Television Violence Viewing and Aggression in Females

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74709/1/j.1749-6632.1996.tb32548.x.pd

The Impact of Electronic Media Violence: Scientific Theory and Research.

Since the early 1960s, research evidence has been accumulating that suggests that exposure to violence in television, movies, video games, cell phones, and on the Internet increases the risk of violent behavior on the viewer’s part, just as growing up in an environment filled with real violence increases the risk of them behaving violently. In the current review this research evidence is critically assessed and the psychological theory that explains why exposure to violence has detrimental effects for both the short and long-term is elaborated. Finally the size of the “media violence effect” is compared with some other well-known threats to society to estimate how important a threat it should be considered.http://deepblue.lib.umich.edu/bitstream/2027.42/83439/1/2007.Huesmann.ImpactOfElectronicMediaViol.JofAdolesHealth.pd

An information processing model for the development of aggression

A theory is presented to account for the development of habitual aggressive behavior during early childhood. It is argued that the aggressive child is one who has acquired aggressive scripts to guide behavior early in life. Once estahtihed these scripts become resistant to change and may even persist into adulthood. Aggressive scripts are acquired and maintained through both observational and enactive learning processes. These processes interact with each other as actual aggressive behavior engenders conditions under which the observation of aggressive behavior is more likely and creates conditions that provoke rather than inhibit aggression. The cumulative result is a network of cognitive scripts for social behavior emphasizing aggressive responding. A number of intervening variables may play a role in this cycle, and among the more important would seem to be popularity and academic achievement. Once encoded, the scripts for aggressive behavior may be elicited through a general activation of memory or by specific cues to which the person is exposed. Some of the most potent cues should be those present when the script was encoded, though any aggressive cue may trigger the retrieval of an aggressive script. Thus, observed violence not only provides scripts for future behavior but also triggers the recall of existing aggressive scripts. If these scripts are rehearsed, their recall in the future will be more likely. If undampened, this cumulative learning process can build enduring schemas for aggressive behavior that persist into adulthood.This research was supported in part by grant MH-38683 from the National Institute of Mental Health.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83387/1/1988.Huesmann.InfoProcessingModelfortheDevelopmtofAgg.AggBehav.pd

Outcomes of Childhood Aggression in Women

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75752/1/j.1749-6632.1996.tb32553.x.pd

Why observing violence increases the risk of violent behavior in the observer

http://deepblue.lib.umich.edu/bitstream/2027.42/83438/1/2007.Huesmann&Kirwil.WhyObservingViol.CambridgePress.pd

The Influence of American Urban Culture on the Development of Normative Beliefs About Aggression in Middle-Eastern Immigrants

The effects of a community's culture on children's and adolescents' normative beliefs about the appropriateness of aggression were examined. One hundred forty-seven high school students and 103 fourth graders participated in a survey of normative beliefs; 69 high school and 44 elementary school students were of Middle-Eastern background. Although there were no differences in the beliefs of immigrant and nonimmigrant fourth graders, adolescents born in the United States were more accepting of aggression than those who immigrated from the Middle East. Moreover, adolescents who immigrated to the U.S. at age 12 or later were less accepting of aggression than those who immigrated prior to age 12.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44051/1/10464_2004_Article_421049.pd

Foreign Wars and Domestic Prejudice: How Media Exposure to the Israeli‐Palestinian Conflict Predicts Ethnic Stereotyping by Jewish and Arab American Adolescents

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/93529/1/jora785.pd

Effective field theory for shallow P-wave states

We discuss the formulation of a non-relativistic effective field theory for two-body P-wave scattering in the presence of shallow states and critically address various approaches to renormalization proposed in the literature. It is demonstrated that the consistent renormalization involving only a finite number of parameters in the well-established formalism with auxiliary dimer fields corresponds to the inclusion of an infinite number of counterterms in the formulation with contact interactions only. We also discuss the implications from the Wilsonian renormalization group analysis of P-wave scattering.Comment: 23 pages, 5 figures. Contribution to Special Issue of Few-Body Systems: Celebrating 30 years of Steven Weinberg's papers on Nuclear Forces from Chiral Lagrangian

The relation of prosocial behavior to the development of aggression and psychopathology.

The development of prosocial behavior is traced from middle childhood to adulthood in a 22-year longitudinal study of 800 children first seen at age 8 and is compared to the development of aggression over the same period. Prosocial behavior and aggression seem to represent opposite ends of a single dimension of behavior since they are consistently negatively related to each other and relate in opposite ways to correlated variables both synchronously and over time. Both are stable forms of behavior with good predictability over the time span studied and both are related to the quality of the parent-child relationship. The most important deterrent to the development of antisocial behavior and the encouragement of prosocial behavior is probably a close identification between the child and hidher parents.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83382/1/1984.Eron&Huesmann.RelatofProsocBehavtotheDevelofAggn&Psychopath.AggBehav.pd

A Theory for the Induction of Mathematical Functions

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83369/1/1973.Huesmann&Cheng.TheoryfortheInductionofMathFunc.PsycholReview.pd