Media and Violence- Analysed Using 3 Important Theories

Introduction

Media has become an omnipresent force in modern society, shaping behaviors, attitudes, and perceptions across generations. Among the most debated topics within this field is the relationship between media and violence. Does exposure to violent media lead to aggressive behavior? Or does it merely reflect societal realities?

Media and Violence

Prevalence of Media Violence

Media content has often been criticized for its violent nature, ranging from action-packed movies and graphic video games to sensationalist news coverage. According to a study by Anderson et al. (2010), by the time the average American child reaches the age of 18, they will have witnessed over 200,000 acts of violence through various media platforms. Such exposure raises questions about its potential impact on behavior and the learning processes involved.

Read More- Cognitive Theories of Learning

Learning Theories and Media Violence

Learning theories can better help us understand the influence of media violence on the behaviour of individuals, three of the most important theories include-

1. Social Learning Theory- Albert Bandura’s Social Learning Theory (SLT) posits that individuals learn behaviors through observation, imitation, and modeling. In Bandura’s seminal “Bobo doll experiment” (1961), children exposed to an adult acting aggressively toward a doll were more likely to replicate the aggressive behavior. Bandura highlighted that the process of vicarious reinforcement—where individuals observe consequences of actions performed by others—plays a critical role in behavior acquisition.

Aggression Shown by Children After Watching the Video

In the context of media violence, SLT suggests that individuals, especially children, may internalize aggressive behaviors displayed in media if such actions are portrayed as rewarding or socially acceptable. For instance, a video game that glorifies violent actions with rewards (e.g., points or achievements) reinforces the notion that aggression yields benefits, potentially leading to real-world behavioral mimicry.

2. Operant Conditioning- B.F. Skinner’s theory of operant conditioning emphasizes reinforcement and punishment as central to learning behaviors. While SLT emphasizes observational learning, operant conditioning focuses on the direct experiences of individuals. Violent video games often employ mechanisms of operant conditioning. For example, a player who gains rewards for successfully defeating enemies may form an association between aggression and positive outcomes.

Studies like that of Gentile et al. (2004) reveal how interactive media, such as video games, can influence behavioral tendencies by reinforcing aggressive actions. Repeated engagement with violent media creates a cycle of reinforcement, strengthening the link between aggression and reward over time.

3. Cognitive Behavioral Models- Cognitive-behavioral theories examine the interaction between thought processes, emotions, and behaviors. Schemas, or mental frameworks shaped by experiences, play a vital role in interpreting stimuli. Exposure to media violence can alter these schemas, leading to a desensitization effect. As Bushman and Anderson (2009) argue, repeated exposure to violent imagery can diminish emotional responses to aggression, normalizing it as an acceptable means of conflict resolution.

Mediating Factors

While learning theories offer insight into how media violence can influence behavior, individual and environmental factors mediate these effects.

• Age and Development- Children and adolescents are particularly susceptible to the effects of media violence due to their developmental stages. Piaget’s stages of cognitive development suggest that younger children, who are in the preoperational stage, lack the capacity to distinguish between fantasy and reality. Consequently, they may internalize media violence as an accurate reflection of the world.
• Family and Peer Influences- Parental mediation plays a crucial role in moderating the impact of violent media. Nathanson (1999) identified two forms of parental intervention- active mediation, where parents discuss content with children, and restrictive mediation, where access to violent media is limited. Active mediation has been found to mitigate aggressive tendencies more effectively by promoting critical thinking about media messages.
• Personality Traits- Traits such as impulsivity, empathy, and susceptibility to peer influence can influence how individuals process media violence. For instance, those with lower empathy levels may be more prone to imitating aggressive behaviors depicted in media.

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Empirical Evidence

Numerous studies have explored the relationship between media violence and aggression, offering varying levels of support for causal links.

1. Experimental Studies- Experimental studies provide controlled environments to assess the immediate impact of violent media exposure. Anderson and Dill (2000) conducted an experiment in which participants played either a violent or non-violent video game. Those exposed to violent games displayed heightened aggression in subsequent tasks.
2. Longitudinal Studies- Longitudinal research examines the long-term effects of media violence exposure. Huesmann et al. (2003) conducted a 15-year longitudinal study, finding that childhood exposure to violent television content correlated with higher aggression levels in adulthood.
3. Criticisms and Counterarguments- Despite the evidence, critics argue that the relationship between media violence and aggression is overstated. Ferguson (2015) contends that correlational studies often fail to account for third variables, such as socioeconomic status or pre-existing aggression. Furthermore, cultural differences in media consumption and aggression complicate generalizations.

Case Analysis- The Columbine High School Massacre

The Columbine High School massacre of April 20, 1999, remains one of the most infamous school shootings in American history. Eric Harris and Dylan Klebold, two high school students, murdered 13 people and wounded more than 20 others before committing suicide. The attack sparked widespread debates about the influence of violent media, particularly video games, movies, and music, on aggressive behavior.

1. Social Learning Theory- Bandura’s Social Learning Theory (SLT) suggests that individuals learn aggressive behavior through observation, imitation, and reinforcement. Harris and Klebold were reportedly influenced by violent video games, particularly Doom and Quake, and violent films such as Natural Born Killers (1994).

Doom (1993 video game)

• • Observational Learning- Both shooters spent significant time engaging with violent media where aggression was rewarded, potentially shaping their behavior.
  • Modeling and Imitation- They referenced Natural Born Killers in their writings and sought to recreate similar violent scenes in real life.
  • Vicarious Reinforcement- The glamorization of violence in certain media may have reinforced their belief that aggressive actions would bring notoriety.

Studies such as Bandura’s Bobo Doll Experiment (1961) show that children who observe aggressive role models tend to imitate their behavior. This aligns with how Harris and Klebold may have internalized violent behavior through continuous exposure to media violence.

2. Operant Conditioning- Skinner’s Operant Conditioning explains how behavior is shaped by reinforcement and punishment. Harris and Klebold engaged in video games where rewards were given for violent actions, which may have reinforced aggressive tendencies.

• • Positive Reinforcement- Video games like Doom rewarded players for shooting and killing opponents, potentially conditioning them to associate violence with success.
  • Desensitization- Repeated exposure to virtual violence might have reduced their emotional response to real-world aggression.

Gentile et al. (2004) found that violent video games reinforce aggressive thought patterns, particularly when individuals receive rewards for violent actions. This could have contributed to Harris and Klebold’s planning and execution of the massacre.

Path Analysis for Video Games and Arguments with Teachers (Gentile et al., 2004)

3. Cognitive Behavioral Theory- Cognitive-behavioral theories suggest that repeated exposure to violent media can alter cognitive schemas, leading individuals to view violence as a normal or justified means of resolving conflicts.

• • Cognitive Priming- Harris and Klebold’s engagement with violent media may have primed them to interpret real-life conflicts through an aggressive lens.
  • Normalization of Violence- Their personal writings revealed that they saw themselves as antiheroes, influenced by violent media narratives that framed aggression as empowering.

Studies by Bushman and Anderson (2009) indicate that desensitization occurs when repeated exposure to violent media reduces emotional sensitivity to aggression, potentially making violent acts easier to commit.

Strategies for Mitigating Harm

Some ways to mitigate the harm of media violence could include-

1. Media Literacy Education- Promoting media literacy is essential to empowering individuals to critically evaluate content. Media literacy programs can teach audiences to recognize and challenge the glorification of violence in media narratives.
2. Parental Involvement- Parents can adopt strategies such as co-viewing, discussing content, and setting screen-time limits to moderate children’s media consumption.
3. Policy and Regulation- Governments and organizations can implement stricter regulations on violent content, particularly in video games and online platforms accessible to minors.

Conclusion

The relationship between media violence and aggressive behavior is complex, influenced by learning theories and moderated by individual and contextual factors. While evidence suggests a link, it is essential to consider the broader societal and psychological frameworks in which media operates. By fostering critical engagement with media, encouraging parental involvement, and implementing effective policies, society can mitigate the potential adverse effects of media violence.

References

Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772–790.

Anderson, C. A., et al. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173.

Bandura, A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63(3), 575–582.

Bushman, B. J., & Anderson, C. A. (2009). Comfortably numb: Desensitizing effects of violent media on helping others. Psychological Science, 20(3), 273–277.

Ferguson, C. J. (2015). Violent video games and the Supreme Court: Lessons for the scientific community in the wake of Brown v. Entertainment Merchants Association. American Psychologist, 68(2), 57–74.

Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D. A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27(1), 5–22.

Huesmann, L. R., Moise-Titus, J., Podolski, C. L., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their later aggressive and violent behavior in young adulthood: 1977–1992. Developmental Psychology, 39(2), 201–221.

Nathanson, A. I. (1999). Identifying and explaining the relationship between parental mediation and children’s aggression. Communication Research, 26(2), 124–143.

Piaget, J. (1952). The origins of intelligence in children. Norton.

Skinner, B. F. (1953). Science and human behavior. Macmillan.