Dr. Craig Anderson from the University of Iowa is one of the most frequently cited and published researchers in the field of video game violence. Anderson’s work has been used in a variety of venues from scholarly publications to State Supreme Court arguments. Anderson research was used in the Illinois video game legislation defense where he was described as, “The nation’s pre-eminent researcher on the effect of exposure to violent video games.” Anderson’s work has been published in a multiple books, from Children in the Digital Age: Influences of Electronic Media on Development (2002) to his own Violent Video Games Effects on Children and Adolescents: Theory, Research and Public Policy (2006).
In 2000, Anderson and Dill found that violent video game play and aggressive personalities accounted for the majority of observed aggressive and delinquent behaviour.
In 2001, Anderson and Bushman conducted a meta-analytic review of violent video game research found that violent game play increased the aggressive thoughts in males and females across age ranges in both experimental and non-experimental situations. The research demonstrated an increase in short term aggression after playing violent video games.
In 2001, Anderson and Bartholow, studied the gender differences between aggressive actions after playing violent video games. The research found that male college age students demonstrated a significant increase in aggression immediately after playing a violent video game (Mortal Kombat) versus a nonviolent game (PGA Tournament Golf). Women studied showed a significantly smaller increase in aggression after playing the game. Two of the concerns of this study are the small sample size (43) and the analysis of short term effects on aggression
In 2005, Anderson and Carnagey found that “violence in a video game, regardless of whether it is rewarded or punished, can increase hostile affect.” Their research showed that rewarding violence in video games can increase aggressive thoughts and actions. The study used the same white noise punishment that was used in the 2001 study above.
These are just a sample of the many research studies conducted by Anderson over the last seven years. Anderson’s most conclusive evidence is an increase in short term aggressive thought.
Anderson, C. A. (2004). An update on the effects of playing violent video games. Journal of Adolescence, 27(1), 113.
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353.
Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality & Social Psychology, 78(4), 772-790.
Bartholow, B. D., & Anderson, C. A. (2002). Effects of violent video games on aggressive behavior: Potential sex differences. Journal of Experimental Social Psychology, 38(3), 283.
Carnagey, N. L., & Anderson, C. A. (2005). The effects of reward and punishment in violent video games on aggressive affect, cognition, and behavior. Psychological Science, 16(11), 882-889.
Image via Iowa State University Department of Psychology.
Source
http://researchquest.blogspot.com/2007/08/dr-craig-anderson-violent-video-games.html
Also see:
PSYCHOLOGICAL SCIENCE AGENDA
American Psychological Association APA Online
Volume 16: No. 5, October 2003
Violent Video Games: Myths, Facts,
and Unanswered Questions
by Craig A. Anderson
http://www.apa.org/science/psa/sb-anderson.html
Craig A. Anderson received his PhD in psychology from Stanford University in 1980. He has been a faculty member at Rice University (1980-1988), Ohio State University (visiting,1984-1985), and the University of Missouri-Columbia (1988-1999). He joined Iowa State University in 1999 as Professor and Chair of the Department of Psychology. He has received teaching awards at both the graduate and undergraduate levels, and has been awarded “Fellow” status by the American Psychological Society and the American Psychological Association. He is currently on the Executive Council of the International Society for Research on Aggression. His research on attribution theory, depression, social judgment, covariation detection, biases, and human aggression has been published in top social, personality, and cognitive, journals. His recent focus on violent video games has led to U.S. Senate testimony, addresses to and consultations with numerous scientific, governmental, and public policy groups worldwide, public policy research awards, and articles and stories in top science news outlets. His published works can be found at his web site.
After 40+ years of research, one might think that debate about media violence effects would be over. An historical examination of the research reveals that debate concerning whether such exposure is a significant risk factor for aggressive and violent behavior should have been over years ago (Bushman & Anderson, 2001). Four types of media violence studies provide converging evidence of such effects: laboratory experiments, field experiments, cross-sectional correlation studies, and longitudinal studies (Anderson & Bushman, 2002a; Bushman & Huesmann, 2000). But the development of a new genre—electronic video games—reinvigorated the debate.
Two features of video games fuel renewed interest by researchers, public policy makers, and the general public. First, the active role required by video games is a double-edged sword. It helps educational video games be excellent teaching tools for motivational and learning process reasons. But, it also may make violent video games even more hazardous than violent television or cinema. Second, the arrival of a new generation of ultraviolent video games beginning in the early 1990s and continuing unabated to the present resulted in large numbers of children and youths actively participating in entertainment violence that went way beyond anything available to them on television or in movies. Recent video games reward players for killing innocent bystanders, police, and prostitutes, using a wide range of weapons including guns, knives, flame throwers, swords, baseball bats, cars, hands, and feet. Some include cut scenes (i.e., brief movie clips supposedly designed to move the story forward) of strippers. In some, the player assumes the role of hero, whereas in others the player is a criminal.
Two features of video games fuel renewed interest by researchers, public policy makers, and the general public. First, the active role required by video games is a double-edged sword. It helps educational video games be excellent teaching tools for motivational and learning process reasons. But, it also may make violent video games even more hazardous than violent television or cinema. Second, the arrival of a new generation of ultraviolent video games beginning in the early 1990s and continuing unabated to the present resulted in large numbers of children and youths actively participating in entertainment violence that went way beyond anything available to them on television or in movies. Recent video games reward players for killing innocent bystanders, police, and prostitutes, using a wide range of weapons including guns, knives, flame throwers, swords, baseball bats, cars, hands, and feet. Some include cut scenes (i.e., brief movie clips supposedly designed to move the story forward) of strippers. In some, the player assumes the role of hero, whereas in others the player is a criminal.
The new debate frequently generates more heat than light. Many criticisms are simply recycled myths from earlier media violence debates, myths that have been repeatedly debunked on theoretical and empirical grounds. Valid weaknesses have also been identified (and often corrected) by media violence researchers themselves. Although the violent video game literature is still relatively new and small, we have learned a lot about their effects and have successfully answered several key questions. So, what is myth and what do we know?
Myths and Facts
For complete article including 11 myths and unanswered questions see:
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