Coverart for item
The Resource Children, adolescents, and media violence : a critical look at the research, Steven J. Kirsh

Children, adolescents, and media violence : a critical look at the research, Steven J. Kirsh

Label
Children, adolescents, and media violence : a critical look at the research
Title
Children, adolescents, and media violence
Title remainder
a critical look at the research
Statement of responsibility
Steven J. Kirsh
Creator
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Kirsh, Steven J
Dewey number
302.23/083
Illustrations
illustrations
Index
index present
LC call number
HQ784.M3
LC item number
K5677 2006
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Mass media and children
  • Mass media and teenagers
  • Children and violence
  • Youth and violence
  • Violence in mass media
  • Aggressiveness in children
  • Aggressiveness in adolescence
  • Médias et enfants
  • Médias et adolescents
  • Enfants et violence
  • Violence chez les jeunes
  • Violence dans les médias
  • Agressivité chez l'enfant
  • Agressivité chez l'adolescent
  • Aggressiveness in adolescence
  • Aggressiveness in children
  • Children and violence
  • Mass media and children
  • Mass media and teenagers
  • Violence in mass media
  • Youth and violence
  • Massamedia
  • Geweld
  • Kinderen
  • Adolescenten
  • Agressie
  • Massenmedien
  • Jugend
  • Gewalt
  • Kind
  • Medios de comunicación masiva y niños
  • Medios de comunicación masiva y adolescentes
  • Niños y violencia
  • Juventud y violencia
  • Violencia en los medios de comunicación masiva
  • Agresividad en los medios de comunicación masiva
  • Agresividad infantil
  • Agresividad en la adolescencia (Psicología)
Label
Children, adolescents, and media violence : a critical look at the research, Steven J. Kirsh
Link
Instantiates
Publication
Bibliography note
Includes bibliographical references (pages 345-379) and indexes
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • pt. I. Understanding aggression -- 1. There and back again : a media violence tale -- A look through the violent sands of time -- Evaluating the evidence for evil influences -- Aggressive behavior and aggression-related constructs -- Types of aggression -- Aggression-related constructs -- Violent entertainment and aggression-related constructs -- Answering questions so new questions can be raised -- On the value of research -- Preview of coming attractions -- Summary
  • 2. Exposing the beast within : aggressive behavior across development -- Normative development and individual variation -- The developmental pathway from anger to conflict to aggression -- Anger -- Conflict -- Normative aggression in preschool -- Normative aggression in grade school -- Normative aggression in adolescence -- School shooters -- Assessing threats made by youth -- Evaluating current threat assessment procedures -- Correlation -- Correlation is not causation -- Individual variation in aggressive behavior -- Desisting -- Stabilizing -- Escalating -- Onsetting -- Individual patterns of aggression as a function of violent entertainment -- Sex differences in aggressive behavior across development -- Sex differences in aggression and violent entertainment -- Aggressive behavior in the context of development -- Developmental tasks and violent entertainment -- Excessive aggression in youth -- Aggression and developmental psychopathology -- Developmental psychopathology and entertainment violence -- Summary
  • 3. Understanding the beast within : theories of aggressive behavior -- Understanding theories -- Valid theories -- Pseudoscientific theory -- Theories of aggression -- Psychoanalytic theory of aggression -- Evaluation of the psychoanalytic theory of aggression -- Application of psychoanalytic theory to media violence -- Frustration theory -- Evaluation of frustration theory -- Application of frustration theory to media violence -- Social learning theory -- Evaluation of social learning theory -- Application of social learning theory to media violence -- Social information processing theory of aggression -- Evaluation of social information processing theory -- Application of social information processing theory to media violence -- Script theory -- Evaluation of script theory -- Application of script theory to media violence -- Control theories -- Self-control theory -- Social control theory -- Evaluation of control theory -- Application of control theory to media violence -- General aggression model -- Evaluation of the general aggression model -- Application of the GAM to media violence -- Theories of aggression and developmental considerations -- Summary
  • 4. Dining on death and destruction : the how much and why of violent media consumption -- Media violence consumption across development -- Survey research -- Varieties of survey methods and problems -- Social desirability -- Patterns of media consumption -- Media ownership -- Media consumption during childhood -- Media consumption during adolescence -- Gender differences in media consumption -- Childhood -- Adolescence -- Reasons for consuming violent entertainment -- Uses and gratification of violent media -- Companionship -- Escape -- Habit -- Learning -- Passing time -- Relaxation -- Sensation seeking -- Gratifications specific to violent media -- Vicarious aggression -- Identity formation : individual identity -- Identity formation : social identity -- Defiance of restrictions -- Empowerment and social status -- Mood management -- The importance of understanding why youth consume violent media -- Violent media consumption as a function of development -- Summary
  • pt. II. Effects of specific forms of violent media on youth -- 5. Violent media and the need to be strong and powerful -- Historical proponents of media violence -- The so-called modern-day benefits of media violence -- Anecdotal evidence : is it scientific? -- The use of flawed data -- Evaluating the empirical evidence presented by Jones -- Does media violence increase feelings of strength, power, and competence? -- Self-efficacy -- Media violence and self-efficacy -- Does media violence increase feelings of control? -- Locus of control -- Media violence and locus of control -- Does media violence consumption make youth less likely to aggress? -- Catharsis -- Media violence and catharsis -- Does media violence consumption help youth deal with anxiety and fear? -- Research on media violence-induced fear -- Virtual reality and phobias -- A final dagger into the heart of sexy vampire slayers -- Research on media violence and body image -- Summary
  • 6. Watching the playful beast : sports violence and aggression -- Aggression in modern sport -- There was no "second spitter" hidden in a grassy knoll for Roberto Alomar -- Modeling aggression and its consequences -- Laboratory experiments -- Laboratory experiments and observational learning -- Observational learning and the Roberto Alomar incident -- On the importance of rough-and-tumble play -- Watching aggression in sport and sports entertainment : effects on aggressive behavior -- Sports violence and hostility -- Sports violence and gender -- Longitudinal research -- Laying the smack down on sports entertainment -- The nature of physical activity in sports entertainment -- Competitive contests in sports entertainment -- Rules that govern play in sports entertainment -- Research on the effects of viewing professional wrestling -- Factors that influence imitative behavior in youth -- Power, similarities, and consequences -- Identification -- Personal fable -- Effects of watching aggressive behavior on youth aggression during sport -- Generalizing from observed sport to a different sport -- Priming -- Aggressive networks -- Summary
  • 7. Violence-laden imagination : comic books, fiction, and toys -- Comic book violence -- Comic book sales -- Comic book content -- Slapstick humor -- Comic book violence in compared to other types of media violence -- Comic book violence and aggressive behavior in youth -- Early research -- Modern research -- Research on late adolescents and young adults -- The future of media violence research may be written in comic books -- Violence in literature and youthful fear and aggression -- Frightening stories and fear -- Aggressive stories and aggressive behavior -- War toys and aggression -- War toy research -- A closer look at gender differences in war toy research -- Critique of the war toy literature -- Summary
  • 8. Animating the beast : cartoon violence -- Cartoons : a brief historical overview -- Violence in cartoons -- The effects of comedy on the perception of cartoon violence -- Cognitive transformation -- Schematic processing -- Priming -- Contextual factors -- Non-comedic cartoons and perceived violence -- Graphicness -- Perceived actuality -- Perceived similarity -- Perceived reality -- Cartoons and aggressive behavior : the evidence -- Disinhibition -- Laboratory research in early childhood -- Comedic and non-comedic violence -- Object-oriented and person-oriented aggression -- Field experiments in early childhood -- Ecological validity -- Demand characteristics -- Face validity -- The research -- Research on early childhood -- A study that combines object- and peer-oriented aggression -- Within- and between-subjects designs and field experiments -- Research in middle childhood -- Aggressive behavior -- Aggression-related constructs -- Research on adolescence -- Summary
  • 9. Listening to the beast : violence in music and music videos -- Historical overview -- The focus of modern-day research on music violence -- Heavy metal -- Rap -- The popularity of music -- The lyrical content of heavy metal and rap -- Lyrics and sexual content -- Lyrics and violent content -- The potential effects of lyrics -- Lyrics : are they really that important? -- Lyrical comprehension across development -- Why developmental differences in lyrical comprehension occur -- Lyrical incomprehension : a double-edged sword -- The best comprehension is related to the perceived importance of the music -- On hearing things that cannot be heard -- Can backwards-masked messages be detected? -- Can backwards-masked messages be heard when a song is played forward? -- Backwards-masked messages, suicide, and the law -- Rockin' and a rollin' and a fightin' -- The effects of music violence on youth -- Correlational research -- Experimental research -- Linking suicidal lyrics and suicidal behavior -- Prevalence and risk -- Lyrics and suicidal ideation -- Heavy metal music and suicide -- Amplification effects and suicide -- Heavy metal music and suicide : a link that is broken -- Sex, violence, and video tape -- The Buggles were wrong -- Why music videos may still be important in the study of media violence -- Yearly consumption -- Music video content -- The effects of violent music videos of adolescents -- College students are not children -- Comparing music videos to music alone -- Summary
  • 10. Watching the beast : live-action television and movie violence -- Violence on television -- Differences between movies and television -- The context of aggression and television violence -- Glamorized violence -- Glamorized violence and learning -- Research on the effects of glamorization on aggression in youth -- Justified violence -- Justified violence in the context of fantasy and reality -- Contrast effects -- The effects of television violence on aggressive behavior -- Correlational studies in childhood -- Preschool -- Middle childhood -- Summary of correlational research -- Experimental research in childhood -- Summary of experimental research -- Research on adolescents -- Correlational studies -- Quasi-experiments -- Experimental research -- Introduction of television and aggressive behavior -- Natural experiments -- Indirect aggression -- The effect of television violence on aggression-related constructs -- Attitudes towards the use of aggression -- Emotional expression -- Fantasizing -- Identification with the aggressor -- Memory -- Interpretation of ambiguous stimuli -- Desensitization -- Habituation to media violence -- Desensitization to real-world violence -- Important of discriminating habituation and desensitization -- Research on habituation -- Research on desensitization -- Behavioral desensitization -- Physiological desensitization -- Cognitive and emotional desensitization -- Limitations of the desensitization research -- Summary
  • 11. Playing with the beast : violent video games -- The popularity of violent video games -- Teaching kids to kill -- Video game eras and video game violence -- Atari era : abstract violence -- Nintendo era : increasing realism -- Sony era : lifelike violence -- Types of violent video games -- First and third person perspective violent video games -- First person shooter : multi-tiered environment (FPS-MTE) -- First person shooter : rail (FPS-R) -- Third person shooting and fighting (TPSF) -- Subgenres of violent video games -- Online, multiplayer violent video games -- The effects of violent video games on youth as a function of video game era and game type -- Correlational research -- Atari and Nintendo eras -- Sony era -- Putting the "inconsistent" correlational findings in perspective -- Experimental research -- Atari era -- Nintendo era -- Sony era -- Important issues related to experimental research -- Summary
  • pt. III. Media violence and the concept of risk -- 12. Aggressive behavior : risk and protective factors -- Beans and aggression -- Defining risk and protection -- Child characteristics that are risk factors for aggression -- Genetics -- Hypothalamic-pituitary-adrenal axis (HPA) -- Hypothalamic-pituitary-gonadal axis (HPG) -- aggression and general underarousal -- Temperament -- Attachment -- Developmental status -- Environmental risk factors -- Parenting and the parent-child relationship -- Parenting styles -- Punishment and monitoring -- Siblings -- Methodological issues in sibling research -- Home environment -- Peers -- Peer acceptance -- Peer relationships -- Neighborhood violence -- Summary of risk factors -- Protective factors from aggression -- Protective characteristics of the child -- Protective characteristics in the environment -- On the importance of risk and protective factors in media violence research -- Summary
  • 13. The threat of media violence : assessing its magnitude and reducing its effects -- Sizing it all up -- Meta-analysis -- Limitations of meta-analysis -- Strengths of meta-analysis -- Meta-analysis and the magnitude of effects -- Variance -- Accountable variance in the social sciences -- Meta-analysis and research on media violence -- Video games : the baddest of the bad? -- Identification with the aggressor and the rewarding of violent behavior -- Active learning -- Practice effects and murder -- Continuous exposure to violence -- Does size matter when it comes to different types of violent media? -- Placing the effect sizes for violent media in the context of other risk factors for aggression -- Media violence effect sizes in comparison to health-related effect sizes -- Media violence effect sizes in comparison to other risk factors for aggression -- Critique of effect size revelations -- Media violence exposure and moderators -- Child and adolescent moderators -- Age -- Gender -- Trait aggression -- Environmental moderators -- Socioeconomic status (SES) -- Parenting -- multiple moderators and future research -- Reducing the effects of media violence consumption through mediation -- Types of mediation -- Mediation research -- Research on co-viewing mediation -- Research on restrictive mediation -- Research on active mediation -- mediation questions in need of answering -- Summary
  • 14. Policy, violent entertainment, and youth -- Legislating media violence : is there really a need? -- A brief look at policy making -- Violent entertainment and current policy -- Legislating comic books ... almost -- Guidelines of the CCA -- Evaluation of the comic book industry's attempt at self-regulation -- Legislating music -- Evaluation of the labeling system -- Legislating movies -- MPAA rating system -- Evaluating the MPAA rating system -- Legislating television -- Television rating systems and the V-chip -- Evaluating the television rating system and the V-chip -- Legislating video games -- ESRB rating system -- Evaluating the ESRB rating system -- Media violence policy : a look to the future -- Summary
  • pt. IV. Nonviolent media and youth -- 15. The good, the bad, and the ugly : the effects of nonviolent media on children and adolescents -- Defining the good, the bad and the ugly -- The good -- Educational and information programs -- Prosocial media and prosocial actions -- Effect sizes of prosocial media -- Media and academic learning -- Prejudice and stereotype reduction -- The bad -- Prejudice and stereotype formation -- Advertising and youth -- Drug use and the media -- Sexual attitudes and behavior -- The ugly -- Summary
Control code
ocm61169644
Dimensions
23 cm
Extent
xix, 409 pages
Isbn
8670761929753
Lccn
2005020164
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other control number
9780761929765
Other physical details
illustrations
System control number
  • (Sirsi) o61169644
  • (OCoLC)61169644
Label
Children, adolescents, and media violence : a critical look at the research, Steven J. Kirsh
Link
Publication
Bibliography note
Includes bibliographical references (pages 345-379) and indexes
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • pt. I. Understanding aggression -- 1. There and back again : a media violence tale -- A look through the violent sands of time -- Evaluating the evidence for evil influences -- Aggressive behavior and aggression-related constructs -- Types of aggression -- Aggression-related constructs -- Violent entertainment and aggression-related constructs -- Answering questions so new questions can be raised -- On the value of research -- Preview of coming attractions -- Summary
  • 2. Exposing the beast within : aggressive behavior across development -- Normative development and individual variation -- The developmental pathway from anger to conflict to aggression -- Anger -- Conflict -- Normative aggression in preschool -- Normative aggression in grade school -- Normative aggression in adolescence -- School shooters -- Assessing threats made by youth -- Evaluating current threat assessment procedures -- Correlation -- Correlation is not causation -- Individual variation in aggressive behavior -- Desisting -- Stabilizing -- Escalating -- Onsetting -- Individual patterns of aggression as a function of violent entertainment -- Sex differences in aggressive behavior across development -- Sex differences in aggression and violent entertainment -- Aggressive behavior in the context of development -- Developmental tasks and violent entertainment -- Excessive aggression in youth -- Aggression and developmental psychopathology -- Developmental psychopathology and entertainment violence -- Summary
  • 3. Understanding the beast within : theories of aggressive behavior -- Understanding theories -- Valid theories -- Pseudoscientific theory -- Theories of aggression -- Psychoanalytic theory of aggression -- Evaluation of the psychoanalytic theory of aggression -- Application of psychoanalytic theory to media violence -- Frustration theory -- Evaluation of frustration theory -- Application of frustration theory to media violence -- Social learning theory -- Evaluation of social learning theory -- Application of social learning theory to media violence -- Social information processing theory of aggression -- Evaluation of social information processing theory -- Application of social information processing theory to media violence -- Script theory -- Evaluation of script theory -- Application of script theory to media violence -- Control theories -- Self-control theory -- Social control theory -- Evaluation of control theory -- Application of control theory to media violence -- General aggression model -- Evaluation of the general aggression model -- Application of the GAM to media violence -- Theories of aggression and developmental considerations -- Summary
  • 4. Dining on death and destruction : the how much and why of violent media consumption -- Media violence consumption across development -- Survey research -- Varieties of survey methods and problems -- Social desirability -- Patterns of media consumption -- Media ownership -- Media consumption during childhood -- Media consumption during adolescence -- Gender differences in media consumption -- Childhood -- Adolescence -- Reasons for consuming violent entertainment -- Uses and gratification of violent media -- Companionship -- Escape -- Habit -- Learning -- Passing time -- Relaxation -- Sensation seeking -- Gratifications specific to violent media -- Vicarious aggression -- Identity formation : individual identity -- Identity formation : social identity -- Defiance of restrictions -- Empowerment and social status -- Mood management -- The importance of understanding why youth consume violent media -- Violent media consumption as a function of development -- Summary
  • pt. II. Effects of specific forms of violent media on youth -- 5. Violent media and the need to be strong and powerful -- Historical proponents of media violence -- The so-called modern-day benefits of media violence -- Anecdotal evidence : is it scientific? -- The use of flawed data -- Evaluating the empirical evidence presented by Jones -- Does media violence increase feelings of strength, power, and competence? -- Self-efficacy -- Media violence and self-efficacy -- Does media violence increase feelings of control? -- Locus of control -- Media violence and locus of control -- Does media violence consumption make youth less likely to aggress? -- Catharsis -- Media violence and catharsis -- Does media violence consumption help youth deal with anxiety and fear? -- Research on media violence-induced fear -- Virtual reality and phobias -- A final dagger into the heart of sexy vampire slayers -- Research on media violence and body image -- Summary
  • 6. Watching the playful beast : sports violence and aggression -- Aggression in modern sport -- There was no "second spitter" hidden in a grassy knoll for Roberto Alomar -- Modeling aggression and its consequences -- Laboratory experiments -- Laboratory experiments and observational learning -- Observational learning and the Roberto Alomar incident -- On the importance of rough-and-tumble play -- Watching aggression in sport and sports entertainment : effects on aggressive behavior -- Sports violence and hostility -- Sports violence and gender -- Longitudinal research -- Laying the smack down on sports entertainment -- The nature of physical activity in sports entertainment -- Competitive contests in sports entertainment -- Rules that govern play in sports entertainment -- Research on the effects of viewing professional wrestling -- Factors that influence imitative behavior in youth -- Power, similarities, and consequences -- Identification -- Personal fable -- Effects of watching aggressive behavior on youth aggression during sport -- Generalizing from observed sport to a different sport -- Priming -- Aggressive networks -- Summary
  • 7. Violence-laden imagination : comic books, fiction, and toys -- Comic book violence -- Comic book sales -- Comic book content -- Slapstick humor -- Comic book violence in compared to other types of media violence -- Comic book violence and aggressive behavior in youth -- Early research -- Modern research -- Research on late adolescents and young adults -- The future of media violence research may be written in comic books -- Violence in literature and youthful fear and aggression -- Frightening stories and fear -- Aggressive stories and aggressive behavior -- War toys and aggression -- War toy research -- A closer look at gender differences in war toy research -- Critique of the war toy literature -- Summary
  • 8. Animating the beast : cartoon violence -- Cartoons : a brief historical overview -- Violence in cartoons -- The effects of comedy on the perception of cartoon violence -- Cognitive transformation -- Schematic processing -- Priming -- Contextual factors -- Non-comedic cartoons and perceived violence -- Graphicness -- Perceived actuality -- Perceived similarity -- Perceived reality -- Cartoons and aggressive behavior : the evidence -- Disinhibition -- Laboratory research in early childhood -- Comedic and non-comedic violence -- Object-oriented and person-oriented aggression -- Field experiments in early childhood -- Ecological validity -- Demand characteristics -- Face validity -- The research -- Research on early childhood -- A study that combines object- and peer-oriented aggression -- Within- and between-subjects designs and field experiments -- Research in middle childhood -- Aggressive behavior -- Aggression-related constructs -- Research on adolescence -- Summary
  • 9. Listening to the beast : violence in music and music videos -- Historical overview -- The focus of modern-day research on music violence -- Heavy metal -- Rap -- The popularity of music -- The lyrical content of heavy metal and rap -- Lyrics and sexual content -- Lyrics and violent content -- The potential effects of lyrics -- Lyrics : are they really that important? -- Lyrical comprehension across development -- Why developmental differences in lyrical comprehension occur -- Lyrical incomprehension : a double-edged sword -- The best comprehension is related to the perceived importance of the music -- On hearing things that cannot be heard -- Can backwards-masked messages be detected? -- Can backwards-masked messages be heard when a song is played forward? -- Backwards-masked messages, suicide, and the law -- Rockin' and a rollin' and a fightin' -- The effects of music violence on youth -- Correlational research -- Experimental research -- Linking suicidal lyrics and suicidal behavior -- Prevalence and risk -- Lyrics and suicidal ideation -- Heavy metal music and suicide -- Amplification effects and suicide -- Heavy metal music and suicide : a link that is broken -- Sex, violence, and video tape -- The Buggles were wrong -- Why music videos may still be important in the study of media violence -- Yearly consumption -- Music video content -- The effects of violent music videos of adolescents -- College students are not children -- Comparing music videos to music alone -- Summary
  • 10. Watching the beast : live-action television and movie violence -- Violence on television -- Differences between movies and television -- The context of aggression and television violence -- Glamorized violence -- Glamorized violence and learning -- Research on the effects of glamorization on aggression in youth -- Justified violence -- Justified violence in the context of fantasy and reality -- Contrast effects -- The effects of television violence on aggressive behavior -- Correlational studies in childhood -- Preschool -- Middle childhood -- Summary of correlational research -- Experimental research in childhood -- Summary of experimental research -- Research on adolescents -- Correlational studies -- Quasi-experiments -- Experimental research -- Introduction of television and aggressive behavior -- Natural experiments -- Indirect aggression -- The effect of television violence on aggression-related constructs -- Attitudes towards the use of aggression -- Emotional expression -- Fantasizing -- Identification with the aggressor -- Memory -- Interpretation of ambiguous stimuli -- Desensitization -- Habituation to media violence -- Desensitization to real-world violence -- Important of discriminating habituation and desensitization -- Research on habituation -- Research on desensitization -- Behavioral desensitization -- Physiological desensitization -- Cognitive and emotional desensitization -- Limitations of the desensitization research -- Summary
  • 11. Playing with the beast : violent video games -- The popularity of violent video games -- Teaching kids to kill -- Video game eras and video game violence -- Atari era : abstract violence -- Nintendo era : increasing realism -- Sony era : lifelike violence -- Types of violent video games -- First and third person perspective violent video games -- First person shooter : multi-tiered environment (FPS-MTE) -- First person shooter : rail (FPS-R) -- Third person shooting and fighting (TPSF) -- Subgenres of violent video games -- Online, multiplayer violent video games -- The effects of violent video games on youth as a function of video game era and game type -- Correlational research -- Atari and Nintendo eras -- Sony era -- Putting the "inconsistent" correlational findings in perspective -- Experimental research -- Atari era -- Nintendo era -- Sony era -- Important issues related to experimental research -- Summary
  • pt. III. Media violence and the concept of risk -- 12. Aggressive behavior : risk and protective factors -- Beans and aggression -- Defining risk and protection -- Child characteristics that are risk factors for aggression -- Genetics -- Hypothalamic-pituitary-adrenal axis (HPA) -- Hypothalamic-pituitary-gonadal axis (HPG) -- aggression and general underarousal -- Temperament -- Attachment -- Developmental status -- Environmental risk factors -- Parenting and the parent-child relationship -- Parenting styles -- Punishment and monitoring -- Siblings -- Methodological issues in sibling research -- Home environment -- Peers -- Peer acceptance -- Peer relationships -- Neighborhood violence -- Summary of risk factors -- Protective factors from aggression -- Protective characteristics of the child -- Protective characteristics in the environment -- On the importance of risk and protective factors in media violence research -- Summary
  • 13. The threat of media violence : assessing its magnitude and reducing its effects -- Sizing it all up -- Meta-analysis -- Limitations of meta-analysis -- Strengths of meta-analysis -- Meta-analysis and the magnitude of effects -- Variance -- Accountable variance in the social sciences -- Meta-analysis and research on media violence -- Video games : the baddest of the bad? -- Identification with the aggressor and the rewarding of violent behavior -- Active learning -- Practice effects and murder -- Continuous exposure to violence -- Does size matter when it comes to different types of violent media? -- Placing the effect sizes for violent media in the context of other risk factors for aggression -- Media violence effect sizes in comparison to health-related effect sizes -- Media violence effect sizes in comparison to other risk factors for aggression -- Critique of effect size revelations -- Media violence exposure and moderators -- Child and adolescent moderators -- Age -- Gender -- Trait aggression -- Environmental moderators -- Socioeconomic status (SES) -- Parenting -- multiple moderators and future research -- Reducing the effects of media violence consumption through mediation -- Types of mediation -- Mediation research -- Research on co-viewing mediation -- Research on restrictive mediation -- Research on active mediation -- mediation questions in need of answering -- Summary
  • 14. Policy, violent entertainment, and youth -- Legislating media violence : is there really a need? -- A brief look at policy making -- Violent entertainment and current policy -- Legislating comic books ... almost -- Guidelines of the CCA -- Evaluation of the comic book industry's attempt at self-regulation -- Legislating music -- Evaluation of the labeling system -- Legislating movies -- MPAA rating system -- Evaluating the MPAA rating system -- Legislating television -- Television rating systems and the V-chip -- Evaluating the television rating system and the V-chip -- Legislating video games -- ESRB rating system -- Evaluating the ESRB rating system -- Media violence policy : a look to the future -- Summary
  • pt. IV. Nonviolent media and youth -- 15. The good, the bad, and the ugly : the effects of nonviolent media on children and adolescents -- Defining the good, the bad and the ugly -- The good -- Educational and information programs -- Prosocial media and prosocial actions -- Effect sizes of prosocial media -- Media and academic learning -- Prejudice and stereotype reduction -- The bad -- Prejudice and stereotype formation -- Advertising and youth -- Drug use and the media -- Sexual attitudes and behavior -- The ugly -- Summary
Control code
ocm61169644
Dimensions
23 cm
Extent
xix, 409 pages
Isbn
8670761929753
Lccn
2005020164
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other control number
9780761929765
Other physical details
illustrations
System control number
  • (Sirsi) o61169644
  • (OCoLC)61169644

Library Locations

    • Waubonsee: Sugar Grove Campus - Todd LibraryBorrow it
      Collins Hall 2nd Floor Waubonsee Community College Route 47 at Waubonsee Drive, Sugar Grove, IL, 60554-9454, US
      41.7974 -88.45785
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