Violent video games and anger as predictors of aggression

Considerable research has demonstrated that playing violent video games can increase aggression. The theoretical framework upon which a good deal of this research has rested is known as the General Aggression Model (GAM; [Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27–51]). The current study tested an assumption of the GAM by examining if the dispositional trait of anger moderated the relation between violent video games and aggression. A total of 167 undergraduate students (79 females, 88 males) first completed a measure of anger and were then randomly assigned to play either a non-violent or violent video game. After the video game play period, participants completed ambiguous story stems in order to assess aggression. Consistent with predictions of the GAM, anger significantly moderated the effect of video game violence on aggression. Specifically, participants who were angry were more affected by violent video games than participants who were not angry.     

Improving written language performance of adolescents with Asperger syndrome

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested.     

The effects of videotape modeling on staff acquisition of functional analysis methodology

Lectures and two types of video modeling were compared to determine their relative effectiveness in training 3 staff members to conduct functional analysis sessions. Video modeling that contained a larger number of therapist exemplars resulted in mastery-level performance eight of the nine times it was introduced, whereas neither lectures nor partial video modeling produced significant improvements in performance. Results demonstrated that video modeling provided an effective training strategy but only when a wide range of exemplars of potential therapist behaviors were depicted in the videotape.     

The effect of video game violence on physiological desensitization to real-life violence

Past research shows that violent video game exposure increases aggressive thoughts, angry feelings, physiological arousal, aggressive behaviors, and decreases helpful behaviors. However, no research has experimentally examined violent video game effects on physiological desensitization, defined as showing less physiological arousal to violence in the real world after exposure to video game violence in the virtual world. This experiment attempts to fill this gap. Participants reported their media habits and then played one of eight violent or nonviolent video games for 20 min. Next, participants watched a 10-min videotape containing scenes of real-life violence while heart rate (HR) and galvanic skin response (GSR) were monitored. Participants who previously played a violent video game had lower HR and GSR while viewing filmed real violence, demonstrating a physiological desensitization to violence. Results are interpreted using an expanded version of the General Aggression Model. Links between desensitization, antisocial, and prosocial behavior are discussed.     

暴力电脑游戏对个体攻击性的影响

以75名大学生为被试,采用3×2×2被试间设计,探讨电脑游戏暴力对个体的攻击性行为、攻击性情绪和攻击性认知的影响。结果表明:(1)暴力电脑游戏导致个体的攻击性行为增加。游戏与性别和攻击性特质的两重和三重交互作用不显著;(2)暴力电脑游戏对个体的攻击性情绪无显著影响;(3)暴力电脑游戏启动了攻击性认知。游戏、性别和攻击特质这三个变量在攻击性认知上交互作用显著,对于男性,暴力电脑游戏在高攻击性个体身上比低攻击性个体启动了更多的攻击性认知;对于女性,暴力电脑游戏对高低攻击性个体攻击性认知的启动没有显著差异。     

视频材料诱发情绪的效果评价

该文对预期可诱发快乐、愤怒、厌恶和恐惧4种具体情绪以及中性状态的视频材料进行效果评价,探讨此类情绪诱发材料的应用价值。首先参照James.J.Gross量化评定情绪电影片段的方法收集和粗选视频材料,再以大学生为被试,使用情绪主观报告法评价视频的情绪诱发效果。结果表明,所选的大部分视频材料情绪诱发效果较好,表现为靶情绪诱发强度、分化度和区分度均比较理想。研究证明视频材料可以成功诱发个体产生具体情绪,具有较强的应用价值。     

THE EFFECTS OF VIDEO MODELING ON STAFF IMPLEMENTATION OF A PROBLEM‐SOLVING INTERVENTION WITH ADULTS WITH DEVELOPMENTAL DISABILITIES

We investigated the effects of video modeling on the percentage of correctly implemented problem‐solving steps by staff in a group home for adults with developmental disabilities, using a nonconcurrent multiple baseline design across participants. The treatment consisted of staff watching a video model demonstrating the correct implementation of a problem‐solving intervention (i.e., teaching clients to identify problems, possible solutions, and consequences to each solution, and to choose the best solution). The percentage of correctly implemented problem‐solving steps increased for all participants, and the effect was maintained over time, generalized to novel problems, and generalized from role play with a researcher to actual clients.     

VIDEO MODELING BY EXPERTS WITH VIDEO FEEDBACK TO ENHANCE GYMNASTICS SKILLS

The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.     

Exposure to violent video games and aggression in German adolescents: a longitudinal analysis

The relationship between exposure to violent electronic games and aggressive cognitions and behavior was examined in a longitudinal study. A total of 295 German adolescents completed the measures of violent video game usage, endorsement of aggressive norms, hostile attribution bias, and physical as well as indirect/relational aggression cross‐sectionally, and a subsample of N=143 was measured again 30 months later. Cross‐sectional results at T1 showed a direct relationship between violent game usage and aggressive norms, and an indirect link to hostile attribution bias through aggressive norms. In combination, exposure to game violence, normative beliefs, and hostile attribution bias predicted physical and indirect/relational aggression. Longitudinal analyses using path analysis showed that violence exposure at T1 predicted physical (but not indirect/relational) aggression 30 months later, whereas aggression at T1 was unrelated to later video game use. Exposure to violent games at T1 influenced physical (but not indirect/relational) aggression at T2 via an increase of aggressive norms and hostile attribution bias. The findings are discussed in relation to social‐cognitive explanations of long‐term effects of media violence on aggression. Aggr. Behav. 35:75–89, 2009. © 2008 Wiley‐Liss, Inc.