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Psychology GCSE Edexcel Topic C - Do TV and violent video games affect behaviour? | Flashcards
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- 1Topic C - Do TV and violent video games affect behaviour? Flip card for table of contents.Aggression
Biological reasons for aggression (Brain and hormones)
Social reasons for aggression (Bandura)
4 case studies:
Anderson and Dill
Ramirez et al.
Charlton et al.
Williams et al.
The role of an educational psychologist (Not done)
Censorship - 2AggressionThe intent to cause physical, verbal, or psychological harm to a person or group or the damaging of property.
- 3Hostile aggressionAggression that is a response to someone or something that angers them.
- 4Instrumental aggressionAggression that is intended in order to claim a reward or prestige e.g. fighting in a boxing tournament for a trophy.
- 5NatureHow you're born e.g. genetic traits, eye colour, male or female.
- 6NurtureHow you're brought up e.g. being taught how to play football or barbie dolls at a young age based on your gender.
- 7Limbic systemThe part of the brain that is responsible for the creation and recognition of emotions such as fear and aggression. It is shaped like a wishbone.
- 8AmygdalaA pea-shaped part of the limbic system that is specifically responsible for emotion recognition such as providing a happy response when someone smiles at you.
- 9Case study: King (1961)Researchers have electrically stimulated a woman's amygdala. When the electric current was turned on, the woman became verbally aggressive, whereas when it was turned off, she became calm.
This case study shows that the electrical stimulation of the amygdala is a cause of aggression. - 10Case study: Charles WhitmanCharles Whitman was a university student that killed lots of people on top of an observation tower. Charles was shot dead afterwards by the police.
Before Charles went on to commit the massacre, after killing his wife and mother, he has written a note, saying that he wants his brain to be examined.
Doctors have then noticed that when they opened Charles' head, he has a massive brain tumour, pressing on his amygdala.
The fact that a massive brain tumour was pressing on Charles' amygdala shows that there is a natural cause for aggression that can be potentially uncontrollable. - 11HormoneSends chemical signals in the body through the bloodstream.
- 12TestosteroneA hormone known to be responsible for levels of aggression.
- 13Social Learning TheoryA theory that created the basis as to how people learned and copied behaviours.
There are 4 steps:
Paying ATTENTION to what's being seen
Remembering what's happened through RETENTION
REPRODUCING what's been seen
with a MOTIVATION why.
A(ttention, Retention, Reproduction, Motivation; ARRM - 14Role modelsPeople that have a form of significance in your life that you might want to copy because of factors such as:
same family, same sex, same gender, same race, same aspirations etc. - 15ModellingThe process of copying a role model e.g. copying your mother cleaning the floor or copying your father cleaning the car.
- 16IdentificationThe process of becoming like the role model e.g. having the same appearance or/and personality.
- 17Vicarious reinforcementCopying things through someone else's actions. For example, you copy someone cleaning up their room because they get a cookie afterwards, in which the cookie is the incentive and the reward for cleaning up your room.
- 18Key Case Studies ================== Important series of case studies that you need to know for the exam. These series of flash cards will go in order, talking about the aim, procedure, results, conclusion, evaluation, and key terms from the study. Flip this flash card for the list of case studies you need to know and bonus case studies (that you don't need to know, but can be used as points of reference.)Anderson and Dill (2000)
Ramirez et al.
Charlton et al.
Williams et al.
==== BONUS CASE STUDIES ====
King (1961)
Charles Whitman - 19Anderson and Dill: AimTo see if violent video games and non-violent video games affected levels of aggression and why.
- 20Anderson and Dill: ProcedureParticipants: 210 participants, split into two groups.
Before being sorted into two groups, they were rated based on how they would rate themselves on aggression.
Group 1 - The 'violent video game' group, playing the game 'Wolfenstein 3D'.
Group 2 - The 'non-violent video game' group, playing the game 'Myst'.
Both groups would then take competitive reaction time tests, in which participants can adjust how loud and how long the noise they inflict to the opponent. (The dependent variable) - 21Anderson and Dill: ResultsThe group who played the violent video game dealt more severe punishments in the competitive reaction time tests, whereas the group who played the non-violent video game dealt less severe punishments.
Interestingly, girls dealt higher levels of punishment in the competitive reaction time tests than boys. - 22Anderson and Dill: ConclusionForms of media e.g. video games that focus on violence are more likely to create ideas of aggression. This can lead to permanent changes in the brain, due to the easy accessibility of violent forms of media that are released every day.
- 23Anderson and Dill: EvaluationStrengths
+ Anderson and Dill have evenly distributed their sample based on how participants have rated themselves in the questionnaires. This ensured that aggression levels were less likely to distort the results.
+ Anderson and Dill have ensured that demand characteristics are less likely to affect the results, as the study has been conducted in independent measures, meaning that both conditions of the study are performed with different groups of people.
+ The sample is huge, so there is a lot of statistical evidence (quantitative data) that can be represented in graphs.
Weaknesses
- Anderson and Dill have broken several ethical guidelines that they should've followed. These ethical guidelines are:
- Usage of deception and informed consent
Anderson and Dill have told participants that the study was a test for their motor skills, when in reality, they were testing for levels of aggression. This was used, however, to prevent demand characteristics from affecting the study.
- The study was performed in a controlled environment = demand characteristics - 24Ramirez et al: AimTo see if different cultures have different levels of aggression and why.
- 25Ramirez et al: ProcedureParticipants: 400 self-selected participants; 2 groups; 200 Spanish, and 200 Japanese.
The groups were tested based the scores on a questionnaire. The participants were tested in 4 sections: Physical Aggression (PA), Verbal Aggression (VA), Anger (A), Hostility (H). The higher the score in these sections, the higher the aggression levels. Some questions on the questionnaire are reverse-scored. The questionnaire data was quantitative. - 26Ramirez et al: ResultsMen had higher scores in the tests overall than girls.
The Spanish group had higher verbal aggression levels, whereas the Japanese had higher physical aggression levels. - 27Ramirez et al: ConclusionDifferent cultures have different ways of being aggressive, with men often using more aggression than girls.
- 28Ramirez et al: EvaluationStrengths
+ A very good sample has been used. 200 Spanish and 200 Japanese students were put in matched measures, making the study more valid and representative of both cultures.
+ Qualitative (numbered) data from the questionnaires can be represented in graphs.
+ The sample was self-selected, which means that all students were able to participate with high attention levels as they volunteered for the study.
Weaknesses
+ The sample only represents young students. It doesn't represent other age groups such as children nor the elderly, making the sample less representative of both Japanese and Spanish cultures.
+ Self-selected samples are often seen as 'helpful'. This makes the sample limited to people that are only helpful, so it doesn't include people that are e.g. not helpful. - 29Charlton et al: AimTo see if the introduction of TV affects aggression levels of children in St. Helena and why.
- 30Charlton et al: ProcedureType of experiment: Natural experiment; the independent variable, the introduction of television in St. Helena naturally occurs.
Sample: No specific number of children recorded.
Dependent variable: The behaviour of children on the island.
Procedure:
(1) Questionnaires about the children's
aggression;
(2) The types of television programmes the children watched and for how long (content analysis)
(3) Aggression levels from students seen in the school playground overtly.
(4) Aggression levels from student seen in school from surveillance cameras. - 31Charlton et al: ResultsVery little change in children's aggression levels changed in St. Helena before and after the introduction of television. This may be due to the fact that St. Helena has a close knit community with high amounts of surveillance, as everyone knows each other.
- 32Charlton et al: ConclusionAggression levels are not affected when there are high levels of control, such as surveillance of what TV shows the children watch.
- 33Charlton et al: EvaluationStrengths
+ This study was a natural experiment, meaning that the independent variable of the introduction of TV being introduced to St. Helena occurred naturally. This gives the study very high amounts of realism and validity.
+ The study was longitudinal. Charlton et al made the experiment last a very long time so that they were able to record how long the study affected children's aggression levels in St. Helena.
Weaknesses
- The study only studied about children. It did not study about other age groups such as parents.
- Since the community was close-knit, questionnaire answers may have not been answered honestly as a way to keep the St Helena's image clean or to protect their children. - 34Key term: Natural experimentAn experiment where the independent variable is naturally occurring.
- 35Williams et al: AimTo see whether the introduction of TV affected children's behaviour in British Columbia and why.
- 36Williams et al: ProcedureType of experiment: Natural experiment
Participants: Children
Independent variable: Naturally occuring; TV before and after its introduction in Notel.
Dependent variable: Recorded in 3 ways
(1) Questionnaires on the leisure activities the community were involved in
(2) Observations of aggressive behaviour of children at school
(3) Tests of IQ (intelligence), creativity, and reading ability of children
Measures: Content analysis; The number of physical acts of aggression (hitting) and verbal aggression (teasing)
Results from Notel are compared to the towns Unitel (one TV channel) and Multitel (multiple TV channels). - 37Williams et al: ResultsResults: Observations - Children were twice as aggressive after TV was introducted in Notel.
Gender difference gaps widened because of the gender role allocations on TV. e.g. boys watch action shows where as girls watch non violent cartoons.
Children became less creative.
IQ scores dropped slightly after the introduction of TV in Notel. - 38Williams et al: ConclusionNotel had the most significant increase in aggression; Towns such as Unitel and Multitel with TV already had a lower increase in aggression. Time was less spent on leisure activities, lowered creativity, and slightly lowered IQ (intelligence quota) levels.
- 39Williams et al: EvaluationStrengths
+ This experiment is a natural experiment, where the independent variable (the introduction of TV) naturally occurs. This makes the study have high amounts of realism and validity.
+ There was a good usage of control in the experiment. For example, researchers have waited several days in the observations so that the children are used to their surroundings.
Weaknesses
+ Very hard to repeat it for reliability because the study is done over a long period of time, and the TV introduction naturally occurred.
- Observation results may be biased because the researchers expected to see higher levels of aggression; they may have reported higher levels of aggression because of this.
- Researchers did not control how long children watched TV. - 40Moral censorshipThe prevention of the distribution of material for safety, ethical, and lawful reasons.
- 41WatershedThe prevention of showing adult programmes before 9pm in exchange for more age-friendly programmes.
- 42AuthoritarianThe forcing of following a government's norms and values. Programmes are usually limited to do this e.g. propaganda and violence cartoons.
- 43PaternalisticThe government that creates rules for the good of all people. They censor programmes etc. for moral, ethical, and lawful reasons.
- 44Key term: Content analysisThe research method used to find how frequent something is seen from a source of media e.g. how many times someone has punched one another in a book, video etc.
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- GCSE Psychology GCSE Karteikarten am Psychology GCSE Edexcel Topic C - Do TV and violent video games affect behaviour? | Flashcards, erstellt von Azidic Arcturus am 30/12/2015.
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