PART A: Fill in Cooper & Mackie (1986) study: Video Games on aggression in children Background (1) Previous research had indicated that ___________ on TV produces an increased tendency towards ___________behaviour in children, most had ________ participants. (2) Video games large role in children’s leisure time. (2) TV watchers are _________ whereas video games are _______: would this make a difference in influencing violent behaviour? Aim To investigate whether computer-generated games depicting a lot of violence ________ children and whether they affected _______ and ________differently. Hypotheses • Boys and girls will perceive video games __________. � • ____________ video games will have a greater impact on children’s behaviour than ___- __________ video games. Method Research method/design • __________ ____________ with an ________________ measures design. The independent variables (IV): (a) Whether participants were placed in the _______ aggression, _______ aggression or ________ group. (Participants

only took part in one condition). � (b) Whether participants were _______ or ________. (Participants were either player or observer, not both). � • O__________ was used to gather data in the experimental section. � • Self-report method was used to gather other data: q_____________ - video gaming experience, perception of video

games and interpersonal aggression measures. � � 84 children (44 males, 40 females) from the fourth- and fifth-grades in schools in New Jersey, USA. � For the experimental session, the children were paired randomly with the constraint that they were of the

same sex and from the same grade. _________________ was gained from the children’s parents. ��Apparatus/materials ��

Missile Command �

Pac-Man �

Maze game (pen & paper) Procedure Week before: questionnaire about experience with video games Results Conclusions 1. _______: measurable consequences (playing & observing) on girls’ behaviour. Playing aggressive video games= increased activity & play with aggressive toys. Boys: not affected. 2. Girls & boys: _________ or ________ not affect behaviour in relations to interpersonal measures of aggression. 3. Playing & observing: affects are the same.

High aggression

Low aggression

FOUR toys in the room following the first condition to measure the level of aggressive play (DV)

IVs

AGGRESSIVE TOY

SKILL-BASED TOY QUIET TOY

Control

Experiment – 2nd ________________: 1. __________ to toy room- play with what they liked whilst experimenters sorted some things (but was recording what they played with, order & how long) – for 8 minutes 2. ____________ to another room- measure of interpersonal aggression (a) 3 bad behaviours, asked to choose punishments & use of red buzzer to record how much of this punishment would be given. Time on red buzzer was recorded. (b) process repeated with 3 good behaviours.

Experiment – 1st _____________: 1. Children entered experimental room in pairs- randomly allocated high aggression, low aggression, control. 2. One played game, the other observed (interact but not participant)- for 8 minutes. Experimenter recorded score.

After 8 minutes observers & players swapped. Players did interpersonal aggression measure & observers went to play room.

Before returning to class all participants completed: manipulation check questionnaire & questionnaire about their perceptions of the games measuring action; violence; how much they liked it; how much they wanted to continue (players) or play (observers).

Experience with video games - Games at home: 34/44 boys & 17/40 girls - Played before: 73/84 (more boys) - Av. Time per day: 42.57 mins

Perceptions of games - Least Violent: maze game - _______: more enjoyment playing, liked all three games - _______: more enjoyment observing (except maze game); players enjoyed maze game most

Effects of games on toy play - ______: games more effect (esp. missile game)- in aggressive play & activity. Pac-Man quiet play. - ______: in skill play in both but otherwise little effect.

Interpersonal aggression - Boys used red buzzer more than girls in both good/bad - No effects for game played - Time on buzzer over trials- greatest those who had played rather than observed.

ACTIVE TOY

Sample

PART B: Explain Freud’s Theory of Dreaming, including examples. (6 marks) HINT: Use the memory story.

SummaryofCooper&Mackie(1986)study:VideoGamesonaggressioninchildrenBackgroundPreviousresearchhadindicatedthatviolenceonTVproducesanincreasedtendencytowardsaggressivebehaviourinchildren,mosthadmaleparticipants.Videogameslargeroleinchildren’sleisuretime–TVwatcherspassivewhereasvideogamesareactive:wouldthismakeadifferenceininfluencingviolentbehaviour?AimToinvestigatewhethercomputer-generatedgamesdepictingalotofviolenceaffectedchildrenandwhethertheyaffectedboysandgirlsdifferently.Hypotheses• Boysandgirlswillperceivevideogamesdifferently.�• Aggressivevideogameswillhaveagreaterimpactonchildren’sbehaviourthannon-aggressivevideogames.MethodResearchmethod/design• Laboratoryexperimentwithanindependentmeasuresdesign.Theindependentvariables(IV): (a)Whetherparticipantswereplacedinthehighaggression,lowaggressionorcontrolgroup.(Participantsonlytook

partinonecondition).� (b)Whetherparticipantswereplayersorobservers.(Participantswereeitherplayerorobserver,notboth).�• Observationwasusedtogatherdataintheexperimentalsection.�• Self-reportmethodwasusedtogatherotherdata:questionnaires-videogamingexperience,perceptionofvideo

gamesandinterpersonalaggressionmeasures.�Sample�84children(44males,40females)fromthefourth-andfifth-gradesinschoolsinNewJersey,USA.�Fortheexperimentalsession,thechildrenwerepairedrandomlywiththeconstraintthattheywereofthesamesex

andfromthesamegrade.Consentwasgainedfromthechildren’sparents.��Apparatus/materials��

MissileCommand�Pac-Man�

Mazegame(pen&paper)ProcedureWeekbefore:questionnaireaboutexperiencewithvideogamesResultsConclusions1.Girls:measurableconsequences(playing&observing)ongirls’behaviour.Playingaggressivevideogames=increasedactivity&playwithaggressivetoys.Boys:notaffected.2.Girls&boys:playingorobservingnotaffectbehaviourinrelationstointerpersonalmeasuresofaggression.3.Playing&observing:affectsarethesame.

Highaggression

Lowaggression

FOURtoysintheroomfollowingthefirstconditiontomeasurethelevelofaggressiveplay(DV)

IVs

AGGRESSIVETOY

SKILL-BASEDTOY QUIETTOY

Control

Experiment–2ndcondition:1.Playerstotoyroom-playwithwhattheylikedwhilstexperimenterssortedsomethings(butwasrecordingwhattheyplayedwith,order&howlong)–for8minutes2.Observertoanotherroom-measureofinterpersonalaggression(a)3badbehaviours,askedtochoosepunishments&useofredbuzzertorecordhowmuchofthispunishmentwouldbegiven.Timeonredbuzzerwasrecorded.(b)processrepeatedwith3goodbehaviours.

Experiment–1stcondition:1.Childrenenteredexperimentalroominpairs-randomlyallocatedhighaggression,lowaggression,control.2.Oneplayedgame,theotherobserved(interactbutnotparticipant)-for8minutes.Experimenterrecordedscore.

After8minutesobservers&playersswapped.Playersdidinterpersonalaggressionmeasure&observerswenttoplayroom.

Beforereturningtoclassallparticipantscompleted:manipulationcheckquestionnaire&questionnaireabouttheirperceptionsofthegamesmeasuringaction;violence;howmuchtheylikedit;howmuchtheywantedtocontinue(players)orplay(observers).

Experiencewithvideogames-Gamesathome:34/44boys&17/40girls-Playedbefore:73/84(moreboys)-Av.Timeperday:42.57mins

Perceptionsofgames-LeastViolent:mazegame-Boys:moreenjoymentplaying,likedallthreegames-Girls:moreenjoymentobserving(exceptmazegame);playersenjoyedmazegamemost

Effectsofgamesontoyplay-Girls:gamesmoreeffect(esp.missilegame)-inaggressiveplay&activity.Pac-Manquietplay.-Boys:inskillplayinbothbutotherwiselittleeffect.

Interpersonalaggression-Boysusedredbuzzermorethangirlsinbothgood/bad-Noeffectsforgameplayed-Timeonbuzzerovertrials-greatestthosewhohadplayedratherthanobserved.