Children’s Helpful and Hurtful Behaviors Essay
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53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Children’s Helpful and Hurtful Behaviors Essay
AGGRESSIVE BEHAVIOR Volume 38, pages 281–287 (2012)
Effects of Prosocial, Neutral, and Violent Video Games on Children’s Helpful and Hurtful Behaviors Muniba Saleem∗, Craig A. Anderson, and Douglas A. Gentile
Department of Psychology, Center for the Study of Violence, Iowa State University, Ames, Iowa
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Recent research reveals that playing prosocial video games increases prosocial cognitions, positive affect, and helpful behaviors [Gentile et al., 2009; Greitemeyer and Osswald, 2009, 2010, 2011]. These results are consistent with the social-cognitive models of social behavior such as the general learning model [Buckley and Anderson, 2006]. However, no experimental studies have examined such effects on children. Previous research on violent video games suggests that short-term effects of video games are largely based on priming of existing behavioral scripts. Thus, it is unclear whether younger children will show similar effects. This research had 9–14 years olds play a prosocial, neutral, or violent video game, and assessed helpful and hurtful behaviors simultaneously through a new tangram measure. Prosocial games increased helpful and decreased hurtful behavior, whereas violent games had the opposite effects. Aggr. Behav. 38:281–287, 2012. C© 2012 Wiley Periodicals, Inc.
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Keywords: prosocial media; media violence; video games; aggression; helping
INTRODUCTION
Effects of Prosocial, Neutral, and Violent Video Games on Helpful and Hurtful Behaviors
A major development in mass media over the last 25 years has been the advent and rapid growth of the video game industry. From the earliest arcade- based console games, video games have been imme- diately and immensely popular, particularly among young people. Additionally, the introduction of video games to the home market only served to further ele- vate their prevalence [Gentile, 2009]. Because of their widespread popularity, social scientists, parents, and politicians have been concerned with the potential ef- fects of video games, focusing particularly on games with violent content and their harmful effects on chil- dren. This is evident in the recent Schwarzenegger vs. Entertainment Merchants Association Supreme Court case that debated state regulation of video game sales to minors.
Although there is an extensive base of scientific lit- erature on the negative effects of violent video games [see Anderson et al., 2010 for a metaanalysis], re- search on prosocial games is much more limited. Few empirical studies have tested the effect of prosocial video game content on helpful and hurtful behaviors and results from these studies suggest that prosocial content in games can in fact increase prosocial be-
havior in the short and long terms [e.g., Gentile et al., 2009; Greitemeyer and Osswald, 2010, 2009]. Additionally, recent studies have started to explore the causal mechanisms responsible for the effects of prosocial video games on helpful and hurtful behav- iors. Results from some studies suggest that these ef- fects may be due to changes in cognitive beliefs [e.g., Gentile et al., 2009; Greitemeyer and Osswald, 2010, 2011], whereas other studies suggest these effects are due to changes in affect [Greitemeyer and Osswald, 2010; Saleem et al., 2012]. Overall, both types of ef- fects are consistent with social-cognitive models of so- cial behavior, including the General Leaning Model [GLM; Buckley and Anderson, 2006; Maier and Gen- tile, 2012].
Briefly, social-cognitive learning theories (e.g., GLM) propose that input variables (personal and situational) affect a person’s internal states (cogni- tion, affect, and arousal) and ultimately guide the person’s learning (through multiple mechanisms) and behavioral responses [Buckley and Anderson, 2006;
∗Correspondence to: Muniba Saleem, Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA 50010. E-mail: msaleem@iastate.edu
Received 18 July 2011; Accepted 1 February 2012
Published online in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/ab.21428
RUBRIC
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Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
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5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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