Violence in The Media How It Affects Children

Media affects on children 1
Violence in the media; how it affects children and adolescents.
By
David Caban
Abstract
Media violence, which is a social role similar to both the parental and educational
role, that plays in different types of environment, especially, within the home. Media
violence affects children in ways that affect their social skill development that would
benefit their educational and critical development. It affects children in certain areas,
such as, biosocial, and psychosocial behavior (Borden & Horowitz, 2002). Biosocial
because it affects the physiological anatomy such as; the heart, brain, and the central
nervous system, which in lieu, affects their social development within their environment
(Jarrett, 2005). Psychosocial behavior, because media violence which intensifies an
earlier arousal of aggressive behavior, especially in children, as well as induces seizures,
insomnia, and impairing interest in educational development (Anderson & Bushman,
2002).
This research would focus on other violent social setting that this learner strongly
believes that is contributed to media violence as it intensifies aggressive behavior in
children. Therefore, determine that media violence would just stimulate aggression,
because it reflects both their social environment, as well as, their social learning process.
Also, demonstrating any causal affect that media violence stimulates aggression can be
difficult for the sole reason, because of other social phenomenal factors that contribute
children to intensify aggression. Therefore, showing a correlation affect rather than a
causal affect of media violence stimulating aggression amongst children.
There is sufficient empirical evidence relating media violence stimulating
aggressive behavior in children already exposed to other social violent setting, than
media violence showing any causal affect stimulating aggression in children. However,
this particular study relating causal affect of media violence stimulating aggression in
children does need further exploration.
Children developed their aggressive behavior either through genetic
predisposition and-or their social environment through social inhibition (Watson, Fischer,
Andreas, and Smith, 2001). That affects their cognitive response, which affects their
social surroundings, which would potentially determine the behavriol outcome of
children.
Table of Contents
I. Title 1
II. Abstract 2
III. Table of Contents 3
IV. Social Cognitive Theory in relation to media violence. 5
a. Cognitive Theory in relation to violent behavior. 14
b. Children becoming exposed to media violence 17
c. The byproduct and physiological affects to violence 20
V. Media influences on society 23
a. Intended reason why the media teach violence to children. 28
b. Social development of children as it relates to media violence. 30
VI. Conclusion, further research, and recommendation 33
VII. Reference 36
Social Cognitive Theory in relation to media violence
The Social Cognitive Theory developed by Albert Bandura is based on social
learning process that influences behavior through observation learning and vicarious
reinforcements (Bandura, 2001). As a child they would actively construct ideas, or
concepts based on their social environment (Macionis, 2000). Usually, it is constructed
based on biosocial experiences, which has a causal affect during the developing periods
of the child’s life (Borden et al., 2002). Therefore, as a child is becoming exposed to
media violence the child would learn first-hand through observational learning, and
through reinforcement children could learn a new behavior, which enhances the child’s
perception of their social environment (Strauss, 1999). Within this context would begin to
identify not just the social roles displayed by either parents, an-or older siblings, but also
the roles displayed through the media characters within a social setting such as, learning
on how to socially embrace violent behavior.
The child socially learns through the social roles displayed within the home,
environment and would become adaptable through the cultural nature within its
environment, because probably the child’s physiological predisposition such as; genetic
traits, brain, which is in the earliest phases of development along with other social
influences (Bordens et al. 2002). In other words, the child would become adaptable to the
violent nature of displayed through the media (Vold et al., 2004). Therefore, the social
constructive development within the child’s mind would experience an internalized
concept of adapting to the type of behavior that is displayed through media characters,
even in children’s programming, which could reflect their social environment. For
example, if a child plays an excesses amount of either violent video gaming, and exposed
to media violence, the media becomes the role model for the child (Anderson et al., 2000;
Bushman, 1998; Green et al., 2005). The child would recognize the social role of the
media characters displayed, and the general principles that are socially acceptable within
that particular environment. Therefore, the child through observational learning begins to
develop, attempt too replicate the social roles displayed by media characters within that
social environment (Anderson et al., 2000). In lieu; the child through social
constructivism, especially during the early stages of development could understand their
potential opportunity to mimic, or later duplicate-become the social roles that was
displayed by either; violent media characters, parental abuse, and-or other abusive
siblings (Merrill et al., 2005).
Children’s early social development within a violent setting; such as, media
violence, or an abusive environment is in correlation to a teacher role modeling within a
school setting, which is the basis of social constructivism (Anderson, 2002; Bandura,
2001). For example, student observed the lesson that is taught, and children would
expand their perception of learning that develops a better understanding of their social
identity within their environment. Therefore, within the social setting such as, the home
environment the child could socially learn from their parental role modeling, as well as,
other roles played within their cultural settings (Anderson et al., 2002). Although;
cultural behavior existing within the home and school settings children develop through
cognition social constructivism, which develops attitudes and social behavior (Borden et
al., 2002, pg. 176).

The childhood observation and the surrounding social influences the child would
become adaptable within that environment (Bandura, 2001). Bandura et al., (2001),
mentioned, “Agency thus involves not only the deliberation ability to make choices and
action, but the ability to give shape to appropriate courses of action and to motivate and
regulate their execution “(p. 8). The agency itself is the human individuality, which has
the ability to make certain choices that determines cause of action. The parental role falls
subject to this operation, as well as the child. Because, of the fact that the child is exposed
to a violent social setting, which in lieu, becomes influential through their parental roles.
It is this learners professional opinion that a similiarization exist between two variables
media violence and secondly, parental consensus of exposing their children to media
violence. Therefore, the child through either their parental genetic trait, and-or social
inhibition within their social environment would perform in a similar manner, which is a
social behavior that was initially influenced of their parents (Bandura, 2001). This is in
comparison to children first becoming exposed to media violence. Children first become
aware of violence through violent sit-coms, movies, violent video gaming, and-or other
types of violence that is displayed through the media (Anderson et al., 2000; Green et al.,
2005).
A social influence that has correlating affects to media violence such as;
subcultural violence can play a pivotal role influencing children that are already exposed
to violence, in lieu, could potentially become exposed to other violent setting, because it
is a reflection of their environment (Anderson et al., 2002). Therefore, by cultivating their
biosocial behavior would become a mirror image reflecting their social surroundings,
which is the reflection of violence (Bandura, 2001, pg. 166).

Children raised within a social violent setting would stem the likelihood of
behaving violently therefore; within this context media violence is a correlation, although
it would stimulate aggression leading to violence, because within such settings it is
considered socially accepted (Strauss, 1999). This reaction of social behavior is initiated
through the physiological predisposition, and-or the social inhibition that affects certain
stimuli, especially within children, and-or adolescents (Bandura, 2001; Barkan, 2001, pg.
166). Therefore, responding to physical threats rather than avoiding physical contacts,
would impedes pure social reasoning, as well as educational and critical development
(Anderson et al., 2002).
Some behavior theorist believe that individual residing within the lower-social
economical environments are predominately derived from distinct minority racial-
cultures such as; Hispanics, African Americans, some White that tend to be acceptable to
different acts of violence (Watson et al., 2004). These groups tend to defend their honor,
dignity, and masculinity therefore; through social influencing the younger males tend to
respond through their social cultural belief system through violent means, which is
considered socially, accepted within their environment (Barkan et al., 2001, pg. 166-167).
As a result, would potentially develop either deviant and-or criminal behavior (Barkan,
2001, pg. 167). However, such disbelief was imminent, because some individual’s or
citizens residing in certain urban settings believe the contrary that either “fist fighting”,
behaving aggressively leading to violence was wrong (Barkan, 2001, pg. 167). Similarity,
to family violence within either middle and upper social class, which in most cases go
unknown, and unimpeded discourse; because either lack of reporting, and-or lack of
complaining (Barkan et al., 2001, pg. 166-167). Iterate the act of violence whether it is
subcultural of violence, or family violence does have correlating affects to media
violence, because of the assessable nature that relates to societal biosocial behavior
(Barkan, 2001, pg. 168).
The Social Cognitive Theory is also viewed from an Agentic perspective that is
described by Albert Bandura (2001). This is determined within a human capacity to
control over both the nature, and quality of one’s life within the essence of humanness. In
other words, the human social development process operates within an array of
phenomenal, as well as functional consciousness (Bandura, 2001).
Social development especially within children is constructive through an array of
social influences, physiological traits, and social inhibition (Bandura, 2001).
Consciousness, is best defined of the individual’s and-or society social awareness of their
surroundings, as well as identifying both of their social identify, and social environment
(Macionis, 2000). Bandura et al., (2001), mentioned, “Personal agency operative within a
broad network of social structural influence. In these Agentic transactions, people are
producers as well as products of social system” (p. 1). Therefore, the social cognitive
theory centers on three types of agency: first, direct personal, proxy, and collective
agency (Bandura, 2001). Through these three modes of agency this learner would
correlate the influence of violence displayed both in the media, as well as within the
social context within the home regardless; if the environment is already embedded with
violence, or non-violence (Bandura, 2001).
The relations between the three human modes to media violence are as follows:
direct personal is the individual within their social environment desire to play violent
video games, and-or interest in watching violent sit-comes, and-or movies (Felson, 2005).
This is not to say that the individual is already violent; but rather media violence interest
an arousal affect on both the individual, and-or society (Bandura, 2001).
The proxy agency is the depending factors that basis upon others to satisfy, and-or
to fulfill what one individual cannot fulfill within a reasonable amount of time (Bandura,
2001). In relation to media violence is when parents allow their children to view media
violence as means substituting parental or guardian roles. For example; some parents
claim that those video game programs such as; game cube, Xbox, and other extra-
curricular activity involving elements of violence is a good or great babysitter. At this
point parents may not realized that the characteristics displayed through either video
game, and-or unsuitable media entertainment, which may involve certain elements of
violence are role models to their children (Anderson et al., 2000; Bandura, 2001). Such
modeling can become a source of influence to their children, which could replicate
through social-interaction amongst their peers (Bandura, 2001). Although it may reflect
the negativity that is constituted non-social behavior however, within a social setting that
is exposed to cultural violence that may be viewed as commonality (Barkan, 2001).
Therefore, the probability of children exposed to violent social setting would also stem
the likelihood of embracing media violence because of the social gratification (Green et
al., 2005), but could potentially become either deviant, and-or criminally (Anderson et
al., 2000; Vold et al, 2004). This is not to say that media violence is the only social means
of becoming aggressively violent in nature, but it would enhance the influence of
becoming violent through social learning means, as well as reflecting and enhancing the
negative aggressive responses that exist within a social setting or community that
culturally embraces violent behavior (Chory-Assad, 2003). Which is a perfect example of

communities whether within urban settings, and suburban setting that is constituted as
subcultural of violence (Anderson et al., 2000).
In the social environment that is non-violent could potentially inhibit genetic
composition or predisposition that is influential to media violence. Through means of
social influence of not just one social peer-individual, but rather other peers, that would
share a commonality (Chory-Assad, 2003). A peer, within this context is referring to
schoolmates as children, adolescents, and other social counterparts. Lastly, is collective
agency, which is common-interest that exists within groups, such as; peer groups, or
other social counterparts (Chory-Assad, 2003).
Media violence tends to produce replicates, audiences especially children are
expected to adopt certain characteristic roles, which are displayed throughout children
programming. In other words, becoming more adaptive by mimicking media characters
(Chory-Assad, 2003). However, does it interest children and adolescents because of their
ethnic background, and because of their earlier developmental phases of their brain?
Contrary to adults with hereditary violence as their culture, but would also inhibit such
cultural accepted practices to their offspring.
The influential mechanism of media violence could potentially become the
ultimate goal of both mind and social cultivation, which is the ultimate goal for
corporations to influence society, especially children (Watson et al., 2004). This is
because the role of the character institutes a social learning concept to influence the
individuality, and society (children) to socially behave (Bandura, 2001).
Social dynamics and phenomenal is the center ideology behind the social
cognitive theory that can explained the dynamics involved with social influences as to
why either the individual, and-or society respond, based on their social environment.
Also, this plays a pivotal role in shaping, cultivating, and socially developing the human
agency within its environment (Bandura, 2001).
In regards to media violence and negative social influence of children there tends
to stem a correlation to instigate hyperactivity in children, and enhance aggressive
cognition (Grimes et al., 2004). Through a process of repetitive media displayed viewing
on television, witnessing how different characters displaying violent acts, which could
potentially affect either a causal affect to children first-time exposed to violence, and a
correlation to children already exposed to other violent behavior, but reinforcing the
thought process (Weber et al., 2006). Through this process it would stimulate aggression,
and not have any causal affect, because individual’s likewise animals already have
certain levels of aggression through genetically (Jipguep et al., 2004). Weber et al.,
(2006), mentioned “Elaborative content analysis revealed that the favored narrative is a
human perpetrator enjoying repetitive acts of justification violence involving weapons
that result in some blood shed to the victim” (p.40). This imagery is viewed to the public
through a repetitive process. Therefore, intended means to influence more aggressive
cognition would become highly probable (Weber et al., 2006). The probability of not
only children, but also, adolescents, and young adults to become more adaptable to
aggressive script initially portrayed through media characters could be socially duplicated
in a regular social setting (Weber et al., 2006, pg. 40). Earlier findings had determined
that such concept would inhibit the child’s cognitive process, which could potentially
develop more cognitive aggression (Weber et al., 2006, pg. 40). As a result, would stem
the probability of the child, and-or adolescent to develop violent behavior, especially later
in life (Chory-Assad, 2003).
Violent video games along with media violence tend to enhance aggressive
inhibition that would affect children’s cognitive development, which would in lieu,
impede social development, that would enhance academically, as well as developing
critical thinking (Anderson et al, 2000; Bandura, 2001). Because it influence the arousal
of the stimuli could develop a causal affect for the child during the earlier stages of life’s
development, because earlier findings discovered a causal linking, linking media violence
with aggression (Anderson et al., 2002; Bandura, 2001). However, it is a correlation to
older children, and teenagers that had already been affective by violence to respond in
anger, bitter frustration, jealousy that would result in a negative social response (Weber et
al., 2006).
Researchers had determined that children and adolescents that are exposed to
media violence could potentially develop either short or long term increase in aggression
that is abnormal to the normal level of aggression (Anderson et al., 2002). Short term
aggression affects would display in a social action such as; initiating through an arousal
that can leads to anger, frustration. The long term affects display a quicker response to
anger, bitter frustration, and would tend to become lesser interest in education (Weber et
al., 2006, pg. 41). As a result, this could develop into mood-swings, temperament,
becoming less reasonable, especially within their social setting (Webster et al., 2006, pg.
41). Quite the contrary based on any causal affect however; a correlation between media
violence and aggression has always been determined (Weber et al., 2006). In fact, it has
been determined that violent video games would have lessor arousal affect on aggression,
only when players lack of understanding the game. However, once comprehending the
game would prove the opposite especially in children and-or adolescents. This concept is
dependant upon two variable; the individual ability to comprehend the game, and
secondly, the violent content or characters in the game (Weber et al., 2006 pg. 42).
Violent video games are marketed through several media outlets with certain
ratings such as; rated “M” for maturity, “T” for Teens, and rated “E” for everyone
(Weber et al., 2006, pg. 40). However, it still stems as a problematic issue of children,
and-or teens gaining access. Also, stemming the probability of stimulating aggression,
because of its correlation of how it gratifies children, and-or adolescents already immune
to violence (Green et al., 2005). In other words, it satisfies individual’s arousal, as it is
similar to any individual gaining access to satisfying any common type of sensation
(Green et al., 2005). In regards to children this would stimulate their cognitive
aggression, because of the earlier phases of brain development, especially during the
earlier phases of childhood. In similarity to adolescents (teenagers), young and older
adults that are addictive to media violence children may do likewise (Bushman, 1998).
Cognitive Theory in relation to violent behavior
Parents or guardians that do not monitor their children while the child is playing
violent video games, or other violent media entertainment, is because of other social
influences-Such as; single parenting, which presents potential social phenomenal that can
be conflicting, and the lack of parenting. However, while the child is playing video
games, and-or viewing other media programs that are unsuitable is viewing either by
himself or herself, or with a friend (Borden et al., 2002, pg. 293).

Cognitive, which is a thought process of one social environment, also determines
their social setting. For example; a violent setting of parental abuse and drug induce
setting, the child would identify within such setting such as, drugs, and media violence
are Ok, in lieu, and this would develop their social inhibition to replicate what they
observed of their parents (Borden et al., 2002, pg. 293). Similarity, children and
adolescent genetically inhibit attitudes attributing their social behavior (Borden et al.,
2002, pg. 176-177). This cultivates one’s personal identity within specific setting, such
as, poverty environment, which unfortunately attributes to violence. Because, of
historical roots leading back to social economical deprivation which produces lessor
opportunity for survival, the environment would develop not only culture to reflect
deprivation, but also inhibiting a violent culture (Vold et al., 2004, pg. 167). This violent
culture expresses several different social phenomenal, which intensity’s aggression
within society, especially children (Borden et al., 2002, pg. 293). Through these
subcultures media violence would tend to both penetrate through society, as well as
society replicating norms such as; subculture of violence, domestic violence both
variables that are both genetically, as well as inhibited socially (Borden et al., 2002, pg.
292-293). Therefore, media violence becomes a contributor, reinforcement, which in a
violent social setting would be considered a correlation (Anderson et al., 2000).
This is how influential behavior is imposed to others within their social
environment, which would ultimately develop other types of violent behavior, which
includes the exposure to violence in the media. Violent behavior is a social learning
process that has different ways on how it is taught to children. For instance, according to
Borden (2002) social facilitation, this is the performance of enhancing certain behavior
upon others (p. 293). Excessive exposure to media violence a child would learned how to
play the video by observing others, such as, parents, sibling, friends, and other influential
actors (Borden et al., 2002, pg. 381). Linking with aggression which is also a social
learned behavior therefore; knowing and understanding how characters are played within
a violent video game the child will socially learned the process, and develop techniques
on how to defeat his or her opponent (Borden et al., 2002, pg. 381). As a result, the child
does not realize the physiological and psychological consequences that would impede the
child’s social development, which would reflect the child’s interaction with others within
their social environment.
According to Borden (2002) explained that children, or any individual would
learn aggressive behavior through a learning process. Aggression can be learned through
two distinct process (Borden et al., 2002, pg. 381), direct reinforcement and punishment,
and observational learning. Direct reinforcement and punishment precedes direct
personal, which is one of the human agency elements of the Social Cognitive Theory
(Bandura, 2001). Direct reinforcement is provided through social learning that influences
aggression behavior that is imposed to other children, and-or any individual within their
social environment (Borden et al., 2002, pg. 381).
Punishment is used through the process of witnessing on how to defeat your opponent
through violent video games, also through schematic which is scriptive that a child can
socially learned through either media character, within this context, displaying violent
acts; verbal aggression, and other violent acts, which is a social learning process that a
child can potentially display within their social environment (Bandura, 2001). Similarly,
children and adolescents witnessing a crime such as; robbery, car theft, drug transaction,
just too mentioned a few (Borden et al., 2002, pg. 381). They have witness that
aggression does work, which would develop the social concept that crime would do
likewise therefore; developing both social facilitation of witnessing the performance of
criminal behavior, and acts of aggressive attitudes which can culminate in developing
criminal behavior (Borden et al., 2002, pg. 293).
Through peer influencing this conduct can enhance the personal reinforcement of
influencing aggressive behavior. Through this study it develops a causal affect, which is
developing the social influence of behavior so, that the environment could replicate
criminal behavior (Borden et al., 202, pg. 381-383). In relation to media violence
demonstrates a similar type of social learning behavior, which was developed to socially
enhance aggression that could potentially teach a child and adolescents the acts of
criminal behavior (Borden et al., 2002, pg. 391-392).
Children becoming exposed to media violence
Children becoming exposed to violence through the means of media violence
have always been debatable issues between several different researchers. Some
implicated that media violence has causal affect that stimulates aggression in children,
while viewing media violence (Anderson et al., 2000). While others contend the opposite
position relating media violence having no causal affects stimulating any form of
aggression, which affects the child’s cognitive aggression that would suffer severe
biosocial ramification (Green et al., 2005). Indeed, there have been several studies, which
does need further exploration focusing on the two variables, media violence and
aggressive behavior in children.

Children exposed to violence are generally exposed in several different ways
however; within this context this learner will discuss two variables; media and social
violence (Green et al., 2005). Because, prior studies determined the existence of both
causal affect and correlation of children developing cognitive aggression while viewing
media violence, however, both studies were performed in two different types of settings.
One is within the social environment within the home that is non-violent, and the second
children already exposed to other forms of violence (Chory-Assad et al., 2003). Children
that are already exposed to media violence; such as, violent video gaming, cartoon
violence, and other forms of character violence displayed in the media have been
imminent. For example, the access of television, music box, Internet access, which are
sources that display elements of violence that may not be suitable for children (Anderson
et al., 2000; Eiden et al., 1999). This learner is not suggesting that media has only
violence to offer too children, no, and that the media is not good at all, it is just that
certain programming display characters role models that has social learning affects
(Green et al., 2005).
Although, it has been advertise of remote control ability to prevent children
access, but once children become exposed to any form of violence, as by nature
individual including children would thrive on adapting to other types of violence (Green
et al., 2005). Therefore, children that are educated in technology can figure out ways to
gain access, which would stem the likelihood of becoming more exposed to violence. In
this synerio it is media violence that will not have any causal affect, but now a correlation
because now the child can relate to violence. In reality children and adolescents would
gain access to individual’s interest, which is the human agency operating within its
collective agency (Bandura, 2001). Collective agency is just the individual functioning
with both the individual’s and group’s interest, which is a part of the Social Cognitive
Theory (Bandura, 2001). Therefore, this derives from the peer influence, which is
culturally inhibited through the adaptation to one’s social environment (Bandura, 2001;
Macionis, 2000). However, the collective agency is a social influence of individual’s,
and-or society gaining access beyond their restrictive parameters is influence through
peer means. But also, through social stressors which exemplifies a biosocial density of
anger, bitter frustration, because of one’s difficulty of attaining their gratification to view
violent satisfaction (Green et al., 2005). It is a mirror image view through Internet access
to violent programming, violent video games which gratifies the individual’s satisfaction
(Bandura, 2001).
There have been earlier findings determining that children’s first exposure to
violence is within the home (Eiden, 1999). Violent settings stem the probability of
developing their children to become adaptable to that violent setting, which would
develop the likelihood of becoming exposing to other types of violence (Anderson et al.,
2002, Watson et al., 2004). Once exposed to violence it would develop the cognition
aggression, which is the priming aggressive thoughts, therefore; it becomes a reflection of
their environment (Anderson et al., 2002; Eiden, 1999).
Aggressive cognition is hostile thoughts that are intensifying through aggressive
interactions such as, media violence, because it develops an aggressive concept in the
child’s memory (Anderson et al., 2002). This develops the process of scriptive behavior,
which is the script theory that suggests that when children observed violence in the media
they can socially learned from the script. As a result, it becomes a social role, which
would guide the child’s behavior, which affects social interaction and proper
development (Anderson et al., 2002). The failure of proper social development would
stem the probability of developing of desentization that potentially develops anti-
socialism during childhood, which could develop into depression, fear, and other
psychosocial illnesses (Anderson et al., 2002).
The byproduct and physiological affects of violence
The physiological affects that media violence has on children and adolescents has
severe biosocial repercussions, because it affects both their biosocial and psychosocial
development of the child such as; heart, brain, and the central nervous system, which
affects their social behavior (Jarrett, 2005). For example, an earlier studied shown how
media violence affects brain waves that not only affected the brain, but also the central
nervous system. This study showed 71 participants that where adolescents that while
playing violent video games had their brain scanned through an MRI Scanner (Jarrett,
2005). While expose to the violent content within the video game the scanner revealed
the anterior cingulated cortex, amygdale and emotional region where suppress (Jarrett,
2005). This process would suppress the cognitive pattern of rationale, and replace it with
the cognitive aggression that would increase aggression, which in lieu, while playing the
violent video game this method worked effectively while eliminating their opponent
(Chory-Assad, 2004; Jarrett, 2005). Studies also had shown suppression of certain
physiological chemistries within the amaygdala such as; positive emotion, empathy, and
the cognitive rationale, which is a behavior method of human reasoning (Chory-Assad,
2004; Jarrett, 2005).

Individual’s exposed to media violence would tend to displayed an arousal,
aggressive cognitive responses, which intensify the aggressive impulse within the
individual (Chory-Assad, 2004). Therefore, the exposure to media violence can change
the normal functionality of the brain to resemble populated adolescent that are diagnosed
with disruptive behavior disorder (Jarrett, 2005).
Similarity, study where compared with other adolescents or participants in this
research that while watching violent movie drama, video gaming revealed a lower frontal
lobe activation, which is similar diagnosis to adolescents that where diagnosis with
disruptive behavior disorders (DBD) (Jarrett, 2005). According to Jarrett et al., (2005),
mentioned, “In contrast, healthy participants not exposed to violent TV or games did not
show this reduced frontal activation” (p. 62).
The physical affects of the brain, and amaygdala is when the anterior cingulate
cortex along with the amaygdala is suppressed. Once suppressed along with the cognitive
rationale process it would tend to show little or no empathy toward either individual, and-
or society. Also, the lacking of dopamine, which is a chemical substance within the
central nervous system (CNS), which is the human reasoning, but it too becomes
suppress during the interaction of playing violent video games (Jarrett, 2005). In other
words, while the individual is exposed to media violence while playing a violent video
game the individual is within a similarity to a combative role (Felson, 1996; Jarrett, 2005;
Jipguep, 2003). In fact, this is the social learning process of learning violent behavior that
can potentially affect the typical social role within society (Felson, 1996; Jarrett, 2005).
Violent motive is the act of defeating your opponent, or victim while playing violent
video games. Also, developing negative responses of anger, frustration while imposing
harm to your opponent, or victim (Bartol, 2002, pg. 210; Jarrett, 2005).
Within the region of the amaygdala that while viewing violence it would activate
other areas within the brain circuitry such as; arousal/attention, detection of threat,
episodic memory encoding, and retrieval, and motor programming (Jarrett, 2005). The
affect this would have on children is that it would precipitate an indicator of a threat
perception that would be very harmful to the child’s brain developmental process
(Jipguep, 2003). Which develops a long-term memory storage of fear, therefore, once the
innocence (children) becomes more exposed to violence, and-or other forms of violence
the child could potentially develop posttraumatic stress disorder (PTSD). This can result
in serious biosocial and psychological consequences during early adulthood (Jipguep,
2003; Vold et al, 2004, pg. 165). According to Murray et al., (2006), mentioned, “These
activities patterns are important because they demonstrate that viewing video violence
selectively activates the right hemisphere and some bilateral areas that collectively
suggest significant emotional processing of violent works”. This is not to consider just a
causal-affect, but more of a correlation of children that are already exposed to media
violence, and having a predisposition to violence. This concept perhaps determines that
other violent notion had already pre-existed and media violence is a mirror-reflection of
the individual’s social environment, or their cognitive perception (Murray, 2006).
Media violence carries the tendency of role modeling that demonstrates the
learning effectiveness that children can potentially display within their social setting
(Barkan, 2001). If it were a non-violent setting would still demonstrate similar affects
however; non-violent settings may embrace media violence without realizing the
potential consequences through its influence (Murray, 2006). Embracing the
conceptuality enhancing the subcultural violence theory, which is violent behavior, is a
cultural accepted practice within a social setting.
Media influence on society
Societies are becoming more acceptive to media violence, because the media
tends to describe the social role fabric of society, and what is reality (Trend, 2003). In
other words, society is taught not to think for itself, but rather, the media describing to
society what is within your environment (Vold et al, 2004, pg. 331-332). The media is in
fact the main mechanism that is utilized by political and corporate ideologist, and
interests too influence society to become socially implicit, as well as becoming more
aggressive that can potentially lead into violent behavior (Trend, 2002).
Society is becoming violent through the interest of both political and corporation
that stem to gain economically however; levels of aggression are a part of both human
and animal behavriol instinct (Borden et al., 2002, pg. 366; Trend, 2003).
Through the process of imposing media attention to society, society can develop
the potentiality of becoming either deviant, and-or criminally but certainly instilling fear
within society, especially in children (Anderson et al., 2003).
Media violence has causal affect tendency to stimulate aggression especially
amongst children, and adolescents. Although, individual may have already been exposed
to other social violence they would tend too view media violence to stimulate their
aggression (Felson, 2005). Therefore; media violence becomes more of a correlation to a
society that culturally accepts violent behavior however; in regard to children that are not
exposed within a violent setting could triggered a genetic trait of violence, if the child has
the predisposition, but once becoming exposed could have a causal affect (Felson, 2005).
Causal affect or causation is similar to correlation because it includes variables such as;
psychological, sociological, and physiological variables contributing to potentially
develop violent social behavior (Vold et al., 2004, pg. 29). For example; a child first
becoming exposed to violence without the understanding between right from wrong, but
could potentially replicate the schematic, which is the script portrayed through the media,
but the child would integrate within their own social environment (Anderson et al., 2002).
The social development children heavily exposed to media violence would be
considered causal affect, which is a correlation involving bio and psychosocial variables
(Vold et al., 2004, pg. 53-54), because the child is developing into the social role through
their cognitive process of learning violent behavior (Anderson et al., 2002, pg. 31; Vold
et al., 2004, pg. 165). Whereas; society exposed to other factors of violence, that would
view media violence for self-gratification, which is influence within their social
environment. Gratification presents a relationship between two variables, media violence,
and violent social setting, because the two share a commonality. In other words, media
violence relates to society that is already affected by violence (Green et al, 2005).
Therefore, violence through aggression is stimulated, and anything other than media
violence is not socially accepted within that environment. Therefore, non-violent
programming would not be interested to view within a violent social setting, only media
violence stems to be more interesting (Green et al., 2005). Through this process media
violence would only stimulate more aggression, as it correlates within a violent setting.
Planning or cultivating society is to have the political powers to control society,
without such leverage, society would not respond, because society would not become
aware (Green et al., 2005; Watson, 2002). The central key planning of society is to
become culturally accepted within society through political, cultural, and economic
means that benefit society (Jipguep, 2005). Understanding how violence relates to the
human nature and how nature benefits through violence is one enticing element to create
philosophy to inspire society, which could potentially culminate in controlling the two
important variables of society, and that is social and mind control. Those that have such
power, influence, and authority would be the political mainstream, which is the arm of
government, and corporations, including banking systems that benefit the government
and corporate interest (Watson et al., 2004).
The United States and other developed nations is integrated with a culture which
is the main element to socially influence violence through the means called the media, as
well as other means that would stimulate aggression leading into violence (Jipguep et al.,
2003).
Cultures are constructed through belief system, and values. But, society has
inhibited those other cultures different as being deviant, and-or criminally. This is
because the media tend to influence society that such society, or societies are either
deviant, and-or criminally. Also, violent video games would construct characters
portraying different cultural ethnic groups from other societies that have been depicted
through the media such as, news as being both deviant, and criminally (Chory-Assad,
2003). Through such concept it can affect the physiological aspect of society for
example; through the brain function, which stores memory capability such as: learning
socially what one observed, and retain it and through the cognitive process begin to
develop intentional behavior, which reflects socially (Ansary, 2005). In lieu, to the fact
that society is suffering from the illness of violence and there is hardly much remedy to
cure such illness. What is commonly exposed through media is violence therefore;
impeding healing process; by stimulating aggression within society, which would
perpetuate the illnesses of excessive aggression too, influence violence within society
through the means of media violence.
Media violence does have potential adverse affects such as; increased violent
behavior, decreased physical activity and fitness (Anderson et al., 2000). In lieu; it
intensify other physiological affects such as; increased cholesterol levels at a younger age
group, increased sodium intake, as well as repetitive strain injury, which is usually related
to playing violent video games (Anderson & Bushman, 2002). Some researcher claimed
that media violence induces insomnia, photic seizures, impairs educational performance,
as well as increasing sexual activity at a younger age, and increasing violent behavior
(Anderson & Bushman, 2002). Violence also increases the chances of drug intake; such
as, alcohol, nicotine, which can potentially attribute to other drug exposure (Grimes et al.,
2004).
Media violence also attributes too decreased attention span, because of the
intensified arousal interest of the child to focus more on video and media, rather than
educational development. (Grimes et al., 2004). This also contributes to decreased family
connection, because violent video games tend to replace most of the parental modeling
within the home (Grimes et al., 2004). Also, parallel to care giving facility such as;
recreational and community settings that influence video gaming that impose acts of
violence. As a result, the child would become desensitize, because of the affects of the
media violence would tend to cultivate the brain, and cognitive development of the child,
which affects attitude that attributes negative social behavior. Therefore, instead of social
behavior displaying attitudes of positive characteristics, it would tend too display a
negative cognition of the child to develop a social behavior that either replicate through
schematics that displayed either a deviant, and-or criminal behavior (Weber et al., 2006).
This is what the media characteristics tend to display (Jipguep, 2003).
Some earlier researcher speculated that the intent, which harbors corporation to
sell video violence materials, was through the interest of uncontrollable means. Leaving
no vacuum for checks and limits on information for users, which are predisposed of
either deviant and-or criminal behavior the unlimited access? The intent leans no
accountability for any neither intended, nor unintended incident, which may bring
through cyberspace. Therefore; leaving the child to undergo social phenomenal
dimension, this develops a newer social role, through learning a newer social behavior,
through a new role model called cyberspace, while the parent focuses on other social
influences for means of economic goals and entertainment. The child is learning from a
different role model.
Intended reason why the media teach violence to children
The intended reason why children are influential to violent behavior may be for
several reasons, however, one must view the western culture in relation to violence
(Trend, 2003). In other words, violence is not a deviation from a social norm, but rather a
norm (Trend, 2003). Therefore, violent representation would be viewed throughout the
media in every different media outlets, because it is a social norm behavior within our
society, as well as that is sells for corporate and governmental profitability (Hepburn,
1995, Trend, 2003).

In other words; the sale of media products that reflects violent media character such as;
GI Joe, Ninja Turtles, professional wrestlers, just too mentioned a few are images
designed to market children to potentially learned, and displayed similar attitudes
portrayed through these characters (Levin et al., 2002; Trend, 2003). As a result, it has
driven children farther from social rehabilitation, and social development that would be
profitable for both the children, their future and their environment (Levin et al, 2003).
But, it has been a profitable to both the corporate and film industry (Hepburn, 1995;
Jipguep, 2003; Trend, 2003).
The fact that violence is a part of the westernized culture would be demonstrated
to society, especially to children. And, the two vehicles that would transport the message;
is through the educational system, as well as the media that creates, produce children
programming. Since the deregulation in the early 1980’s Congress allowed corporation to
manufactured, market products that do reflect the images of violent characters displayed
within the media, especially violent children programming (Levin et al., 2003; Trend,
2003). Therefore, whether or not the social environment of the child is exposed to other
factors of violence should not impede media violent contents displayed throughout
children programming (Trend, 2003). Because, of the fact it has always been the media
goal too captivate the attention of the public’s mind it would continue to displayed
violent imaging especially, within children programming for the sole purpose to cultivate
the child’s mind since it is within the developing phases (Jipguep, 2003; Trend, 2003). In
lieu; media violence has adopted two social roles that stem to captivate the public’s mind,
especially children; role modeling, and a social learning model that is designed to
influence children to intensify aggressive behavior, which could potentially impedes
social and educational development (Jipguep, 2003; Trend, 2003).
Borden et al., (2002), mentioned, “This violence affects the attitudes of at least
some children in their interactions with peers, and the more violence they see, the more
aggressive their interaction style. This effect is strongest for children in neighborhood
where violence is commonplace; the TV violence evidently serves as reinforcement” (p.
171). Therefore, children that are either exposed to other factors of violence, and
secondly, violence is considered a cultural norm, violent scene within the media would be
the reinforcing mechanism that will stimulate aggression in children (Borden et al., 2003,
pg. 171-172).
Media displays a pivotal role shifting within the child’s mind cognition
determining the thought, what is the world around them? Therefore; as a result society is
given this misconception since childhood that either the world around them or their social
environment is a violent and unsafe haven (Jipguep, 2003). As a result, children are
becoming more fearful, more aggressive, become adaptable too criminal behavior, anger,
because of their perception of their world around them that was provided to them by the
media (Trend, 2003).
Social development of children exposed to violence within a violent setting.
The social development of children begins within a social considerable
environment during the beginning phases of the child’s life. However, the child
development is a continual process, and in affect plays significant multiple diverse roles,
especially when a child is exposed to media violence. In other words, media violence has
become child’s social development both within most homes, and care giving facilities
(Merrill et al., 2005)
Media violence Pivots the child’s cognitive aggression, which can potentially
develop into a violent behavior, because similarity to domestic violence, which is
subcultural violence the child can socially learn to become aggressively violent through
the social role of violent media character displayed in the media (Anderson, 2002, Merrill
et al., 2005; Watson, 2004). Which in lieu; develops their influence to respond within a
language that is socially identify within their social environment. Similarity, racial
discrimination against other cultural racial ethnic groups, would develop the child
perception, perspective to become likewise through either social inhibition, and-or
predisposition. This observational behavior is first demonstrated through parental role
(Borden et al., 2002). This is either replace or reinforce through media characters
displaying the white characteristics, which portrays the good guy or hero, while the bad
character displaying a minority, and-or Middle Eastern characteristics (Chory-Assad,
2003).
The cognitive neoassociation theory is a study on how aggressive thoughts,
emotions, and behavior tendencies, which is link together in memory (Anderson et al.,
2002, pg 30). Witnessing media characters acts of violence-whether psychological, and-
or biosocial, displays to the child that such behavior is socially accepted within their own
social environment (Anderson et al., 2002). Therefore; the child could potentially become
adaptable to similar types of violence, because they would socially learned through the
scriptive role displayed through the media characters (Anderson et al., 2002, pg. 30-31;
Watson, 2004). Similarity to adolescents that had already encountered violence through
either gang-interaction, other social interaction, and-or within their home setting through
either parental, sibling abuse or both (Merrill et al., 2005). Adolescents would potentially
become exposed to other forms of violence such as, media violence, which can
potentially have social repercussion in early adulthood (Bushman, 2004).
The initial phases of violence which is precipitated through a type of social script
theory (Anderson et al., 2002, pg. 31), which is the development of the violent video
nature. This develops a process called the cognitive schematics, which is scriptive that a
child can socially learned, and would perceive of their “self”, this is a normal process
through a cognitive approach of a child identifying the world around them (Merrill et al.,
2005). Through this process influences the cognition aggression, which influences a
social response-attitude that initiates the social behavior that exists within a relationship
(Merrill et al., 2005). For example; a child whether under the guidance of either parent or
older sibling viewing media violence the violent character within the media plays a role
model that the child may perceived as socially accepted. This is through the child’s
cognitive approach while viewing, perceiving the world around them, which in this
synerio depicts the child’s socially learning, and developing violent techniques.
Regarding the social development of children first social interaction relies upon
the parental role, but replacement model stems to be the media violent characters
displayed within children programming, and violent video game (Anderson et al., 2002).
Depending upon the certain role model displayed by either parent whether it is violent, or
non-violent would determined the offset of the child’s social behavior (Merrill et al.,
2005). However; it is similar to other social dynamics role such as; both older and other
siblings, peer-groups who are usually influential at a latter developing phase (Merrill et
al., 2005). But, the processing is initially stems from the central role, which is the
parental role (Merrill et al., 2005).
Merrill et al., (2005), mentioned, “The model specific parental interpersonal
schemata guide their interpretation of children’s action, thereby influencing their
behavior toward children” (p. 983). Thereby, the probability of the child once entering
into adulthood becoming involved with either child, and-or spousal abuse would stem a
much higher negative affect. This is in lieu, too the social developing process that was
imposed through the influencing of the child during the early developing phases of
childhood (Merrill et al., 2005).
There is less empirical evidence linking media violence to latter development of
either child, and-or spousal abuse however; this does need further exploration. Although,
there is sufficient evidence linking other social violence correlating with media violence,
which could have potential outcomes of violent behavior during their childhood,
adolescents and adulthood (Merrill et al., Watson, 2004).
Conclusion, further research and recommendation
Media violence affects children in several different ways; children already
exposed to other factors of violence, and children in non-violent social-settings. Also,
media violence would be a reinforce mechanism to children and adolescents that are
already exposed to other violent factors (Anderson et al., 2002; Borden et al., 2002). As a
result, children develop the desensitization that can result to antisocialism (Anderson et
al., 2002).
Merchandise, products such as television, computer internet games, X-box,
gamecube, just too mentioned a few are leading media mechanism that tends to influence
society, especially children. Society that embraces violent behavior have the ideological
tendency to become exposed to other forms of violence such as, violent video games,
cinemas, and other media outlets that displayed acts of violence. The scripts that are
displayed through the characters role in media violence have become the dominating
social role modeling to influence societal attitude, which culminates social behavior
(Borden et al., pg. 176). Also, once a child becomes heavily exposed to media violence it
would have tendencies of biosocial ramification once children enter the adolescents and
adulthood (Anderson et al., 2002).
Violence is a part of human and animal culture, because of the nature of
aggression that pre-exist since the inception of society. However, aggression exists in
certain levels of human nature, but depending upon the individual’s, and-or society
predisposition in relation to aggression can determine the outcome.
The problematic-issue is that media violence has a tendency too stimulate
aggression especially, among children. Children already exposed to other violent factors
such as; subculture of violence within a home, and community violence would tend to
become exposed to other factors of violence such as, media violence (Anderson et al.,
2002). It is evident that media violence influences a social role that intends society to
replicate such role. Media violence has also become an additional role model within the
home, and other social care giving facilities-Whether or not it is exposed to other types of
violence (Watson et al., 2002).
Further exploration is suggested for future research in examine two variables;
media violence and secondly, children within both social environments, such as; single-
parent and the traditional two-parent homes too determined whether or not if any causal-
affect exist between media violence and aggression in children.
This would perhaps determine if there is a correlation, because most researchers
determined single-parent homes are more resilience to a violent setting than the
traditional social setting. In contrast, to children reared within a traditional two-parent
home, which provides a better opportunity of examining two different social background
of the parents that can potentially determine any genetic predisposition of the child’s
outcome once exposed to media violence (Watson et al., 2004). Whatever different
contrasts between these variables this learner is determined to research within these areas,
and hoping to discover some results, which would benefit this learner’s dissertation.
Recommendation this learner would suggest for parents in non-violent social
setting is to examine a closer look of their children’s television, and video game,
computer habit, which is the children influential mechanism of children becoming expose
to media violence. Also, avoiding their children from developing the habitual practices of
violent video games, which are displayed in almost every electronic retail outlet, which is
the leading media mechanism that influences children's social behavior.
Influencing children attitude and social behavior should be govern by either
parental and guardian social role modeling. And, adults should recognize by becoming
more informed on how the media tends to supersede their parental role model, in regards
to forming, cultivating their child’s attitude that precipitates their social behavior-Which
could potentially supersede both their parental and educational role model. The atrocities
children could potentially develop an aggressive cognition that can lead into a violent
aggressive behavior, which could potentially lead into deviant, and-or criminal behavior
(Vold et al., 2004).
Reference:
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Psychology, 78, 772-790.
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Ansary, A. (2005). Mass mind control through network television: Are your thoughts
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Annual Review, Vol. 52:1-26
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Hall: Upper Saddle River, N.J.
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Violence in The Media How It Affects Children

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Media affects on children 1

Violence in the media; how it affects children and adolescents.

(Jarrett, 2005). Psychosocial behavior, because media violence which intensifies an

earlier arousal of aggressive behavior, especially in children, as well as induces seizures,

insomnia, and impairing interest in educational development (Anderson & Bushman,

believes that is contributed to media violence as it intensifies aggressive behavior in

children to intensify aggression. Therefore, showing a correlation affect rather than a

causal affect of media violence stimulating aggression amongst children.

There is sufficient empirical evidence relating media violence stimulating

children does need further exploration.

Children developed their aggressive behavior either through genetic

social surroundings, which would potentially determine the behavriol outcome of

Social Cognitive Theory in relation to media violence

The Social Cognitive Theory developed by Albert Bandura is based on social

reinforcements (Bandura, 2001). As a child they would actively construct ideas, or

concepts based on their social environment (Macionis, 2000). Usually, it is constructed

on how to socially embrace violent behavior.

constructive development within the child’s mind would experience an internalized

siblings (Merrill et al., 2005).

violence, or an abusive environment is in correlation to a teacher role modeling within a

al., 2002, pg. 176).

is a reflection of their environment (Anderson et al., 2002). Therefore, by cultivating their

which is the reflection of violence (Bandura, 2001, pg. 166).

it would stimulate aggression leading to violence, because within such settings it is

(Anderson et al., 2002).

economical environments are predominately derived from distinct minority racial-

subcultural of violence, or family violence does have correlating affects to media

(Barkan, 2001, pg. 168).

described by Albert Bandura (2001). This is determined within a human capacity to

phenomenal, as well as functional consciousness (Bandura, 2001).

Social development especially within children is constructive through an array of

social influences, physiological traits, and social inhibition (Bandura, 2001).

violence, or non-violence (Bandura, 2001).

an arousal affect on both the individual, and-or society (Bandura, 2001).

curricular activity involving elements of violence is a good or great babysitter. At this

is exposed to cultural violence that may be viewed as commonality (Barkan, 2001).

of becoming aggressively violent in nature, but it would enhance the influence of

culturally embraces violent behavior (Chory-Assad, 2003). Which is a perfect example of

subcultural of violence (Anderson et al., 2000).

In the social environment that is non-violent could potentially inhibit genetic

composition or predisposition that is influential to media violence. Through means of

share a commonality (Chory-Assad, 2003). A peer, within this context is referring to

schoolmates as children, adolescents, and other social counterparts. Lastly, is collective

other social counterparts (Chory-Assad, 2003).

Media violence tends to produce replicates, audiences especially children are

programming. In other words, becoming more adaptive by mimicking media characters

cultural accepted practices to their offspring.

The influential mechanism of media violence could potentially become the

corporations to influence society, especially children (Watson et al., 2004). This is

individuality, and society (children) to socially behave (Bandura, 2001).

agency within its environment (Bandura, 2001).

to stem a correlation to instigate hyperactivity in children, and enhance aggressive

human perpetrator enjoying repetitive acts of justification violence involving weapons

through a repetitive process. Therefore, intended means to influence more aggressive

in life (Chory-Assad, 2003).

impede social development, that would enhance academically, as well as developing

with aggression (Anderson et al., 2002; Bandura, 2001). However, it is a correlation to

to violence (Green et al., 2005). In other words, it satisfies individual’s arousal, as it is

earlier phases of childhood. In similarity to adolescents (teenagers), young and older

Cognitive Theory in relation to violent behavior

himself or herself, or with a friend (Borden et al., 2002, pg. 293).

Cognitive, which is a thought process of one social environment, also determines