Christopher L. Groves

Video Games Do Indeed Influence Children and Adolescents’ Aggression, Prosocial Behavior, and Academic Performance: A Clearer Reading of Ferguson (2015)

Psychological scientists have long sought to determine the relative impact of environmental influences over development and behavior in comparison with the impact of personal, dispositional, or genetic influences. This has included significant interest in the role played by media in children’s development with a good deal of emphasis on how violent media spark and shape aggressive behavior in children and adolescents. Despite a variety of methodological weaknesses in his meta-analysis, Ferguson (2015, this issue) presents evidence to support the positive association between violent media consumption and a number of poor developmental outcomes. In this Commentary we discuss this meta-analytic work and how it fits into a broader understanding of human development.

Media Violence and Other Aggression Risk Factors in Seven Nations

Cultural generality versus specificity of media violence effects on aggression was examined in seven countries (Australia, China, Croatia, Germany, Japan, Romania, the United States). Participants reported aggressive behaviors, media use habits, and several other known risk and protective factors for aggression. Across nations, exposure to violent screen media was positively associated with aggression. This effect was partially mediated by aggressive cognitions and empathy. The media violence effect on aggression remained significant even after statistically controlling a number of relevant risk and protective factors (e.g., abusive parenting, peer delinquency), and was similar in magnitude to effects of other risk factors. In support of the cumulative risk model, joint effects of different risk factors on aggressive behavior in each culture were larger than effects of any individual risk factor.

Aversive events and aggression

There is perhaps no finding in psychology that is more consistent than the human motivation to avoid negative experiences and seek out positive ones. The current review details some of the aggression-related consequences that result from failures to avoid these negative experiences. Attention is paid to the theoretical processes at work that produce such effects. A review is conducted of the empirical literature detailing animal and human studies, in the lab and field. Lastly, we briefly discuss future directions in research that may advance our understanding of such effects.

Testing the Predictive Validity and Construct of Pathological Video Game Use

Three studies assessed the construct of pathological video game use and tested its predictive validity. Replicating previous research, Study 1 produced evidence of convergent validity in 8th and 9th graders (N = 607) classified as pathological gamers. Study 2 replicated and extended the findings of Study 1 with college undergraduates (N = 504). Predictive validity was established in Study 3 by measuring cue reactivity to video games in college undergraduates (N = 254), such that pathological gamers were more emotionally reactive to and provided higher subjective appraisals of video games than non-pathological gamers and non-gamers. The three studies converged to show that pathological video game use seems similar to other addictions in its patterns of correlations with other constructs. Conceptual and definitional aspects of Internet Gaming Disorder are discussed.

Violent Media Effects: Theory and Evidence

Technological advancement has given rise to unprecedented access to television shows, movies, and video games. Naturally, scientists have dedicated much attention on how media, particularly violent media, influences viewers and players. The current article summarizes findings on the influence of such media on several outcomes including aggression, prosocial behavior, stereotyping, risk taking, and others. Special attention is paid to the theoretical processes through which these outcomes occur.

The impact of outcome valence on the susceptibility to suggestion for post-event causal misinformation

ABSTRACT Recent research has demonstrated that people are especially susceptible to false memory development for suggested misinformation that fills a causal role (i.e., explains some known outcome) (Chrobak & Zaragoza, 2013). However, little is known about how factors associated with the witnessed outcome impact the likelihood of false memory development. In the present study, outcome valence (negative, positive, or neutral) was manipulated. Participants heard several short stories that contained an outcome (e.g., a counselor getting promoted) that lacked a causal explanation. Participants were subsequently exposed to suggested causal misinformation that explained that outcome (e.g., the counselor performed an impressive act the previous day) and then were tested on their memory for the original event. Results indicated that participants incorrectly reported the suggested causal information more when it explained either a positive or negative outcome as opposed to a neutral outcome. Theoretical and practical implications of these findings are discussed.

Teaching Creativity: Theoretical Models and Applications

Abstract Media and video games in particular have become highly accessible and prevalent forms of entertainment. Research is beginning to surface that illustrates the impressive learning potential within video games. Moreover, the design principles present within many popular video games utilize a number of powerful tools for learning that have been elaborated upon by prominent learning theories. While recent research shows clear learning effects of video game play on a variety of cognitive and social skills, less work has been done on the potential that video games have to foster creativity among players. The current chapter discusses prominent learning theories that help explain learning derived from video games, provides examples of common game mechanics that engender learning, and provides a theoretical argument for the potential of video games to teach creativity. Special attention is also paid to “flow experiences” in video games and how such experiences may further improve learning.

“A silver lining”: Violent media, perceptions of a dangerous world, and campus safety intervention.

Research has consistently shown that violent media exposure increases the prevalence of aggressive thoughts, feelings, and behavior among consumers. Although these effects have been well-established, a far less studied outcome is the tendency for violent media consumers to perceive the world in an increasingly hostile and dangerous manner and the implications of such worldviews. Building upon prior research on student reporting of potential campus violence, the present study tests the idea that being sensitive to danger in the world, a consequence of violent media exposure, may be associated with students’ willingness to report potential threats to campus safety. The hypothesis was tested as a serial mediation model in a sample of undergraduates, with results supporting the proposed pathway. Limitations of the findings are discussed, along with their implications for both future research on media violence effects and for policymakers aiming to recognize and prevent campus violence.

The Fantasy Engagement Scale: A Flexible Measure of Positive and Negative Fantasy Engagement

ABSTRACT Despite the prevalence of fantasy activities in day-to-day life, there has been little systematic psychological research on fantasy. Existing work is scattered across numerous fantasy-related topics and are rarely viewed as a collective body of work. We propose a scale of fantasy engagement that addresses this scattered and often-contradictory literature by assessing both positive and negative aspects of fantasy engagement. Across four studies we develop and validate the Fantasy Engagement Scale, establishing its reliability, validity, and applicability to topics including well-being, escapism, and mental imagery. The results begin to reconcile contradictions in the existing research and have implications for future work on fantasy specifically and for studies of fantasy-related activities.