these predictor variables in
the future. The aggression related outcome measures used
here were designed to tap into more serious forms of
aggression, than in previous prospective studies. However,
it is reasonable to note differences even between these
measures. Arguably the severely violent criminal behaviors
referenced by the NLE differ from bullying behaviors
tapped by the OBQ. Thus, caution is warranted in gener-
alizing across these outcomes.
In conclusion, the current study finds no evidence to
support a long-term relationship between video game vio-
121. lence use and subsequent aggression. Although debates
about video game violence effects on player aggression are
J Youth Adolescence (2011) 40:377–391 389
123
likely to continue for some time, it is suggested that the
degree of certainty and statements regarding the strength of
causal effects should be revised in a conservative direction
(similar calls have been made by other scholars, e.g.,
Cumberbatch 2008, Freedman 2002; Olson 2004, Savage
and Yancey 2008; Sherry 2007). A reasonable argument
and debate for small influences could probably still be
made (e.g., Markey and Scherer 2009), although statements
reflecting strong, broad effects generalizable to serious acts
of youth violence are at current, likely unwarranted. This is
particularly important to note given that, as video games
have become more widespread over the past few decades,
the incidence rate of criminal youth violence has declined
122. sharply; it has not increased as feared (Childstats.gov
2009). Naturally, video games are an unlikely cause of this
youth violence decline (to conclude otherwise would be to
indulge in the ecological fallacy), however these results
suggest a mismatch between public fears of violent video
games and actual trends in youth violence (i.e., fears of
juvenile superpredators never materialized, see Muschert
2007). It is argued here that scientists must be cautious to
remain conservative in their conclusions lest the public be
misinformed. A continued debate over violent video games
will likely be positive and constructive, but such a debate
must be made with restraint. It is hoped that the current
article will contribute to such a debate.
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Author Biography
Christopher J. Ferguson is an associate professor of clinical and
forensic psychology at Texas A&M International University.
His
research has focused on the positive and negative effects of
violent
video games, and on youth violence more broadly. He lives in
Laredo,
TX with his wife and young son.
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