Experimental study of the differential effects of playing versus watching violent video games on children's aggressive behavior

There is great concern about the effects of playing violent video games on aggressive behavior. The present experimental study was aimed at investigating the differential effects of actively playing vs. passively watching the same violent video game on subsequent aggressive behavior. Fifty-seven children aged 10-13 either played a violent video game (active violent condition), watched the same violent video game (passive violent condition), or played a non-violent video game (active non-violent condition). Aggression was measured through peer nominations of real-life aggressive incidents during a free play session at school. After the active participation of actually playing the violent video game, boys behaved more aggressively than did the boys in the passive game condition. For girls, game condition was not related to aggression. These findings indicate that, specifically for boys, playing a violent video game should lead to more aggression than watching television violence.     

暴力电子游戏的短期脱敏效应：两种接触方式比较

比较主、被动接触暴力电子游戏的脱敏效应,以44名男性大学生为被试,利用生物反馈仪测量被试主动参与游戏或被动观看游戏录像前后,及随后观看暴力视频过程中皮电与心率的变化（脱敏效应的生理指标）。结果表明：（1）暴力电子游戏可以产生脱敏效应。接触游戏15分钟后,暴力游戏组观看暴力视频过程中皮电的增加值明显小于非暴力游戏组;（2）游戏的接触方式对于脱敏效应的程度无显著影响,但主动参与组对于游戏内容知觉到更高的愉快与更低的沮丧     

PREVENTING BACK INJURIES IN HOSPITAL SETTINGS: THE EFFECTS OF VIDEO MODELING ON SAFE PATIENT LIFTING BY NURSES

This study evaluated video scoring and feedback about scoring as a safety intervention among 6 nursing staff. The dependent variable was safety behavior on one‐person transfers. Following baseline, 5 nursing staff participated in an information phase. A video scoring phase was then introduced for all 6. A feedback phase was added for 2 participants. All participants experienced treatment withdrawal. Information resulted in improvements for all 5 participants who received it. Further improvements were observed during video scoring for the 5 participants who improved following information. No improvements were observed for the participant who received only video scoring. Safety feedback further improved safety for the 2 participants who received it. However, participants' behavior returned to video scoring levels during withdrawal.     

Effects of realism on extended violent and nonviolent video game play on aggressive thoughts,feelings, and physiological arousal

Previous research has shown that playing violent video game exposure can increase aggressive thoughts, aggressive feelings, and physiological arousal. This study compared the effects that playing a realistic violent, unrealistic violent, or nonviolent video game for 45 min has on such variables. For the purpose of this study, realism was defined as the probability of seeing an event in real life. Participants (N=74; 39 male, 35 female) played either a realistic violent, unrealistic violent, or nonviolent video game for 45 min. Aggressive thoughts and aggressive feelings were measured four times (every 15 min), whereas arousal was measured continuously. The results showed that, though playing any violent game stimulated aggressive thoughts, playing a more realistic violent game stimulated significantly more aggressive feelings and arousal over the course of play. Aggr. Behav. 35:213–224, 2009. © 2009 Wiley‐Liss, Inc.     

暴力电子游戏对攻击行为及相关变量的影响

文章综述了暴力电子游戏对攻击行为及相关变量影响的测量方法和实证研究结果,分析了这种影响的心理机制和特点,文章认为对这种心理机制的理论探讨经历了四个阶段,元分析表明暴力电子游戏增加了游戏者的攻击行为、攻击认知、攻击情感、生理唤醒,最后文章指出以往研究中存在的问题和未来可能的发展方向     

游戏暴力合理性对攻击性的影响:一个有中介的调节模型

本研究基于道德推脱和道德自我调节理论,以62名大学生为被试,通过实验探讨了游戏暴力合理性对个体攻击性的影响,并考察了内疚感的中介作用以及游戏经验的调节作用。结果表明：游戏经验调节了游戏暴力合理性对内疚感和攻击性的影响。对无经验的被试来说,不合理暴力条件下的内疚感显著高于合理暴力条件,攻击性显著低于合理暴力条件;而对有经验的被试来说,合理与不合理暴力条件下的内疚感和攻击性均无显著差异。同时,研究还发现了有中介的调节作用模型,内疚感在暴力合理性对攻击性的影响中发挥中介作用,而游戏经验是有中介的调节变量。     

Pick Your Poison: Choice of Activity Determines Mood Management Following a Stressful Task

People routinely seek out activities they believe will relieve stress. There has always been debate regarding the extent to which different activities, particularly those with aggressive content, successfully manage mood or worsen it. It is routinely believed that engaging in highly aggressive activities after becoming stressed worsens mood. However, unlike experiments, in real life people generally select activities that match their interests. In the present study, 105 university students were exposed to an acute stressor then randomized to either (a) a time filler control task; (b) to hit a bobo doll; or (c) given a choice of five different activities, some aggressive, some not. Results indicated that those who were given a choice of activities experienced the greatest reductions in stress and hostility. Furthermore, evidence did not suggest that more aggressive activities made participants more hostile, stressed, or aggressive.     

Video installation as a creative means of representing temporality in visual data

This paper describes the use of video installation as a creative means of engaging audiences in visual research. A detailed image-based overview of the project, 1247 Days on Whymark Avenue, is also presented. This interactive video installation offered viewers a level of phenomenological immersion in the compressed temporality and asynchronous dialogue captured by this visual research project. This film is part of a larger research project on the longitudinal photo-documentation of urban life (Hansen & Flynn 2015a). The project uses repeat photography to study street art and graffiti as visual dialogue.     

Institutionalisation in E-Sports

Abstract

Following its economic impact and rising popularity, ‘e-sports’ has become a theme within the academic debate on sports. The current discussion revolves around the definitions of sports provided by the philosophy and sociology of sports and how in turn, this can be adapted to e-sports. The premise of this article is the analysis of ‘institutionalisation’, which is claimed to be an element of modern sport. The governance and production aspects of e-sports will be the main focus where the nature of video games with their fractured production process, the lack of a monopolistic international organisation and its relative novelty will be emphasised. Furthermore, the shaky ground on which the term ‘institutionalisation’ stands will be touched on. It will conclude that the current debate on the recognition of e-sports as a sport may experience certain pitfalls if it does not solve the fundamental problems regarding institutionalisation and ignores the production process of video games and e-sports.     

Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80–100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities.