Miller, Michael MD. “Violent video games and young people”. Harvard Mental Health Letter. 27-4. (2010): Academic Search Premier. Web. 23 Feb. 2011.
This article is a discussion on whether or not playing video games can contribute to violence in real life and other harmful side effects. The American Academy of Pediatrics (AAP) and the American Academy of Child and Adolescent Psychiatry (AACAP) cite studies that say that violent video games involve first-person action and role-playing, which can desensitize children emotionally and lead to aggressiveness and bullying. Other researchers deny the view that violent video games lead to violent behavior. These researchers argue that many of the studies assess aggression that doesn’t relate to real-life violence, and of larger weight, that the studies themselves are observational and don’t prove cause and effect. They believe that one could already have a violent disposition and playing violent video games proved no difference, having already been aggressive. Most children associate video games as fun to play and as a way to socialize with people so they do prove somewhat beneficial. The AAP, AACAP, and the other researchers do agree though that certain precautions can be taken to prevent the effects of violent content.
Thursday, February 24, 2011
Third Annotated Bibliography
Walsh, David. “Video Game Violence and Public Policy.” National Institute on Media and the Family. (2001): n. pag. Web. 16 Feb. 2011.
Dr. David Walsh discusses the growth of video games in popular culture but as a result of this growth there is a growing concern among caregivers that some games may be too violent. Research conducted by the American Psychological Association, the American Academy of Pediatrics, and the American Medical association has concluded that there is scientific evidence that shows a cause-effect reaction between violent television and children showing aggressive behavior. From that research it has been hypothesized that video games will show an even greater reaction due to four main features found in video games: children are more likely to identify more with, video games require participation rather than passively standing by, repetition increases learning, and rewards increase learning. Dr. Walsh also discusses the psychological impact of video games along with the sale of “M for Mature”-rated video games to underage children and a discussion on limitations of the first amendment.
Second Annotated Bibliography
Lester, Paul. Visual Communication: Images With Message, Fifth Edition. Boston: Wadsworth, 2006. Print.
In Chapter 4, “Visual Persuasion”, Lester mainly talks about the effect of what is commonly referred to as shock advertising. Shock advertising is the use of controversial, unusual, or sometimes offensive images or scenes with the intent of producing a reaction that will get people to talk about the commercial and thus resulting in getting their product or the company name out in everyday conversation. The chapter mostly revolves around the clothing company United Colors of Benetton and their advertising endeavors with the use of controversial images such as a nun kissing a priest, a white man kissing a black woman, and a family surrounding a man dying of HIV/AIDS. With the various avenues of advertising, be it a commercial on TV, an ad in a magazine, or a giant billboard by the side of the road, these advertisements are reaching more and more people resulting in more knowledge of the company and their products, in turn making them more profitable.
First Annotated Bibliography
Gentile, Douglas A., ed. Media violence and children: a complete guide for parents and professionals. Westport: Praeger Publishers, 2003.
Video games were designed with the intent of being entertaining, challenging, and occasionally educational. Although this may be the case, most video games contain violent material. While those three arguments are used to describe the intent of video games they have become irrelevant as video games evolved to having more realistic graphics and involve scenarios that place the player in a situation using violent acts upon realistic characters. Six main reasons appear for why violent video games have more of an effect on children than violent television: identification with an aggressor increases imitation of the aggressor, active participation increases learning, practicing an entire behavioral sequence is more effective than practicing only a part, violence is continuous, repetition increases learning, and rewards increase imitation. Through these games, the player is the one that is put in the position to commence with these acts, and in most situations can not advance if he or she does not commit certain violent acts. Violent behavior is taught and rewarded in the games. Do children today know where to draw the line?
Sunday, February 6, 2011
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