Question.2132 - Critical Thinking Assignment: To assess the GCP skill of critical thinking, you will be given the opportunity to evaluate current literature related to a controversial contemporary issue in psychology (e. g., child spanking, ESP, Mozart Effect). Students need to clearly state the area they wish to explore, assess the existing research on the topic, critique different perspectives on the issue using existing research, and provide an informed conclusion based on their knowledge of the topic and psychology. Before starting, look over the tutorial on how to use the library resources Introduction to Psychology Resources 20190711 1618 1 (https://www.youtube.com/watch? v=DKRA5h5RHpE&feature=youtu.be) (https://www.youtube.com/watch?v=DKRA5h5RHpE&feature=youtu.be) You should also check out the following guide (http://libguides.webster.edu/psychology (http://libguides.webster.edu/psychology) ) and consider reaching out to Kathy Gaynor (contact info on the page) if you need any assistance. The paper (7-10 pages) will be due at the end of the semester. The paper is worth 75 points. In the past, students have examined areas as varied as: Does ESP Exist? is the Mozart Effect Real? What is the Impact of Televised Violence on Children? Is Spanking a Child Effective? Does Research Support Different Learning Styles? Is Hypnosis an Effective Therapy? Do Multiple Intelligences Exist? Does Dissociative Identity Disorder Exist? Is Homosexuality Biologically Determined? Should Marijuana be Legalized? 24/07/2023, 12:25 Critical Thinking Final Paper https://worldclassroom.webster.edu/courses/1440863/assignments/6861887 2/2 Does Abortion have Severe Psychological Effects? Should Animals Be Used in Research? Is the Use of Social Media Harmful? Does Porn Cause Men to be Violent? Any of the aforementioned topics are fine. If you want to explore a different area, just email your instructor for permission prior to starting. The paper should be 7-10 pages in length (12 pt. New Times Roman, double spaced, 1 inch margins, not including your title page and references). The paper should have: Title Page Introductory section which introduces the controversy Section which assesses the existing research on the topic and critiques the different perspectives on the issue using existing research. For this section, make sure to get actual research articles from peer reviewed primary sources to use as references. You cannot use Web sites as primary sources. In other words, go through the library set of databases and search the psychology database. Do not reply on popular press publications (e.g., Psychology Today) or web sites (e.g., Wikipedia). You cannot use your textbook. It is a secondary source. Don't plagiarize. Your papers are being submitted via Turn-it-in. Make sure you quote and cite appropriately. Ignorance or sloppiness is no excuse for plagiarism. Use quotations sparingly if at all. The vast majority of this paper should be in your own words using proper APA style citations. Final section which provides an informed conclusion based on the material presented in the paper Reference page in APA Style. You should plan on having at least 5 peer reviewed referenced primary sources. In other words, the average (i.e., C paper) would have 5 sources. Please use MS Word or a PDF to submit papers. Feel free to email your instructor if you have any questions about the assignment.
Answer Below:
I. Introduction As television has become such a commonplace aspect of modern life, there has been ongoing worry about how it can affect young children's fragile minds. The portrayal of violence in programming is one of the most divisive psychological themes among the many complex concerns surrounding television's influence. According to Del Hoyo-Bilbao et al. (2019), concerns have been raised concerning the possible effects of violence on young viewers' behavior and emotional health due to its ubiquity in children's shows, movies, and cartoons. The pressure to understand its impacts critically has increased as youngsters are exposed to more violent television content than ever because of technological advancements. This essay conducts a thorough literature review on the impact of televised violence on children. It examines peer-reviewed primary materials to provide a fair appraisal of diverse opinions and research initiatives. Finally, this analysis aims to provide an informed and fact-based opinion on the relationship between televised violence and its potential effects on children's cognitive, emotional, and behavioral development. Understanding the complexities of this issue is critical for parents, educators, politicians, and society since it defines future policies for promoting responsible television consumption and guaranteeing the welfare of our children. II. Literature Review A. Definition of Televised Violence and Prevalence in Programming According to Gagné et al. (2023), televised violence is any representation of violent or damaging behavior distributed through visual media, primarily television shows, films, cartoons, and video games. This material includes scenes that depict physical violence, verbal abuse, and the use of weapons, frequently in the context of fictional stories or true stories. It spans a broad intensity continuum, from low-key conflicts to vivid and explicit depictions. The prevalence of televised violence in children's programming is a source of concern for scholars and child advocates. According to Savage & Yancey (2008), a significant amount of television geared toward young audiences includes violent themes or scenes in some way. Aggression and violent altercations are frequently seen in cartoons and animated television programs, which were long thought to be suitable for children. Several factors, such as viewer tastes, market needs, and the necessity for compelling plotlines, influence the prevalence of violence in children's programming. While some content producers contend that these portrayals are merely for amusement, others raise concerns about the possible effects on young children's cognitive, emotional, and behavioral development. According to Unicef (2020), investigating televised violence's effects on children begins with understanding what it is, how common it is, and how it affects society. This essay will examine recent findings to evaluate their significance and various viewpoints on this contentious topic. B. Desensitization Theory and Violence Perception According to the desensitization theory, repeated exposure to violent television may reduce a person's emotional susceptibility to aggression. This theory says that persistent exposure to violent television programming may gradually weaken people's capacity for empathy, compassion, or concern for the victims of aggressors, making them less sensitive to actual violence. Studies investigating the desensitization notion have yielded contradictory results. Several studies have found that watching violent television reduces emotional reactivity to violent circumstances in the real world. For example, children that watch a lot of violent television may show desensitization indicators, such as lower physiological arousal during violent scenes (e.g., heart rate). Furthermore, children's perceptions of aggressive behavior may change due to desensitization to violence. According to Gentile et al. (2007), children who frequently watch violent television may believe that violent behavior is more normal or accepted in society, causing the line between fictional violence and its effects to become hazier. However, it is critical to recognize that the desensitization concept has its skeptics. According to some scholars, the link between desensitization and exposure to violent television may be more complicated. Individual qualities, familial circumstances, and television material cognitive processing may moderate the desensitization impact. To fully understand the desensitization concept, future studies should study the underlying mechanisms by tracking children's television use over time and analyzing changes in emotional reactions and behavior. This will allow determining the extent to which television violence impacts young viewers' desensitization and perception of violence easier. C. Aggression and Imitation Psychology studies have placed a lot of emphasis on the connection between broadcast violence and children's aggressive behavior. According to the social learning theory, kids pick up new skills by watching other people's behavior—including that which is portrayed on the television —and copying it. Children may internalize and mimic similar behaviors if exposed to violent role models in television programs and motion pictures. Many studies examining the relationship between developing anger in children and televised violence found significant associations. Children are routinely exposed to violent television content as part of experimental studies, after which their behavior is observed in controlled circumstances. According to these studies, children exposed to violent television are likelier to exhibit aggressive tendencies and participate in hostile play than those exposed to non-violent or prosocial television. In addition, a long-term study has also revealed a temporal link between television viewing and aggressive behavior. According to Al Ibrahim (2023), early adolescent exposure to violent television shows was associated with higher rates of hatred and violence in late adolescence and early adulthood. The relationship between violence and television is critically dependent on the imitation process. Children may copy the aggressive behaviors they see on television, particularly if they relate with the characters or think the activities are gratifying or justified. The cultivation theory also suggests that persistent exposure to violent television might result in a belief in a "mean world," where people perceive the outside world as more hostile and dangerous, promoting a protective, aggressive mindset. Finally, research reveals a link between watching violence on television and children becoming more aggressive through imitation. The social learning hypothesis sheds light on how television may influence children's views and actions. Even if television consumption is not the only factor influencing violent behavior, it is undeniably a significant environmental factor that must be carefully considered. D. Cognitive and Emotional Impact Televised violence can have significant cognitive and emotional consequences on children and potentially influence aggression and behavior. The cognitive impact describes how exposure to violent television alters children's cognitive functions and capacities. According to Huesmann (2007), one such impact is the deterioration of cognitive abilities, particularly those involving attention and concentration. Studies have demonstrated that extended exposure to violent and fast-paced television can result in shorter attention spans and a lower capacity to focus, impacting academic performance and learning outcomes. In addition, children's emotional health may suffer from exposure to violent television. Fear, anxiety, and desensitization can be brought on by seeing violent or upsetting content, especially when violence is portrayed on television as usual or unpunished. Furthermore, according to the cultivation theory, regular exposure to violent television can alter kids' perceptions of reality and cause them to exaggerate the frequency and intensity of violence in society. This erroneous worldview may cause a gloomy viewpoint on life and increased emotions of insecurity. Parental participation is crucial in reducing these effects. Parents can watch their children's television exposure, provide context, and address any emerging cognitive or emotional issues by co-viewing and having open dialogues about the television material. Finally, children's cognitive and emotional development might be significantly impacted by seeing violence on television. The cultivation theory emphasizes the possibility of a distorted perspective of reality, while prolonged exposure may cause reduced concentration and increased emotional suffering. E. Moderating Factors Age: The developmental stage of children influences their susceptibility to the detrimental effects of broadcast violence. According to Kirsh (2011), younger children may struggle to distinguish between fact and fiction, making them more prone to repeat violent acts seen on screen. As children age, their cognitive growth may allow them to understand the fictional nature of television content better, thereby minimizing the detrimental consequences of violent images. Gender: Research shows gender disparities may affect how kids react to violent television. Boys are more drawn to and interested in violent television, which could make them more vulnerable to its impacts. Girls, however, might react differently since, according to specific research, they are less likely to be impacted by violent television. Family Environment: To mitigate the effects of violent television, the home setting is crucial. Children are more likely to digest and comprehend violent depictions on television in a healthier way when their parents are involved and supportive of them. However, children who have experienced violence in their daily lives, such as in their families or communities, may be more sensitive to the negative impacts of violent television content. Parental Mediation: Children's interpretations of and reactions to violent content are greatly influenced by the degree of parental mediation and direction about television usage. According to Savage & Yancey (2008), potential negative impacts can be reduced by parents actively choosing suitable television, addressing content, and establishing time restrictions for viewing. Media Literacy: Children with more television literacy can better evaluate and decipher television messages. Children who participate in television literacy programs will be better able to distinguish between fact and fiction, comprehend the persuasion tactics used in television, and develop more critical television consumption habits. III. Critique of Different Perspectives A. Proponents of Media Effects According to proponents of media effects, televised violence has a significant and direct influence on children's behavior, emotions, and thought processes. They cite studies that show links between exposure to violent media and rises in hostility, desensitization, and alterations in how young viewers perceive violence. According to Murray (2008), these supporters emphasize the social learning hypothesis, which says that children develop aggressive tendencies by observing and emulating media depictions. While research on television effects is essential for revealing the potential consequences of televised violence, the technique used in these studies must be carefully examined. Some studies rely on experimental methods that expose children to violent television content for brief periods; however, these designs may not accurately reflect the long-term effects of television exposure. In addition, correlations between television use and aggression may not always suggest a causal relationship because other confounding factors may be at play. B. Skeptics of Media Effects According to Khurana et al. (2019), the idea that seeing violence on television directly causes violent behavior in youngsters is contested by media impacts skeptics. They contend that several variables interact to create a complex link between television viewing and actual behavior. These skeptics frequently stress how societal context, familial dynamics, and individual characteristics affect children's behavior. According to opponents of media effects research, methodological concerns such as self-report measures or small sample sizes may need to be revised to ensure the generalizability of some studies. The ecological validity of experimental studies that isolate media exposure from the larger context of a child's life is also called into doubt. While cynicism regarding television effects might help create a more nuanced perspective, it is critical to avoid dismissing the substantial evidence that indicates correlations between televised violence and specific adverse outcomes. As indicated in the preceding section, moderating influences highlight the importance of accounting for individual heterogeneity in children's reactions rather than dismissing the possible impact of television violence. IV. Conclusion After thoroughly examining the available studies on the impacts of broadcast violence on children, it is clear that young viewers' exposure to violent content can have a variety of repercussions. While the social learning hypothesis emphasizes the possibility of aggressive behavior copying, the desensitization theory contends that frequent exposure to violence may result in diminished emotional reactivity. However, various moderating factors, including age, individual differences, and parental mediation, impact how strong these impacts are. Even though substantial evidence supports the premise that watching violent content on television may lead to increased aggression and desensitization, it is vital to consider the larger environment in which children consume television. Positive material, television literacy campaigns, and competent parental mediation can considerably lessen harmful effects. Finally, the impacts of televised violence on children are numerous and complex. Even though more research is needed to understand the underlying mechanisms and long-term impacts completely, it is evident that parental involvement and a balanced television consumption approach are critical for supporting children's psychological development. References Al Ibrahim, D. (2023). How Television Violence Affects Audience'Behavior in the New Era: A Review on Cultivation Theory. China Media Report Overseas, 19(1). EBSCOhost | 161636974 | How Television Violence Affects Audience' Behavior in the New Era: A Review on Cultivation Theory. Del Hoyo-Bilbao, J., Orué, I., Gámez-Guadix, M., & Calvete, E. (2019). Multivariate models of child-to-mother violence and child-to-father violence among adolescents. European Journal of Psychology Applied to Legal Context, 12(1), 11-21. Multivariate Models of Child-to-Mother Violence and Child-to-Father Violence among Adolescents | Revista de psicología (copmadrid.org) Gagné, M. H., Clément, M. È., Milot, T., Paradis, H., & Voyer-Perron, P. (2023). Comparative efficacy of the Triple P program on parenting practices and family violence against children. Child Abuse & Neglect, 141, 106204. Comparative efficacy of the Triple P program on parenting practices and family violence against children - ScienceDirect Gentile, D. A., Saleem, M., & Anderson, C. A. (2007). Public policy and the effects of media violence on children. Social Issues and Policy Review, 1(1), 15-61. Public Policy and the Effects of Media Violence on Children - Gentile - 2007 - Social Issues and Policy Review - Wiley Online Library Huesmann, L. R. (2007). The impact of electronic media violence: Scientific theory and research. Journal of Adolescent Health, 41(6), S6-S13. The Impact of Electronic Media Violence: Scientific Theory and Research - ScienceDirect Khurana, A., Bleakley, A., Ellithorpe, M. E., Hennessy, M., Jamieson, P. E., & Weitz, I. (2019). Media violence exposure and aggression in adolescents: A risk and resilience perspective. Aggressive behavior, 45(1), 70-81. Media violence exposure and aggression in adolescents: A risk and resilience perspective - Khurana - 2019 - Aggressive Behavior - Wiley Online Library Kirsh, S. J. (2011). Children, adolescents, and media violence: A critical look at the research. Children, Adolescents, and Media Violence: A Critical Look at the Research - Steven J. Kirsh - Google Books Murray, J. P. (2008). Media violence: The effects are both natural and strong. American behavioral scientist, 51(8), 1212-1230. Media Violence: The Effects Are Both Real and Strong - John P. Murray, 2008 (sagepub.com) Savage, J., & Yancey, C. (2008). The effects of media violence exposure on criminal aggression: A meta-analysis. Criminal Justice and Behavior, 35(6), 772-791. The Effects of Media Violence Exposure On Criminal Aggression: A Meta-Analysis - Joanne Savage, Christina Yancey, 2008 (sagepub.com) Unicef. (2020). Global status report on preventing violence against children 2020. Global status report on preventing violence against children 2020 (dspace-express.com)More Articles From Psychology
.ico)
.ico)
.ico)
.ico)
