Violence Caused by Video games
Violence Caused by Video games
In the case study the verdict is against the video game company. The jury says that violence shown in the video games is very much dangerous and it can instigate children to react in a violent manner.
Thus, the scientific study of the harmful effects of watching violence on video game and aggressive behavior has now grown to be conceptualized it as an important risk factor understanding this, as a set of conditions in the individual or in the environment that produce an increase in the probability of developing a particular problem as in this case, violent behavior, reaching to shape what comes to be called the Theory of Causal Effect between viewing video game violence and aggressive behavior. Although there is insufficient empirical evidence to support it, most of it seems to be in favor of the Social Learning Theory which postulates that the observation of images violent causes an increase in aggressive behavior due to a process of instrumental conditioning vicarious learning.
The psychological mechanisms through which the observation of video game violence can reach facilitate the expression of aggressive behavior involving learning, by young people, that certain types of aggression are more justified or are accepted under certain circumstances thus legitimizing aggression through violence seen in the media. Exposure to violence thus increases the tolerance level, teaching observers to raise the level of 'acceptable' aggressive behavior children (Gerdes, 2008).
Arguments of support
Among the many factors that have been used in several investigations to study the effects of watching violent video game and aggression, we would highlight the justified or unjustified it character, personal identification with aggression and its consequences, normative beliefs and attitudes toward interpersonal aggression and video game violence viewing personal identification with aggressive characters, the powers and the moral evaluation of the perpetrators of violence and the salience of especially relevant observed aggression when we define the boundary between accepted reprehensible aggression and aggression. Also, as Gunter (1985) already noted, the context of moral behavior should be a factor to consider and that is an important mediator in the perception of violence.
Bearing in mind the aforementioned aspects, the main objective of this research was to test the influence of the perception of fictitious violent images of justified and unjustified verbal aggressive behavior and child physical character. To this end, taking into account the differential effects that may be watching different types of violent fictional scenes, three different assemblies films were selected: a) the first, which referred to aggression justified character where aggressive behavior produced within a fun and socially acceptable context, where the author was reinforced by the fact do it to get the desired effects (eg, successfully defend the intrusion of alien adults in their home, their attacks and attempts robbery and kidnapping), b) in the second assault took place within a context in which the violence was not justified as there were no reinforcements apparently identifiable reasons to explain the violent behavior of the protagonist (eg, destruction deliberate in private property of others, physical cruelty to animals and other people, starting fights, use of weapons and frequent lies), c) the third, a neutral film that did not appear aggressive nature scenes but images representative of friendly and cooperative social contacts among children (eg, participation in games and leisure activities and leisure fishing, going to fairs, cycling). In order to control the possible variables related to the model, the same character was used in the three presentation formats, selecting a male child with a similar age of the experimental subjects (Gimpel, 2013).
First, it was hypothesized that there are significant differences in verbal and physical aggressive child behavior depending on both the type of violent scenes (excused and unexcused violent images and neutral) as the age and sex of the subjects, as well as the existence of interaction effects among these factors, alone and jointly considered. Secondly, it sought to check the possible influence of the propensity for antisocial behavior in both verbal and physical aggression exhibited by the subjects. And, thirdly, the existence of a positive correlation between this and neuroticism and between both types of aggression and the time resolution of the experimental task feature was raised.
With regard to the possible influence of age and sex factors, significant differences were obtained as were kind of aggressive verbal or physical conduct of aggressive behavior shown by subjects. In this sense, age had a significant influence in the case of the second type of aggression studied (physical aggression) while sex factor, taken alone, showed no effect on both types of aggression although it presented in its interaction with age and type of film observed in the case of verbal aggression (Hamilton, 2011).
Other interesting things to note would be, how the type of aggressive behavior exhibited by subjects interfere with the resolution of the experimental task thus modifying the same latency and although there are no significant differences in the propensity for antisocial behavior and types of aggressive behaviors displayed by the subjects, however, a positive correlation between neuroticism and antisocial behavior appears.
The sample consisted of 60 children of both sexes (30 females and 30 males) aged between 8 and 12 years. They were randomly selected from the population in this age range, a National Public School located in the east of Madrid. Instruments and materials For the design of experimental work and evaluation of the key factors of the proposed research, the following instruments and materials were used: As material exposure to different types of proposals scenes, three formats of films lasting 15 minutes each, with the following contents were developed: violent scenes fictitious justified, unjustified and violent scenes fictitious neutral scenes, respectively. Final assembly was carried out with the necessary technical material provided. For playback on each experimental trial, a VHS video player and compatible TV available in the College were used. To perform the experimental task proposed a so-called cooperative play was produced: "Exercise square" consisting of a series of pieces of cardboard properly fitted were the objective, the ultimate realization of a Square.
Changes in attitudes and behaviors
Carefully documented analysis conducted by leading research institutions and experts have concluded that playing video games that recreate in violence has negative consequences for children. Among the most noteworthy are the disturbing changes in psychological attitudes, self-centered behaviors that manifest in a lack of social sensitivity and the onset of disease. The impact of these changes in the world of life has proved tragic and alarming (Willis, 2010).
Gerdes, L. I. (2008). Violence. Detroit: Greenhaven Press.
Gimpel, D. M. (2013). Violence in video games. Minneapolis, MN: ABDO Pub..
Hamilton, J. (2011). Video games. Detroit: Greenhaven Press.
Violence in video games: hearing before the Subcommittee on Telecommunications and Finance of the Committee on Energy and Commerce, House of Representatives, One Hundred Third Congress, second session, June 30, 1994.. (1994). Washington: U.S. G.P.O. :.
Willis, L. (2010). Video games. Detroit: Greenhaven Press.