Violent Video Games and Hostile Expectations: A Test of the General Aggression Model

By Brad J. Bushman, Craig A. Anderson. 2002

621 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/81c8a5b2d1a7afa95583119d6eacced01e5107fd

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Citations in the corpus

The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence from Correlational, Longitudinal, and Experimental Studies (2009, background): “If the game includes prosocial content, then prosocial scripts would be likely to be primed and rehearsed— script priming has already been demonstrated with aggressive game content and aggressive scripts (e.g., Bushman & Anderson, 2002).”
Effects of Prosocial Media on Social Behavior (2011, background): “Participants were asked to list 20 things what the main character will do or say, think, and feel as the story continues (Bushman & Anderson, 2002).”
Public policy and the effects of media violence on children (2007, background): “This case exists in media violence research (Anderson et al., 2003; Anderson & Bushman, 2002a; Gentile, 2003).”
Video Games Do Affect Social Outcomes (2014, background): “For instance, violent video game play has been shown to produce a hostile expectation bias (Bushman & Anderson, 2002) and to increase state hostility (Anderson & Ford, 1986).”
Information technology use and creativity: Findings from the Children and Technology Project (2012, background): “Most creativity measures in use today are based at least in part on Guilford’s theory of creativity.”
Violent Video Games and Aggression (2008, background): “Many researchers examining the effects of violent video games endorse a theoretical model known as the general aggression model (GAM; Bushman & Anderson, 2002), which borrows from social modeling and other cognitive theories (Anderson & Dill, 2000).”
The multiple dimensions of video game effects. (2011, background): “…video game, including experimental studies that demonstrate causal effects (Anderson & Dill, 2000; Anderson et al., 2007; Ballard & Wiest, 1996; Bushman & Anderson, 2002), correlational studies that demonstrate realworld associations (Anderson & Dill, 2000; Anderson et al., 2007; Bartholow,…”
The effect of violent video games on aggression: Is it more than just the violence?☆ (2011, neutral): “Experimental studies examining the short-term effect of violent video games on aggression have typically involved randomly assigning participants to play either a violent or non-violent video game, followed by a measure of aggression (e.g., Anderson & Carnagey, 2009; Bushman & Anderson, 2002).”
The more you play, the more aggressive you become: A long-term experimental study of cumulative violent video game effects on hostile expectations and aggressive behavior (2013, background): “Playing violent video games increases hostile expectations (Bushman & Anderson 2002), and hostile expectations, in turn, are positively related to aggressive behavior (Hasan, Bègue, & Bushman 2012).”
Media violence and the self: The impact of personalized gaming characters in aggressive video games on aggressive behavior (2010, background): “For example, partakers of violent video games have been found to display elevated levels of aggressive expectation within their social environment (Bushman & Anderson, 2002), and administer more noise blasts and electric shocks to other participants when in Milgram-derived experimental paradigms…”
Prosocial video games reduce aggressive cognitions (2009, methodology): “Previous research (Bushman & Anderson, 2002) showed that participants who had played a violent video game were more likely to expect others to behave aggressively, to think aggressive thoughts, and to feel angry than participants who had played a neutral video game.”
Paradigm change in aggression research: The time has come to retire the General Aggression Model (2012, background): “In fairness, the proponents of the GAM do acknowledge that aggression can be difficult to change (Bushman & Anderson, 2002), but nonetheless the GAM remains focused on learning structures and its proponents do appear to promise society-wide changes were exposure to violence to decrease (e.g.,…”