DOCSLIB.ORG

The Effects of Profanity in Violent Video Game Content on Players

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Effects of Profanity in Violent Video Game Content on Players The Effects of Profanity in Violent Video Game Content on Players‘ Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses Adrienne Holz Ivory Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Human Development Christine E. Kaestle, Chair Victoria R. Fu Peggy S. Meszaros Cynthia L. Smith John C. Tedesco August 30, 2010 Blacksburg, VA Keywords: Profanity, Video Games, Aggression, Media Effects, Computer Games Copyright 2010 Adrienne Holz Ivory The Effects of Profanity in Violent Video Game Content on Players‘ Hostile Expectations, Accessibility of Aggressive Thoughts, Aggressive Feelings, and Other Responses Adrienne Holz Ivory ABSTRACT Although the effects of violent video games on aggression in users have been researched extensively and the resulting body of research shows that violent video games can increase aggressive behaviors, aggression-related feelings and thoughts, and physiological arousal, no empirical studies to date have examined whether there are similar and parallel effects of verbal aggression (e.g., profanity) in video game content. A 2 X 2 between-subjects factorial experiment (N = 321) tested the effects of profanity used by protagonists (protagonist profanity present versus absent) and antagonists (antagonist profanity present versus absent) on users‘ hostile expectations, accessibility of aggressive thoughts, aggressive feelings, perceived arousal, use of profanity, enjoyment, presence, and perceived performance while taking into account the potential moderating role of gender and controlling for several individual difference variables. The study‘s factors were manipulated via the creation of four versions of an original three- dimensional ―first-person shooter‖ video game. Profanity used by both protagonist and antagonist characters was found to have significant effects on players‘ hostile expectations, an important higher-order aggressive outcome that is the most direct precursor to aggressive behaviors in the process described by the general aggression model. There was limited evidence for effects of profanity in game content on players‘ accessibility of aggressive thoughts, aggressive feelings, and perceived arousal. Additionally, profanity had little impact on how much players used profanity themselves, how much they enjoyed the game, feelings of presence, and how they rated their performance in the game. These trends were consistent across a range of demographic, personality, and video game experience dimensions that were measured, even though several of these individual difference variables were found to be related to some outcome variables and to each other. Therefore, while this study‘s findings did not necessarily indicate imitative modeling of profanity, they point to the possibility of more general effects regarding aggressive outcomes. This study‘s findings emphasize the need for future research investigating the effects of profanity in video games and other media. iii DEDICATION To Adaia: I love you, my baby girl. iv ACKNOWLEDGEMENTS I am very appreciative of the support, encouragement, and friendship I have received from many people during my graduate studies. Although it is impossible to mention everyone who has helped me, I hope that they all know they have my gratitude. Special thanks go to Christine Kaestle for her support and assistance with this dissertation as well as her support throughout the doctoral program. I am also grateful to the rest of my committee members, Victoria Fu, Peggy Meszaros, Cynthia Smith, and John Tedesco, for their assistance and feedback throughout the dissertation process and throughout my time in the program. I would like to acknowledge the research grant support I received through the Department of Human Development, which allowed me to hire the two coders who helped with this study. I also owe many thanks to the Department of Communication's research participation system and several Department of Human Development and Department of Communication instructors who helped me recruit participants for this study from their courses. I am very appreciative to my wonderful family for their love and support. Thank you to James for your constant support—I deeply appreciate everything you do. Thank you to Adaia for bringing me so much happiness. I also thank my parents, Peter and Tracy, and my siblings, Lindsey and Peter, for their encouragement and love. I am grateful to God for blessing me in so many ways. v TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii DEDICATION ............................................................................................................................... iv ACKNOWLEDGMENTS ...............................................................................................................v TABLE OF CONTENTS ............................................................................................................... vi LIST OF TABLES ......................................................................................................................... ix LIST OF FIGURES .........................................................................................................................x CHAPTER ONE: INTRODUCTION ..............................................................................................1 CHAPTER TWO: LITERATURE REVIEW ..................................................................................5 Media and Aggression .........................................................................................................5 Aggression Defined .................................................................................................5 Effects of Media on Aggression ..............................................................................6 Theoretical Approaches Regarding the Effects of Video Games ........................................7 Theories of Play and Development ..........................................................................7 Social Cognitive Theory ........................................................................................12 Cultivation Theory .................................................................................................16 Priming ...................................................................................................................18 General Aggression Model ....................................................................................19 Effects of Violent Content in Video Games ......................................................................23 Prevalence of Violent Content in Video Games ....................................................23 Effects of Violent Content in Video Games on Aggression ..................................24 Potential Effects of Profanity in Video Games ..................................................................30 Prevalence of Profanity in Video Games and Other Media Content .....................30 Research on the Effects of Profanity in Video Game Content ..............................31 Investigating the Effects of Profanity Used by Both Protagonists and Antagonists ......................................................................................................32 Research Questions ............................................................................................................34 Potential Effects of Profanity in Video Game Content on Aggression-Related Responses ..............................................................................34 Potential Effects of Profanity in Video Game Content on Other Responses .........37 Potential Moderating Role of Gender ....................................................................39 Individual Difference Variables .............................................................................40 CHAPTER THREE: METHOD ....................................................................................................42 Design ................................................................................................................................42 Participants/Recruitment ...................................................................................................42 Stimulus Materials .............................................................................................................43 Dependent Measures ..........................................................................................................47 vi Hostile Expectations ..............................................................................................47 Accessibility of Aggressive Thoughts ...................................................................49 Aggressive Feelings ...............................................................................................50 Perceived Arousal ..................................................................................................51 Use of Profanity .....................................................................................................51 Enjoyment ..............................................................................................................53 Feelings of Presence ..............................................................................................54
Load more

Recommended publications
  • Parent Worksheet for Certificate of Live Birth – Newborn
    Form R-3P 03032011 – PART A Commonwealth of Massachusetts Department of Public Health Registry of Vital Records and Statistics Parent Worksheet for Certificate of Live Birth – Newborn Administrative Use Only The information you provide below will be used to create your child’s birth certificate. The birth certificate is a permanent document that will be used throughout your child’s life to prove his or her age, citizenship, identity and parentage. It is very important that you provide complete and accurate information for all of the questions. Items marked with an asterisk (*) will be printed on your child's legal birth certificate, but every item is needed for legal and/or public health purposes. Some of your answers are used by health and medical researchers to study and improve the health of parents and newborn infants. This information is Birth Mother MRN: collected in accordance with Massachusetts General Law (c.111, §24B). Please print your answers neatly and accurately. The birth certificate is a permanent legal Child MRN: document that is a record of events and information at the time of your child’s birth and may not be changed later except under very limited conditions. Log #: CHILD Information Child’s Full Name: Print your child’s name exactly as you want it to appear on his or her birth certificate. Separate the first, middle, and last names in the boxes below: *First Name: *Middle Name: F Check if your child’s certificate will not have a middle name *Surname: (Last Name) *Generational, if any: (e.g., JR, III) Child’s Facts of Birth: Enter the date and time your child was born, whether male or female, and indicate whether your child was a singleton or multiple: *Date of Birth: (e.g,.
    [Show full text]
  • 2 Week Visit
    and tour our practice.2Newborn Week Most expectant Visit Visit parents schedule the visit CongratulationsTake a moment andto congratulatewelcome to this yourself amazing onjourney. getting during the early days of the third trimester. Congratulations and Wethrough are honored the first that 2 weeks you have of chosenparenthood! Sunset Life Pediatrics. with your Attwo this-week visit,-old we revolves will review around your feeding, baby ’ssleeping, birth experience, and crying. we look forward toconductYour seeing newborn a thoroughyou infant soon! should newborn tightly exam, grasp and with make his or sure her youhands areand preparedrespond to for light, your noise first and movement.month of parenthood. What should my 2 week old be doing? All babies develop at different rates. Please do not be discouraged or worried if your child has not achieved the following milestones by 2 weeks. Readily locate the nipple for feeding Have a strong sucking reflex Respond to light, noise and movement Tightly grasp with his hands Feedings Full-term infants require feeding approximately every 2 to 3 hours, both day and night, so you may need to wake your baby to ensure adequate nutrition. Some breastfed babies may want to nurse slightly more frequently, but most babies consume about 2-3 oz. at each feeding. Breastfeeding is en- couraged and breastfed newborns may be supplemented with a bottle of pumped breast milk or for- mula one time a day beginning at two to three weeks of life, if desired. If formula is used, make sure it is iron-fortified and whether expressed mother’s milk or formula, never heat bottles in the micro- wave.
    [Show full text]
  • Mandatory Birth Reporting for Birth Certificate - Mother/Parent
    PATIENT IDENTIFICATION AREA MANDATORY BIRTH REPORTING FOR BIRTH CERTIFICATE - MOTHER/PARENT Confidential Information The following items are required to be collected according to Massachusetts’ law (M.G.L. Ch.111 §24B). The law also requires that hospitals report additional medical information related to births. This information is kept completely confidential and is used for public health and population statistics, medical research, and program planning. These items never appear on copies of the birth certificate issued to you or your child. Your information is most commonly combined with data from mothers throughout Massachusetts and the United States and is published in tables and charts that do not identify you personally. The information you provide lets planners know which cities or towns need better public health services and provides facts your doctor needs to know to deliver babies safely. For instance, you help local school departments project numbers of students to plan for your newborn’s education, you help researchers and doctors know what effect quitting smoking during pregnancy has on fetal development or which occupations may be hazardous during pregnancy, and you help health providers know which languages are spoken in their area to have translated materials ready. Your cooperation is urgently needed in order to compile accurate data about Massachusetts families and their newborns. This is the primary source of statistical information about Massachusetts births, which without your help would be unknown. Planners and medical providers use birth data to improve or create new programs and services for mothers and their newborns. Your privacy is taken very seriously. Individual data is never released without the express permission of the Commissioner of Public Health and only within very strict guidelines.
    [Show full text]
  • “This Is My Baby Interview” and Coding Manual
    “THIS IS MY BABY INTERVIEW” AND CODING MANUAL Brady Bates and Mary Dozier University of Delaware 2 Introduction The TIMB interview is conducted with foster mothers who have cared for one foster child continuously for at least two months. The interview and accompanying coding system are designed to assess whether the mother thinks of the child as her own or whether she views the child as more of a visitor or as a source of income. The TIMB has also been modified for use with birth and adoptive mothers of children who have histories of foster care placement. The TIMB Interview The TIMB is a semi-structured interview lasting approximately 5 to 15 minutes. The foster parent version of the interview consists of eight basic questions relating to the mother- child relationship, as well as a ninth question regarding the mother’s experience as a foster parent. Six of the eight questions in the birth and adoptive parent version of the TIMB are the same as those in the foster parent version of the interview. In total, the birth and adoptive parent version of the TIMB includes seven questions regarding the mother-child relationship, as well as an eighth question concerning the mother’s experience as a parent. When conducting either version of the TIMB, the tone of the interview should be conversational and should not sound like the interviewer is reading off the page. The questions should be memorized. For the most part, mothers answer the questions with little input or probing from the interviewer. However, if responses are short or difficult to understand, probing by the interviewer is certainly appropriate.
    [Show full text]
  • Exergames and the “Ideal Woman”
    Make Room for Video Games: Exergames and the “Ideal Woman” by Julia Golden Raz A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Communication) in the University of Michigan 2015 Doctoral Committee: Associate Professor Christian Sandvig, Chair Professor Susan Douglas Associate Professor Sheila C. Murphy Professor Lisa Nakamura © Julia Golden Raz 2015 For my mother ii Acknowledgements Words cannot fully articulate the gratitude I have for everyone who has believed in me throughout my graduate school journey. Special thanks to my advisor and dissertation chair, Dr. Christian Sandvig: for taking me on as an advisee, for invaluable feedback and mentoring, and for introducing me to the lab’s holiday white elephant exchange. To Dr. Sheila Murphy: you have believed in me from day one, and that means the world to me. You are an excellent mentor and friend, and I am truly grateful for everything you have done for me over the years. To Dr. Susan Douglas: it was such a pleasure teaching for you in COMM 101. You have taught me so much about scholarship and teaching. To Dr. Lisa Nakamura: thank you for your candid feedback and for pushing me as a game studies scholar. To Amy Eaton: for all of your assistance and guidance over the years. To Robin Means Coleman: for believing in me. To Dave Carter and Val Waldren at the Computer and Video Game Archive: thank you for supporting my research over the years. I feel so fortunate to have attended a school that has such an amazing video game archive.
    [Show full text]
  • The Best for Me and My Baby
    The Best For Me and My Baby Managing Mental Health During Pregnancy and Early Parenthood Health professionals and parents working together c Contents About this book ........................................................ 1 Thinking of having a baby? ............................................ 2 Medication ............................................................. 3 Now that you are pregnant ............................................. 4 Alcohol and other drugs ............................................... 5 Now the baby is here ................................................... 6 Tips for your supporting family and friends .......................... 10 If you are the partner of a mother with a mental illness .............. 11 Plan ahead to manage separation during the times you are not well .. 12 For more information and help ....................... Inside back cover Acknowledgements This booklet was prepared by the Australian Infant, Child, Adolescent and Family Mental Health Association (AICAFMHA) Ltd (ABN 87 093 479 022) for the Australian Government Department of Health. The Children of Parents with a Mental Illness (COPMI) initiative is funded by the Australian Government. Further resources and information about the initiative can be found at www.copmi.net.au We would like to thank the many people who were involved Booklets can be ordered online at in the development of this booklet. www.copmi.net.au or by phoning Published by AICAFMHA Ltd. the COPMI national initiative on (+61 8) 8367 0888. Designed, illustrated and produced by Motiv Brand Design. First published 2004. Reprinted 2014. Also available in the series: © Commonwealth of Australia 2004 Piecing the Puzzle Together and Family Talk. ISBN 0-9752124-1-9 d About this book This booklet is for women with a mental health problem or mental illness (and their partners) who are thinking about having a baby, are new parents or are about to have a baby.
    [Show full text]
  • Two-Gether B I R T H T O 1 2 M O N T H S
    PARENTING two-gether BIRTH TO 1 2 MONTHS C REV 7/11 PARENTING two-gether BIRTH TO 1 2 MONTHS Contents adapted by the Office of the Attorney General from ”Doin’ the Dad Thing” published by: HEALTHY FAMILIES SAN ANGELO 200 S. Magdalen, San Angelo, Texas 76903 325-658-2771 • www.hfsatx.com i Table of Contents INTRODUCTION: Congratulations! CHAPTER 1 Newborn – the first three months Sleeping – Dressing – Grooming ........................................................................ 3 Diapering .................................................................................................................... 6 Crying ........................................................................................................................... 8 Cry Chart ..................................................................................................................... 10 Feeding ........................................................................................................................ 12 Never Shake A Baby ................................................................................................. 13 Your Child’s Health and Safety ............................................................................ 14 Keeping Your Baby Safe ......................................................................................... 16 Mommy Blues ............................................................................................................ 18 Bonding.......................................................................................................................
    [Show full text]
  • Feeding Your Baby Solid Food, Remember Be Offered a Private Place with Electricity, That’S Not a Her to Keep Drinking in Order to Breathe
    May 2020 May ©2020 by Child Profile Child by ©2020 DOH 348-446 DOH 325-0080E 1-800-322-2588 (711 TTY relay). relay). TTY (711 1-800-322-2588 call please format, different a in document this need and disability a have you If #IP000762 from the Centers for Disease Control and Prevention. Prevention. and Control Disease for Centers the from #IP000762 This publication was made possible, in part, by cooperative agreement agreement cooperative by part, in possible, made was publication This www.watchmegrowwa.org Visit: Follow us on Facebook @WatchMeGrowWA Facebook on us Follow Department of Health. of Department Child Profile is a program of the Washington State State Washington the of program a is Profile Child (SNAP), CALL: (SNAP), SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM PROGRAM ASSISTANCE NUTRITION SUPPLEMENTAL FIND OUT IF YOU ARE ELIGIBLE FOR WIC OR THE THE OR WIC FOR ELIGIBLE ARE YOU IF OUT FIND FOR HELP FINDING NUTRITION RESOURCES OR TO TO OR RESOURCES NUTRITION FINDING HELP FOR advice about medications and breastfeeding and medications about advice 1-800-222-1222 for free and confidential confidential and free for 1-800-222-1222 CALL: WASHINGTON POISON CENTER: POISON WASHINGTON https://www.womenshealth.gov/breastfeeding/ VISIT: breastfeeding peer counselor in English or Spanish or English in counselor peer breastfeeding trained a to talk to EST) p.m. 6 to a.m. 9 feel secure and loved. and secure feel Friday, through (Monday 1-800-994-9662 CALL: BIRTH TO 6 MONTHS 6 TO BIRTH Your Baby Baby Your This helps your baby baby your helps This OFFICE ON WOMEN'S HEALTH: WOMEN'S ON OFFICE into his or her eyes.
    [Show full text]
  • Is Your Baby a Brainy Baby? Learning From
    IS YOUR BABY A BRAINY BABY? LEARNING FROM “EDUCATIONAL” INFANT DVD PROGRAM CONTENT BY 12- TO 24-MONTH-OLDS by ERIN LEIGH RYAN (Under the Direction of Alison Alexander) ABSTRACT Though the American Academy of Pediatrics recommends no “screen time” for children under age two, parents routinely ignore this edict, exposing their children to television and the educational “baby videos” that have become exceedingly popular over the past decade. This project studied this baby video phenomenon in three phases: 1) a qualitative content analysis of the marketing and advertising of two industry leaders, Brainy Baby and Baby Einstein; 2) interviews with parents of children ages one to two regarding their beliefs about and experiences with baby videos; and 3) a quasi-experiment with children in the second year of life, utilizing a one-group pretest-posttest repeated measures methodology to test whether children could learn picture-letter pairings in the short term from several viewings of Brainy Baby’s First Impressions: Letters video. Results revealed that the companies’ marketing and advertising strategies fell into three broad categories: educational, credible, and aspirational. Interviews uncovered that parents routinely let their children under two watch television and videos alone, often giving parents time to do housework. In general, parents expressed that while they believe the baby video companies want consumers to think the videos are educational, parents are actually skeptical of the educational value. Yet, these parents continue to allow their children to watch. Additionally, parents reported hearing positive comments from fellow parents about baby videos, but they are generally not being asked about their child’s video and television habits by pediatricians.
    [Show full text]
  • Sing! 1975 – 2014 Song Index
    Sing! 1975 – 2014 song index Song Title Composer/s Publication Year/s First line of song 24 Robbers Peter Butler 1993 Not last night but the night before ... 59th St. Bridge Song [Feelin' Groovy], The Paul Simon 1977, 1985 Slow down, you move too fast, you got to make the morning last … A Beautiful Morning Felix Cavaliere & Eddie Brigati 2010 It's a beautiful morning… A Canine Christmas Concerto Traditional/May Kay Beall 2009 On the first day of Christmas my true love gave to me… A Long Straight Line G Porter & T Curtan 2006 Jack put down his lister shears to join the welders and engineers A New Day is Dawning James Masden 2012 The first rays of sun touch the ocean, the golden rays of sun touch the sea. A Wallaby in My Garden Matthew Hindson 2007 There's a wallaby in my garden… A Whole New World (Aladdin's Theme) Words by Tim Rice & music by Alan Menken 2006 I can show you the world. A Wombat on a Surfboard Louise Perdana 2014 I was sitting on the beach one day when I saw a funny figure heading my way. A.E.I.O.U. Brian Fitzgerald, additional words by Lorraine Milne 1990 I can't make my mind up- I don't know what to do. Aba Daba Honeymoon Arthur Fields & Walter Donaldson 2000 "Aba daba ... -" said the chimpie to the monk. ABC Freddie Perren, Alphonso Mizell, Berry Gordy & Deke Richards 2003 You went to school to learn girl, things you never, never knew before. Abiyoyo Traditional Bantu 1994 Abiyoyo ..
    [Show full text]
  • Online Birth Registration on Special Certificate Paper with Unique Security Features
    COMMEMORATIVE BIRTH OFFICIAL BIRTH CERTIFICATES CERTIFICATES A birth certificate is a foundation identity document. Your These large decorative certificates are a beautiful way to child needs a birth certificate to obtain access to many commemorate a birth. Each 28 cm x 35.5 cm certificate government programs and benefits. prominently presents the child’s name, date of birth, time of birth, birth weight, place of birth, and sex. The certificate is 12.5 cm wide by 17.6 cm high. As a fraud prevention measure, birth certificates in Canada are printed Commemorative Birth Certificates are not Online Birth Registration on special certificate paper with unique security features. accepted for official identification. The two types of birth certificates are shown below: A parental birth certificate is required for your child to obtain a passport. Parental Birth Certificate Individual Birth Certificate So easy, some babies may try to register themselves. Our Online Birth Registration Service makes Includes: Includes: it quick and easy to complete up to five Cost: $50.00 per certificate • child’s name • child’s name applications with one visit. All 42 Commemorative Birth Certificates can be viewed • date of birth • date of birth on our website www.gov.bc.ca/vitalstatistics. • place of birth • place of birth • Register your baby’s birth and legal name • sex • sex Contact Customer Service at: • name of parent(s) 250-952-2681 (Victoria & outside BC) • Apply for your baby’s first birth certificate or Toll Free at 1-888-876-1633 (within BC) • birthplace of parent(s) • Enrol your baby in the Medical Services To view this brochure in other languages, visit: Plan for B.C.
    [Show full text]
  • Look, My Baby Is Using an Ipad! an Analysis of Youtube Videos of Infants and Toddlers Using Tablets Juan Pablo Hourcade, Sarah L
    Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets Juan Pablo Hourcade, Sarah L. Mascher, David Wu and Luiza Pantoja University of Iowa 14 MacLean Hall, Iowa City, IA 52242 USA {juanpablo-hourcade,sarah-mascher,luiza-supertipantoja}@uiowa.edu, [email protected] ABSTRACT We also know that parents are providing children with We know very little about the use of computers by children access to tablets [8]. A quick search on YouTube yields under the age of three. While few children in that age range scores of videos of infants and toddlers using tablets. What used computers before the advent of smartphones and we do not know is how children are making use of these tablets, these devices have made computers much more devices, and whether they can make meaningful use of accessible to infants and toddlers. In this paper, we provide them. a window into how these children are using tablets through an analysis of relevant YouTube videos. A majority of These are important questions to ask because those early children aged 12 to 17 months in the videos in our dataset years of life are crucial to children’s development [13]. showed at least moderate ability to use the tablets. For Adding interactive computing to children’s lives at such children aged two, it was over 90 percent who displayed at young ages could lead to significant shifts in children’s least moderate ability. Our analysis also includes trends in interactions with the world around them. interaction styles, child and device positioning, social To begin to answer these questions, and inspired by aspects, and app genres.
    [Show full text]