Exposure of Children to Violence - Essay Example

?Biopsychology Lab Report Biopsychology Lab Report For several years, different research works have demonstrated that the exposure of children to violent social media, television programs, or movies have led to an increase in aggression. Notably, some researcher have noted that the recent emergence of violent video games have also elevated the concern on the contribution of violent media to the society especially to individuals (Sanderson, 2009). Nonetheless, according to the general aggression model (GAM), exposure to violent media elevates aggressive behavior through one of the three primary channels including arousal, affect, and cognition. Moreover, other in depth analyses in the contribution of violent media to aggressive behaviors have support the GAM; however, they have limited such contribution to only arousal related variables (Levesque, 2007; Pg. 48). Additionally, the recent studies in social neuroscience have allowed investigations of exposure violent media on affective and cognitive features and their underlying neurocognitive underpinnings. Based on these additional research works, this experiment aimed at analyzing the increase of aggressive thoughts, psychological arousal, angry feelings, decrease in hopeful behaviors, and aggressive behavior due to the increased exposure to violent media. Introduction For about four decades, a series of studies examining the effects of violent media have been studies especially their contribution to aggression cognition, behavior, and effect. Most of these experiments have been done using different designs including longitudinal, observational, and experimental. Despite of the vibrant debates concerning the causal link between real life aggression and media violence, many studies have indicated a significant relationship between the violent content exposure especially media violence and aggression (Sanderson, 2009). Notably, many media violent researcher have focused on movies and televisions as their main source of violence. However, it should be noted that other sources of violent media including video games have emerged since they have currently formed part of media entertainment ecology in the society. Regardless of the form or type of the violent media exposure, many research works including which is examined by this essay have since concentrated on the magnitude of the post exposure effects (Anderson, Gentile, and Buckley, 2007; Pg. 236). Almost all these research works have considered the fact that nearly all these visual media entertainment are equipped with increasingly sophisticated and realistic graphics that involve more engaging and active involvement of the participants or viewers’ brain and emotions. These maps the involved individuals or viewers in a natural input devises. Despite concentrating on the contribution of violent media to aggression, the researchers in this line have hardly concentrated on the contribution of different violent media on the same effect. Nonetheless, it is worth noting that there are different forms of violent media that are currently available especially due to the technological advancement (Kassin, Fein, and Markus, 2011; Pg. 53). Other than the contribution of the violent media to aggression, different researchers have gone beyond the aggression and media violent relationship to examine input stimuli of violent media as a variable to the same effect and aggression behavior as the outcome of such technological enhancement (Muscari and Brown, 2010; Pg. 28). The acquisition of behavior is regarded to take place in different ways including through observational learning. In this case, the observational learning is regarded as the acquisition of cognitive knowledge towards promoting specific behaviors by observing others who are performing similar behavior (Anderson, Gentile, and Buckley, 2007; Pg. 272). Therefore, watching media characters who are behaving violently can initiate an observational learning process whereby a new behavior and cognitive repertoire that promotes violent is usually acquired. On the other hand, watching of the violent media usually affected the emotions of the involved individuals and this is often referred to desensitization. The desensitization is the process of changing in an emotional responsiveness. This process is also known as the gradual reduction in responsiveness to an eliciting arousal stimulus especially as a function of repeated exposure (Kassin, Fein, and Markus, 2011; Pg. 253). Desensitization is related to media violence in that it describes a process whereby the initial arousal usually responds to the violent stimuli that are reduced thereby changing the present internal state of an individual. In essence, violent media desensitization is regarded to reduce anxious arousal (Sanderson, 2009). On the other hand, fear is usually regarded as spontaneous and it is most probably the effect that lead to innate response in human beings especially relation to reaction to violence. In addition to other emotional responses, repeated media violence exposure can reduce the negative effect since violence stimulus is suspected to lose their capacity especially to strong elicit emotions (Gentile, 2003; Pg. 177). This process usually takes place in relation to the amount of stimulus presented or initiated by such violent media or emotions. Despite the anticipated negative effectives of the violent media, several studies have indicated that habitual exposure of an individual to violent media is likely to reduce anxious arousal in response to depicting violence. For instance, many research works have indicated that the higher the time a person is exposed to violent media, the less he or she responds emotionally to the violent stimuli and the lesser sympathy he or she shows for victims of real world violence (Baran and Davis, 2009; Pg. 63). Using evident related brain potential data (ERPs), many researcher have shown that violent media is related to subsequent violent and nonviolent stimuli as well as aggression response. In other words, habitual usage of violent media is noted to reduce an individual’s empathy especially with other in need of their help. Other aspects of media violence can be discussed in the link between skin conductance level (SCL) and aggression as quantity of measuring arousal. This consideration, the empirical evidence is usually mixed and it influences various measures including the quantity of the electrical measure, age, and the meaning of physiology as assigned to a specific stimuli. Furthermore, numerous research works on the relationship between violent video and hostility and aggression indicate that adults with low SCL respond negatively to aggression and hostility (Sparks, 2013; Pg. 217). They also respond poorly to physiological arousal. Nonetheless, it is worth noting the violent media pose negative behavioral challenges to the society. Methods Participants: Students from different courses from the university were involved in the case study. Fifteen students were enrolled for the study and they were divided into three with each group presented to different clip. Notably, three clips were used for the study and each had a different degree of violent content. Each clip was watched by at least 5 participants. It should be noted that the ages of the participants were not recorded. Material and Apparatus: three films or clips with varied content were used for the study including Clip 1: Neutral film clip (Natural wildlife) Clip 2: - Fantasy film clip (Starship troopers) Clip 3: - Graphic film clip (News reel of military siege Different apparatus were used to measure physiological arousal and they included Biopac Student Lab pro software this software was used in the form of Biopac MP35 Acquisition Unit to monitor and analyze in relation to the arousal among the participants. Additionally, the ‘Signal Gel’ electrodes were used to transmit pulses from the participants. Procedure: The initial step was to identify and brief the participants on the research and on what was expected of them. Initially, the participants were asked if they were willing to participate in the experimental research. Those who accepted to participate were presented with ethics that included their rights to withdraw at any point of the experiment. The pulse and GSR electrodes were attached to the fingers of the participants (Levesque, 2007; Pg. 152). Other volunteer participants were requested to operate the Biopac Student Lab pro and they were start-up the computers when they saw a black screen. The three minute dark screen was initiated to form the baseline conditions of the experiment. Notably, after the dark screen, the clip ended and after the end of the three clips, the participants were requested to fill in the Buss and Perry questionnaire (Appendix one). Result and Analysis The tables below indicate descriptive statistics obtained from the data collected from the experiment. One-Way ANOVA ANOVA Film Clip Sum of Squares df Mean Square F Sig. Between Groups 46.875 65 0.721 2.163 0.166 Within Groups 2.000 6 0.333 Total 48.875 71 A one – way ANOVA test indicate insignificant differences between the physical aggression (F (2.163) = .166, p < .87), The same information can be read from the statistical data below: Statistics PA VA A H N Valid 72 72 72 72 Mean 20.29167 14.31944 15.80556 19.15278 Median 19.00000 14.00000 15.00000 19.50000 Std. Deviation 6.726943 3.318011 4.662221 5.703124 Variance 45.252 11.009 21.736 32.526 Minimum 10.000 8.000 9.000 9.000 Maximum 38.000 25.000 25.000 32.000 Percentiles 25 14.25000 12.00000 12.00000 15.00000 50 19.00000 14.00000 15.00000 19.50000 75 25.00000 16.00000 20.00000 23.75000 The above information relate to the effects of different degrees of media violence to Physical aggression (PA), Anger (A), Hostility (H), and Verbal aggression (VA). Notably, comparing from the means, it is apparent that physical aggression (PA (2.29167) = 1.8, p = 6.727), and Hostility (H= 19.153), p = 5.703) are almost affected equally with media violence. Alternatively, verbal aggression (VA (14.319) p = 3.318011) and Anger (A (15.80556), p = 4.662221). Therefore, it is apparent from the experimental results analysis that the increase in media violence is not directly related to aggression among the persons using such media resources frequently. Discussion The results of the experiment did not effectively support the hypothesis of the study. Therefore, it is worth stating that despite the limited effect of media violence to the society, regardless to the nature or the intense of the violence in the media, aggressive characteristics usually witnessed in parsons is usually personal driven (Dill, 2013; Pg. 241). Nonetheless, analyzing at some individual levels (appendix c), it is apparent that certain individuals are usually affected by violent media more intensively than others. On the same note, it is notable from the data statistics that different clips led to different physiological arousal and aggression to the participants; thus, it is worth noting that different people usually have different degree of affecting persons within the society (Baran and Davis, 2009; Pg. 63). Moreover, intensely violent and intensively fantastic media have high degree of arousing those who have the habit watching the same than those that are considered neutral. Therefore, for the developing children whose brain are affected what they are subjected should not be subjected to such media violence resources since such resources may affect the behaviours immensely specifically their aggressive behaviour thereby affecting the entire society. References Top of Form DILL, K. E. (2013). The Oxford handbook of media psychology. New York, Oxford University Press. Bottom of Form Top of Form LEVESQUE, R. J. R. (2007). Adolescents, media, and the law what developmental science reveals and free speech requires. New York, Oxford University Press. Bottom of Form Top of Form SPARKS, G. G. (2013). Media effects research: a basic overview. Australia, Wadsworth Cengage Learning. Bottom of Form Top of Form Bottom of Form Top of Form BARAN, S. J., & DAVIS, D. K. (2009). Mass communication theory: foundations, ferment, and future. Boston, MA, Wadsworth Cengage Learning. Bottom of Form Top of Form Top of Form SANDERSON, C. A. (2009). Social psychology. Hoboken, N.J., Wiley. Top of Form ANDERSON, C. A., GENTILE, D. A., & BUCKLEY, K. E. (2007). Violent video game effects on children and adolescents theory, research, and public policy. Oxford, Oxford University Press. Top of Form KASSIN, S. M., FEIN, S., & MARKUS, H. (2011). Social psychology. Belmont, CA, Cengage Wadsworth. Top of Form Top of Form GENTILE, D. A. (2003). Media violence and children: a complete guide for parents and professionals. Westport, Conn. [u.a.], Praeger. Top of Form LEVESQUE, R. J. R. (2007). Adolescents, media, and the law what developmental science reveals and free speech requires. New York, Oxford University Press. Top of Form MUSCARI, M. E., & BROWN, K. M. (2010). Quick reference to child and adolescent forensics: a guide for nurses and other health care professionals. New York, Springer Pub. Co. Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Appendix A: a. Statistics Film clip BaseGSR ClipGSR BasePulse ValueGSR N Valid 72 72 72 72 72 0 Std. Deviation 0.830 9.249746 9.227415 21.384961 4.141467 Variance 0.688 85.558 85.145 457.317 17.152 Range 2 67.050 53.570 122.828 40.940 Minimum 1 .010 .000 .002 -13.490 b. ANOVA Sum of Squares df Mean Square F Sig. BaseGSR Between Groups 363.198 2 181.599 2.194 0.119 Within Groups 5711.406 69 82.774 Total 6074.604 71 ClipGSR Between Groups 317.827 2 158.913 1.914 0.155 Within Groups 5727.482 69 83.007 Total 6045.308 71 BasePulse Between Groups 318.390 2 159.195 0.342 0.712 Within Groups 32151.085 69 465.958 Total 32469.475 71 ClipPulse Between Groups 255.748 2 127.874 0.319 0.728 Within Groups 27689.164 69 401.292 Total 27944.912 71 ValuePulse Between Groups 143.010 2 71.505 0.857 0.429 Within Groups 5760.264 69 83.482 Total 5903.273 71 c. Experimental Results Clip Subject sex 4.949747 ClipGSR ValueGSR BasePulse ClipPulse ValuePulse PA VA A H TOTAL 1 1 2 6.97 6.1 -0.87 60.34 58.19 -2.15 24 11 20 16 71 1 2 1 8.75 8.86 0.11 69.34 81.83 12.49 16 21 10 23 70 1 3 2 16.27 16.97 0.7 70.76 62.96 -7.8 19 17 21 20 77 1 4 2 7.13 8.53 1.4 74.14 70.79 -3.35 19 13 11 20 63 1 6 2 22.01 49.46 27.45 22.45 48.14 25.69 16 12 19 25 72 1 7 2 9.93 9.57 -0.36 74.85 92.8 17.95 12 12 10 15 49 1 8 2 14.7 13.89 -0.81 46.79 41.79 -4.85 14 17 24 24 79 1 9 2 7.79 7.85 0.06 77.73 72.21 -5.52 16 16 15 9 56 1 10 2 11.25 12.33 1.08 54.99 61.03 6.04 24 13 14 21 72 1 11 1 13.79 11.96 -1.83 61.05 79.18 18.13 21 9 11 17 58 1 12 1 18.52 15.88 -2.64 102.96 102.56 -0.4 23 15 11 25 74 1 13 1 34.27 34.21 -0.06 85.32 75.11 -10.21 26 13 20 25 84 1 14 1 10.61 9.75 -0.86 62.87 68.74 5.87 19 17 11 19 66 1 15 2 8.91 6.59 -2.32 79.4 78.15 -1.25 24 14 25 18 81 1 16 2 12.51 12.09 -0.42 117.26 86.71 -30.55 19 14 14 18 65 1 17 2 113.66 9.07 -4.59 91.04 86.55 -4.49 13 16 16 17 62 1 18 2 27.96 20.87 -7.09 89.34 75.31 -14.03 11 12 16 17 56 1 19 2 6.67 5.54 -1.13 108.83 93.61 -15.22 25 14 14 21 74 1 20 2 7.94 8.85 0.91 77.84 75.62 --2.22 27 10 14 16 67 1 21 2 0.68 0.58 -0.1 94.67 98.9 4.23 13 11 10 15 49 1 22 2 8.27 7.34 -0.93 98.84 101.24 2.4 11 12 20 32 75 1 24 2 10.78 9.33 -1.45 65.17 64.17 -0.2 21 11 12 14 58 1 25 2 21.92 22.38 0.46 92.81 91.62 -1.19 26 18 19 22 85 1 26 1 18.01 18.01 0 66.88 73.25 6.37 18 14 23 21 76 1 27 2 20.32 21.75 1.43 78.54 83.24 4.7 10 8 9 9 36 1 28 2 11.76 11.17 -0.59 63 68.2 5.2 16 17 13 21 67 2 29 2 14.05 11.9 -2.15 54.94 52.08 -2.86 18 13 14 27 72 2 30 2 14.87 14.88 0.01 61.23 72.36 11.13 20 14 12 17 63 2 31 2 21.1 19.3 -1.8 49.9 73.6 23.7 16 13 15 27 71 2 32 2 16.71 18.68 1.97 30.55 Read More