senior proj. lit review-2

RUNNING HEAD: CAUSES OF AGGRESSION IN EARLY CHILDHOOD DEVELOPMENT

What Causes Aggression in Early Childhood Development, Are Cartoons to Blame

Along with Social Learning Theory or do Genetics Play a Dominant Role?

Shane Rodgers

Youngstown State University

CAUSES OF AGGRESSION IN EARLY CHILDHOOD DEVELOPMENT

Abstract

This paper examines the research performed on both adults and children and the

influence media violence has on attitudes and behaviors. More specifically, examining

what causes early childhood aggression. 3 factors were observed, including environment

in relation to social learning theory, genetics and cartoon violence. Also, the impact of

media violence on the viewer will be examined. Research suggests that genetics and

one’s environment are the primary causes of aggression in children. However, little

research has been conducted on children’s cartoons in particular as, an influence of

children’s aggression levels and social interaction. By better understanding what causes

aggression in children this behavior can be prevented into adulthood.

Keywords: environment, social learning theory, genes, cartoon violence, aggression

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Literature Review

Aggression can be an underlying symptom to many problems. Recent findings

suggest that aggression stems from mass media violence, affecting children’s behavior.

However, there is a wide range of other factors contributing to childhood aggression.

Often aggression in the early stages of childhood development is dismissed and viewed

as a part of growing up. “Kids can be cruel, “is a common expression. The expression is

true in many cases, but finding where the behavior begins is a main factor and many are

turning to mass media, specifically children’s cartoon programs. Other researchers

however, feel environment or one’s genetic make up are larger players in the situation.

This paper will attempt to provide enough sufficient evidence to prove that the

environment in which a child is raised is the primary source for attitudes and behaviors in

a child. Several studies have been preformed on the matter but no single one has been

able to entirely pin point the cause for this sort of behavior in children. With violent

imagery on almost every T.V. station in some form or another, our children are

constantly subjected to this form of entertainment. Violent material in media has become

more graphic in recent years than ever before. Viewers of all ages seemly have a similar

negative view of mass media and its role in society.

Attitudes and Behaviors Influenced by Violence in Mass Media

In a recent study, researchers Jahangir, S. F., Nawaz, N., & Khan, N (2014) asked

470 adults about their opinion on mass media and it’s current role in society. An

overwhelming 78 percent of participants agreed that mass media plays more of a negative

role in society than positive, by displaying images of chaos, violence and lewd and

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lascivious behavior. Responses in the researcher’s surveys indicated that what an

individual views on TV influences their over all well-being and mental state. It also has

an adverse affect of how that individual perceives the world (Jahangir, S. F. et al., 2014).

If an individual spends countless hours watching violent imagery or listening to violent

themed music, that individual will start to perceive their surroundings as dangerous. Even

though they may not be anywhere near imitated danger. This phenomenon is known as

Cultivation Theory.

Viewing violent material has been linked to an increase in blood pressure and to

cause higher levels of alienation, aggression and stress in adults (Jahangir, S. F., Nawaz,

N., & Khan, N (2014). As previously mentioned, what a person views has an adverse

affect of mental well being (Jahangir, S. F. et al., 2014), but it also has an effect on brain

activity. In a recent study, researchers were able to monitor 54 adult males brain activity

during the viewing of violent themed clips. These male participants were split into two

groups, aggressive group (Ag) and non- aggressive (NEM). They were put into either

group based on their answers they provided on a physical aggression subscale.

Participants in the Ag group had higher levels of brain function than members of the

NEM groups when shown violent images. Additionally, members of the NEM group had

feelings of nervousness and anxiety when shown violent images, where as the Ag

participants had less signs of the previously mentioned emotions but had higher levels of

stress (Alia-Klein et al., 2014).

In continuation, watching violent content through mass media has a direct

correlation with how each individual handles certain situations in their lives. Research

suggests that by frequently watching violent content, individuals are more likely to be

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involved in violence situations. The viewer has a sense of moral disengagement from

certain situations and this has been tied to aggressive personalities (Alia-Klein et al.,

2014).These circumstances do not just pertain to adults. Children, more specifically boys

that are exposed to violence through cartoons, movies and video games are more likely to

act physically aggressive towards children during play. Girls that are exposed to this type

of content are more likely to act relationally aggressive towards their peers than

physically aggressive (Gentile, D. A., Mathieson, L. C., & Crick, N. R. 2011).

These studies and the literature review indicate that media has a seemingly

negative impact on society. Frequent exposure to violent material leads to aggressive

behaviors and attitudes in both adults and children. Although we have determined that

violence promoted through media can influence an individuals behavior we still have yet

to determine the underlying cause of aggression, is one’s genetic makeup to blame, or is

social learning theory and the environment that surround a individual a determining

factor.

Social Learning Theory, Genes and the Environment

Researchers have determined a direct link between the environment in which a

child lives in and their personality and behaviors. Many aggressive children and

adolescents live in violent homes and neighborhoods, but in some incidences that is not

the case, which leaves researchers to believe that there are other contributing factors. In

many cases, a child without an authoritative figure will have behavioral issues and

trouble deciphering right from wrong. A 2009 study determined that very point. Children

that were exposed to violent material in a cartoon with the presence of an adult making

disapproving remarks to the violent scenes showed far less verbal and physical

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aggression towards others than the control group that viewed the same carton clip

(MIRANDA, P., MCCLUSKEY, N., SILBER, B. J., VON POHLE, C. D., & BAINUM,

C. K. 2009) With the presents of an adult acknowledging that the violent images were

wrong, children were able to understand the difference between right and wrong

behavior. However, the children in the study without an adult’s disapproval left the

children without guidance. Therefore acting aggressively during play with other children.

Children are a product of their environment, if a child grows up in a home with parents

that swear that child is likely to follow suite. That concept is known as social learning

theory and it can be applied to children’s interaction with media. What children are

exposed to will influence behavior and attitudes. Moreover, genetic make up could be a

contributing factor to the problem.

Genes play a large part in behavior, researchers suggest. Genes govern what

actions, reactions and developments in behavior. Although many studies have been done

on the matter no clear conclusion has been drawn. The subject still remains a heavily

debated topic among researchers. One study in particular, examined both identical and

fraternal twins and their behaviors were monitored by their mothers and recorded. The

purpose of this study was to determine how the environment affects each twins

differently and if genes had an influence on their behaviors. The results determined that

the male fraternal twins scored highest on levels of aggressive behavior followed by

female fraternal twins and female identical twins scored the lowest rating. Researchers

determined that although the environment does contribute in a child’s development,

ultimately genetic factors play a predominant role in an individual’s aggression.

According to this study 94% of an individuals behavior is a result of their genetic makeup

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(Ghodsian-Carpey, J., & Baker, L. A. 1987). Next, in 2002 DiLalla examined similar

studies involving both fraternal and identical twins to determine how much of an

influence genes have on a child’s behavior. DiLalla (2002) also assessed adopted children

and their relationship between behaviors and their environment and genetics. The

environment in which identical twins share are closer related than that of fraternal twins

DiLalla (2002) suggests, in that they wear similar clothes, share friends and have a closer

relationship in adulthood than fraternal twins. Therefore, the environment is more likely

to have an equal influence on identical twins than fraternal twins who are more

independent from one another. Findings determined that identical twins show a higher

level of aggressiveness in relation to heredity while playing with their peers than fraternal

twins. Quite opposed of Ghodsian-.Carpey (1987) and their research assumption. DiLalla

(2002) also examined adopted children and the correlation between their environment

with their adopted parents and genes from their biological parents and how that

influences behaviors. DiLalla (2002) indicates that many variables have to be met before

drawing any conclusions such as, their biological parents environment and the impact

that has on their behavior and if there are similarities between the adopted parents and the

biological parents in terms of behaviors and environment. There needs to be more

research done on the matter of genetic relationship without parental bias. Many studies

have been conducted on the matter but many with a parent involved in the findings. Also,

according to this literature review genes do not determine behavior anymore than the

environment does research suggests (DiLalla, L. F. 2002).

Research implies that genetics have a very large part in a child’s personality and

behaviors and that environment affects each child differently. Nonetheless, as (Miranda

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et al., 2009) determined that a positive influence an adult has on a child can alter their

actions and understanding from right and wrong. Which ties into the hypothesis in that

social learning theory and the environment surrounding a child, influencing their

behaviors. Whether one factor is more substantial than the other is still inconclusive.

As mentioned previously media has an overwhelming negative impact on society

(Miranda et al., 2009). It influences what we wear, what music we listen to, how we

communicate with one another and it can even alter our thoughts and opinions.

Cartoon Violence and its Link to Early Childhood Aggression

Television consumption has sky rocketed in the last few decades. It is not

uncommon for families to have a TV set in almost every room. Something that was

unheard of 50-60 years ago. Roughly 7 out of 10 children shows have some form of

violence in them. Globally 93% of children have access to a television at home and use

television as a primary source of information, surpassing books and radio (Erwin, E., &

Morton, N. 2008). Children are no longer going outside to play and using their

imaginations with peers. Instead, children are staying indoors, watching television and

playing graphic video games depicting acts of violence. Parents are now using the TV as

a virtual babysitter for their children while they complete their day-to-day tasks such as

cooking and cleaning. Children are starting their Saturday mornings plopped in front of

the television watching their favorite cartoon characters beat up one another and

superhero’s fighting off the bad guys. Often these shows have PG and G ratings; this

makes these shows seem harmless for our children to watch. But many parents are

concerned that cartoons have become too violent. It is very common to see young boys

mimicking their favorite cartoon character by play fighting with plastic swords or

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pretending to shoot one another. Although not much research as been done on the matter,

many parents believe that their children are learning these behaviors from cartoons.

Bjorkqvist, K., & Lagerspetz, K. (1985) examined both 5 and 6 year olds and 9

and 10 year old children (girls and boys) and monitored how each group morally viewed

the violent scenes in cartoons and how well they understood the plot. As well as each

groups anxiety levels during the violent scenes. Researchers also hypothesized that boys

would have a larger false sense of reality than girls. Results determined that the

preschool children had a more difficult time pinpointing what made a character bad or

good. Additionally, the preschool children stated that the violent scenes were the most

freighting and therefore disliked those scenes. Where as the 9 and 10 year old children

liked the violent scenes and did not find them freighting. Likewise, their hypothesis was

correct in that the boys had less moral understanding than the girls when asked about the

violent scenes.

Children, especially boys, find violence in video games and television shows

entertaining. Nonetheless, how well do they understand the harming effects of what they

are watching? Blumberg, F., Bierwirth, K., & Schwartz, A. (2008, October) examined

that very question. The researchers presented three and four year old children with

pictures of both realistic and cartoon images of violence such as hitting, kicking, stealing

etc. Then the children were asked to assess the severity of punishment for the previously

stated actions. The children negatively viewed all violent images both realistic and

cartoon. The children also viewed the cartoon images as more serve than the realistic

images (2008, October). The study suggests that young children are capable of

understanding the difference between reality and fantasy in relation to carton violence. If

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Blumberg et al., (2008, October) study are true, then why do so often children mimic the

violence they see on television? Even if they are fully aware of what they are doing is

wrong as pointed out in Miranda et al., (2009) involving researchers observing third and

fourth grade child after shown a five-minute clip of the Justice League. The control group

demonstrated far more aggression both verbally and physically after the clip was shown

with no adult present during the showing. This study shows the influence adults have on

their children in regards to violence they view on television. When an adult is

disapproving of violent themed media children are less likely to play aggressively with

their peers.

The discussion of cartoon violence and its effects on children is still relatively

unchartered water. Research seems to indicate that cartoon violence in particular does

have a direct link to aggressive behaviors in children, especially during playtime with

their peers. But, researchers believe that simply talking to your children about the

difference between reality and fantasy could prevent this type of behavior. Parents can

also limit television time and make conscious consumer decisions when buying their

children toys that can have violent images or violent themes such as toy guns and knifes

for example (Erwin, E., & Morton, N. 2008.)

Research Questions/Hypothesis

H1: Environment and social learning theory primarily influence a child’s behavior and

attitude towards others.

H2: Violence in cartoons fosters aggressive behaviors in children, especially during play

with peers.

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RQ1: What is the leading underlining cause of aggression in early childhood

development, genes, environment/social learning theory and cartoon violence? Or all

three?

RQ2: How much of a factor do guardians play in helping their children understand real

from make believe?

Conclusion/Future Studies

Undoubtedly environmental factors as well as genes play a large role in our

personalities and behaviors, although we are uncertain of which is more dominant. Future

studies can look at adopted children in particular more in depth to obtain a better

conclusion to the gene/environment argument. By comparing the biological parents to the

adoptees and the behaviors and the environment in which they both live in relation to the

adopted child’s behavior could further explain a predominate factor. In continuation

studies without parent involvement may give the researcher a more accurate read out.

Additionally as children we may not be able to control our genetic makeup and the

environment in which we are raised. As parents we are able to control what our children

are being subjected to through media, especially cartoon violence. If a conclusion can be

drawn from this paper it is that guardians play a large role in helping their children

understand what is real and fictional. In many instances a cartoon character gets injured

by never really hurt. No matter how outrageous or far-fetched the circumstances of the

characters injuries, they never face serious injury or death. Children relate this to real life

circumstances and begin to mimic what they see in these cartoons, without being aware

of the real injury they may cause to themselves or others. As indicted in the Miranda et

al., (2009) study children require a positive adult influence to educate them on the

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difference between reality and fantasy and good behavior from bad. By monitoring and

talking to our children about the violence they view on TV, we may be able to prevent or

lower aggressive behaviors that follow us into adulthood. Limiting television

consumption and encouraging children to play outside, involving them in an organized

sport or planning out activities could have a positive influence on a child’s self esteem

and health. By joining an organized sport in particular, children will learn discipline and

gain social skills that could benefit them later in life. A positive influence in a child’s life

could make a huge difference in how that child behaves and perceives the world.

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References

Alia-Klein, N., Wang, G., Preston-Campbell, R. N., Moeller, S. J., Parvaz, M. A., Zhu,

W., & ... Volkow, N. D. (2014). Reactions to Media Violence: It’s in the Brain of

the Beholder. Plos ONE, 9(9), 1-10. doi:10.1371/journal.pone.0107260

Blumberg, F., Bierwirth, K., & Schwartz, A. (2008, October). Does Cartoon Violence

Beget Aggressive Behavior in Real Life? An Opposing View. Early Childhood

Education Journal. pp. 101-104. doi:10.1007/s10643-008-0280-1.

Bjorkqvist, K., & Lagerspetz, K. (1985). CHILDRENS EXPERIENCE OF THREE

TYPES OF CARTOON AT TWO AGE LEVELS. International Journal Of

Psychology, 20(1), 77.

DiLalla, L. F. (2002). Behavior genetics of aggression in children: Review and future

directions. Developmental Review, 22(4), 593.

Erwin, E., & Morton, N. (2008). Exposure to Media Violence and Young Children with

and Without Disabilities: Powerful Opportunities for Family-Professional

Partnerships. Early Childhood Education Journal, 36(2), 105-112.

doi:10.1007/s10643-008-0276-x

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Gentile, D. A., Mathieson, L. C., & Crick, N. R. (2011). Media Violence Associations

with the Form and Function of Aggression among Elementary School Children.

Social Development, 20(2), 213-232. doi:10.1111/j.1467-9507.2010.00577.x

Ghodsian-Carpey, J., & Baker, L. A. (1987). Genetic and Environmental Influences on

Aggression in 4- to 7-Year-Old Twins. Aggressive Behavior, 13(4), 173-186.

Jahangir, S. F., Nawaz, N., & Khan, N. (2014). Effects of Media (Television) on Mental

Health. FWU Journal Of Social Sciences, 8(1), 97-102.

MIRANDA, P., MCCLUSKEY, N., SILBER, B. J., VON POHLE, C. D., & BAINUM,

C. K. (2009). Effect of Adult Disapproval of Cartoon Violence on Children's

Aggressive Play. Psi Chi Journal Of Undergraduate Research, 14(2), 79-84.

Richmond, J., & Wilson, J. C. (2008). Are Graphic Media Violence, Aggression and

Moral Disengagement Related?. Psychiatry, Psychology & Law, 15(2), 350-357.

doi:10.1080/13218710802199716

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