We're Here,We're Queer,We're on TV: The Effects of Visual Media on Heterosexuals' Attitudes Toward Gay Men and Lesbians1

Effects of visual media on attitudes toward gay men and lesbians were investigated by exposing 3 groups of participants to a brief video. The first group viewed an anti‐gay video. the second group viewed a pro‐gay video, and a comparison group viewed a neutral video. Participants attitudes were measured immediately following the video after seeing the video, participants were contacted by telephone. and their attitudes were again assessed. Participants were not aware of the connection between the follow‐up assessment and the initial video exposure. At follow‐up. participants attitudes were significantly different. with attitudes with the pro‐gay video group being most positive, and those in the anti‐gay video group being most negative.     

Gender Disparity in Video Game Usage: A Third-Person Perception-Based Explanation

This study took a close look at the mechanism behind gender disparity in video game usage by examining two perceptual variables: perceptions about others' video game usage and perceived influence of unrealistic video game character images on others. Both men and women perceived that young women play video games far less frequently than young men and also considered themselves less influenced by the unrealistic images than others. In addition, women, in comparison to men, perceived the video game images to have stronger influences on others. Furthermore, regression analyses revealed that perceived frequency of other women's video game play and perceived influence of the images on other women explained women's actual time spent on video games, but not men's time spent on video games. A discussion of these findings was provided, along with suggestions for video game developers, parents, educators, and video game researchers.     

Preference for and discrimination of videos of conspecific social behavior in mice

We showed mice videos of three conspecific social behaviors, namely sniffing, copulation, and fighting, in pairwise combinations using iPods and evaluated preference as determined by time spent in front of each iPod. Mice preferred the copulation video to the sniffing video, the fighting video to the sniffing video, and the fighting video to the copulation video. In Experiment 1a, we used a single video clip for each social behavior but used multiple video clips for each social behavior in Experiment 2a. Next, we trained mice to discriminate between the fighting and copulation videos using a conditioned-place-preference-like task in which one video was associated with injection of morphine and the other was not. For half of the subjects, the fighting video was associated with morphine injection, and for the other half, the copulation video was associated with morphine injection. After conditioning, the mice stayed longer in the compartment with the morphine-associated video. When tested with still images obtained from the videos, mice stayed longer in the compartment with still images from the video associated with morphine injection (Experiment 1b). When we trained mice with multiple exemplars, the subjects showed generalization of preference for new video clips never shown during conditioning (Experiment 2b). These results demonstrate that mice had a preference among videos of particular behavior patterns and that they could discriminate these videos as visual category. Although relationship between real social behaviors and their videos is still open question, the preference tests suggest that the mice perceived the videos as meaningful stimuli.     

拟社会互动在年幼儿童视频学习中的作用

本研究采用表征理解任务和规则学习任务,通过比较真人互动、视频拟互动和视频非互动三种条件下年幼儿童的学习效果,考察拟互动在2-5岁儿童视频学习中的作用。结果表明,2岁儿童的视频学习存在视频缺陷现象,2.5岁到5岁儿童的拟社会互动视频学习效果明显,优于非互动视频学习,与真人互动学习相当。2.5岁至4.5岁是拟互动视频学习的最佳年龄。     

视频游戏对认知能力的影响及其神经基础

视频游戏是一类需要借助视听设备并基于一定剧情进行操作的游戏。先前研究大多关注暴力视频游戏对攻击等负面行为的影响,但本文着重探讨视频游戏对个体认知能力的积极影响及内在神经基础,以辩证看待视频游戏对个体心理和行为的作用。本文对前人研究归纳梳理发现,视频游戏训练能使个体认知能力得到持久改善,同时论述了视频游戏中脑神经基础和奖赏预期对认知能力的调控作用。未来研究应在规范视频游戏训练技术的基础上,用其干预靶脑区以提升个体特定脑功能。     

Reduced attentional capture in action video game players

Recent studies indicate that playing action video games improves performance on a number of attention-based tasks. However, it remains unclear whether action video game experience primarily affects endogenous or exogenous forms of spatial orienting. To examine this issue, action video game players and non-action video game players performed an attentional capture task. The results show that action video game players responded quicker than non-action video game players, both when a target appeared in isolation and when a salient, task-irrelevant distractor was present in the display. Action video game players additionally showed a smaller capture effect than did non-action video game players. When coupled with the findings of previous studies, the collective evidence indicates that extensive experience with action video games may enhance players’ top-down attentional control, which, in turn, can modulate the negative effects of bottom-up attentional capture.     

Innocent but proven guilty: Eliciting internalized false confessions using doctored‐video evidence

More powerful computers and affordable digital‐video equipment means that desktop‐video editing is now accessible and popular. In two experiments, we investigated whether seeing fake‐video evidence, or simply being told that video evidence exists, could lead people to believe they committed an act they never did. Subjects completed a computerized gambling task, and when they returned later the same day, we falsely accused them of cheating on the task. All of the subjects were told that incriminating video evidence existed, and half were also exposed to a fake video. See‐video subjects were more likely to confess without resistance, and to internalize the act than told‐video subjects, and see‐video subjects tended to confabulate details more often than told‐video subjects. We offer a metacognitive‐based account of our results. Copyright © 2008 John Wiley & Sons, Ltd.     

非暴力视频游戏中竞争情境对玩家合作倾向和攻击倾向的影响

使用中性视频游戏和亲社会视频游戏，采用单次双人给予倾向困境任务和辣酱范式分别测量被试的合作倾向和攻击倾向，旨在探究竞争性视频游戏情境对玩家合作倾向和攻击倾向的影响。结果发现：（1）在对合作倾向的影响上，无论是玩中性视频游戏还是亲社会视频游戏，竞争情境相比单人情境均能显著降低玩家的合作倾向；（2）在对攻击倾向的影响上，玩中性视频游戏，竞争情境相比单人情境能显著提高玩家的攻击倾向；但玩亲社会视频游戏，竞争情境与单人情境对玩家攻击倾向的影响差异不显著。本研究表明，游戏情境是影响玩家行为倾向的重要因素之一，在非暴力视频游戏中竞争情境对玩家行为倾向会产生消极影响，亲社会视频游戏在一定程度上能抑制竞争情境的消极效应。     

婴幼儿视频对1-2岁儿童亲子互动的影响

通过对年幼儿童与一方家长观看视频前、观看视频中以及观看视频后的亲子互动比较,考察视频提供的互动性示范以及视频的文化适宜性对1-2岁儿童亲子互动的影响。结果表明,视频丰富的互动内容对观看视频后的亲子互动可能产生积极影响, 此影响受视频的文化适宜性的制约。视频注意以及亲子互动质量的下降是观看视频中亲子互动得分减少的原因。研究最后对以婴幼儿为受众的视频内容设计提出了建议。     

Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities

We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting involved showing video clips depicting each step of the task. All three adults reached 90–100% correct when video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently, a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments of video. Performance reached 80–100% correct as the video prompts were re-applied and then faded. Performance decreased at the 3-month follow-up when prompting was removed, but stabilized at 80–90% correct when the third step in the fading sequence was reinstated. These data suggest a promising approach for fading video prompts.     

Social anxiety and self-impression: cognitive preparation enhances the beneficial effects of video feedback following a stressful social task

Negative and distorted images of the observable self are important in the development and maintenance of social phobia. Previous research has shown that video feedback has potential to correct the distorted self-perception [Rapee, R. M. & Hayman, K. (1996). The effects of video feedback on the self-evaluation of performance in socially anxious subjects. Behaviour Research and Therapy, 34, 315–322]. The present experiment investigated whether the construction of a self-image prior to viewing the video may enhance the therapeutic effects of video feedback. High and low socially anxious individuals gave a speech and then viewed the video of their performance. Half of the sample were given cognitive preparation prior to viewing the video. Cognitive preparation involved asking participants to (1) predict in detail what they will see in the video, (2) form an image of themselves giving the speech and (3) watch the video as though they were watching a stranger. Participants who received cognitive preparation prior to the video feedback made higher ratings of their overall performance and of specific aspects of their performance compared to those who were not given cognitive preparation and compared to the same ratings made prior to the video feedback. These results suggest that the therapeutic effects of video feedback can be enhanced by careful cognitive preparation which maximises the perceived discrepancy between self and video images.     

Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers

This study evaluated the use of video modeling and video modeling plus video feedback to enhance four adolescents' performance of a dance movement. Intervention was evaluated in a multiple baseline across participants design. This study found that video modeling enhanced performance from baseline, but the addition of video feedback produced further increases. For one participant, improvement was dependent on the perspective of the video model. Implications of these findings and suggestions for future research are discussed.     

Why do people play violent video games? Demographic,status-related,and mating-related correlates in men and women

The numerous negative and positive consequences of playing violent video games are well-documented. Specifically, violent games improve many aspects of cognition and attention but can also increase aggression. Compared to these established effects of exposure to violent video games, very little is known about who plays violent video games and why they play them. Taking an evolutionary psychological approach to address this gap, in two studies we surveyed 1000 men and women who reported playing video games in the past 30 days. We assessed three classes of predictors of violent video game exposure: demographic, status-related, and mating-related. In both studies, women who played the most violent video games reported feeling a greater sense of mate value than women who played fewer violent video games. Women also reported being motivated to play violent video games because doing so enhanced their sense of attractiveness to romantic partners. In both studies, men reported playing more violent video games than women as did both men and women who reported higher sexual interest. These findings highlight the counterintuitive and complex motivations underlying violent video game exposure. We discuss the need for more research on who plays violent video games and why they play them.     

Factors influencing the intention to watch online video advertising

This study examines the factors influencing consumer intention to watch online video ads, by applying the theory of reasoned action. The attitude toward watching online video ads, the subjective norm, and prior frequency of watching online video ads positively influence the intention to watch online video ads. Further, beliefs held about entertainment and information outcomes from watching online video ads and subjective norm influence attitude toward watching these ads.     

A longitudinal study of the association between violent video game play and aggression among adolescents

In the past 2 decades, correlational and experimental studies have found a positive association between violent video game play and aggression. There is less evidence, however, to support a long-term relation between these behaviors. This study examined sustained violent video game play and adolescent aggressive behavior across the high school years and directly assessed the socialization (violent video game play predicts aggression over time) versus selection hypotheses (aggression predicts violent video game play over time). Adolescents (N = 1,492, 50.8% female) were surveyed annually from Grade 9 to Grade 12 about their video game play and aggressive behaviors. Nonviolent video game play, frequency of overall video game play, and a comprehensive set of potential 3rd variables were included as covariates in each analysis. Sustained violent video game play was significantly related to steeper increases in adolescents' trajectory of aggressive behavior over time. Moreover, greater violent video game play predicted higher levels of aggression over time, after controlling for previous levels of aggression, supporting the socialization hypothesis. In contrast, no support was found for the selection hypothesis. Nonviolent video game play also did not predict higher levels of aggressive behavior over time. Our findings, and the fact that many adolescents play video games for several hours every day, underscore the need for a greater understanding of the long-term relation between violent video games and aggression, as well as the specific game characteristics (e.g., violent content, competition, pace of action) that may be responsible for this association.     

来自屏幕的纽带：视频聊天与儿童发展

随着近几年视频聊天的兴起, 越来越多的研究者开始探索视频聊天对儿童发展的影响。相较于传统通讯技术, 视频聊天具备了视听结合与即时互动的特征; 但同时, 作为数字媒体, 视频聊天仍然保持了传统屏幕媒体二维性的特征。汇总以往视频聊天与儿童学习的实证研究发现, 与录制视频教学比较, 视频聊天在婴幼儿词汇学习(d = 0.33)和动作学习(d = 0.90)上的教学效果更佳; 同时, 视频聊天也能够使婴幼儿在教学过程中保持较高的注意水平(d = 0.90)。视频聊天对儿童远距离亲子关系和同伴关系上均有一定的促进作用。视频聊天也可以作为一种辅助治疗手段应用于特殊儿童的干预中。未来研究仍需关注扩大视频聊天学习中儿童被试的年龄范围、共同观看者的不同支持行为对儿童视频聊天学习的效果产生的影响。     

Is it life or is it Memorex? Video as a representation of reality

This paper offers an overview of research on infants’ early behavior toward televised images, followed by an account of the development of representational competence with video. Several aspects of representation are involved in young children’s understanding and use of video. From a very young age, children form mental representations of the contents of video, making sense of realistic images of familiar things. Children also notice and represent information regarding video itself (e.g., its 2-dimensionality). An important development occurs when children represent the relation between video and reality: at first, toddlers appear to categorize video as separate from reality, but eventually children recognize realistic video images as physical representations (symbols) of events they have not directly perceived. A mature representation of video takes into account genre (e.g., news, drama) and reality status based on recognition that video can (but does not always) represent real events.     

Media Reviews

Rape Crisis , 87 minutes, color, 16mm and all video formats. Rent, $125; sale, 16 mm $875, video, $475. Cinema Guild, 1697 Broadway, New York, NY 10019.
Comedienne , 82 minutes, color, 16mm and all video formats. Rent, $150; sale, $1200 16mm, $595 video. Cinema Guild, 1697 Broadway, New York, NY 10019.
La Operucion 44 minutes, color, 16 mm and all video formats. Rent, $65; sale, $595 16 mm, $395 video. Cinema Guild, 1697 Broadway, New York, NY 10019.
Sudden Changes: Post–Hysterectomy Syndrome , 29 minutes, color, all video formats. Rent, $50; sale, $295. Cinema Guild, 1697 Broadway, New York, NY 10019.
Ecstasy Unlimited: The Interpenetrations of Sex and Capital , 60 minutes, color, all video formats. Rent, $90; sale, $350. Cinema Guild, 1697 Broadway, New York, NY 10019.
Holy Terror , 58 minutes, color, 16mm and all video formats. Rent, $100; sale $895 16mm, $595 video. Cinema Guild, 1697 Broadway, New York, NY 10019.
Before Stonewall: The Making of a Gay and Lesbian Community , 87 minutes, color, 16mm and all video formats. Rent, $125; sale, $1200 (16mm), $695 (video). Cinema Guild, 1697 Broadway, New York, NY 10019.     

2～3岁儿童对视频信息的理解

选取2岁、2．5岁和3岁儿童72名,比较儿童通过窗口、视频和模型三种条件观看藏玩具过程,然后正确找到玩具的表现,考察了2～3岁儿童对视频信息的理解特点。结果表明：（1）与通过直接经验获得信息相比,2岁与2.5岁儿童从视频获得表征信息存有一定困难;3岁儿童能够顺利地从视频获得并运用表征信息。（2）2～3岁儿童在视频条件下获取表征信息的能力要强于模型条件。研究认为3岁前儿童完成将视频图像视为真实物向视为表征信息的转换,双重表征并非儿童将视频图像作为表征信息加以理解的先决条件。     

Is basic personality related to violent and non-violent video game play and preferences?

Based on the uses and gratifications perspective, personality was expected to relate to violent video game play frequency and game preferences. Participants completed measures of personality and frequency of violent video game play, and identified their most frequently played video games. Results indicate that individuals higher in openness but lower in agreeableness played violent video games more frequently. In addition, more open and extroverted but less agreeable and neurotic individuals generally preferred to play video games that are more violent. Results suggest personality may be more predictive of violent video game use than traditional media use, though the predictive personality dimensions may be consistent across media types.