The role of attention problems and impulsiveness in media violence effects on aggression

Background: ‘Gaming Disorder’ (GD) has received increased medical attention and official recognition from both the American Psychiatric Association (APA) and the World Health Organization (WHO). Although these two medical organizations have independently developed promising clinical diagnostic frameworks to assess disordered gaming, little is known about how these frameworks compare at different psychometric levels in terms of producing consistent outcomes in the assessment of GD. Methods: A sample of 1429 German gamers (Meanage = 29.74 years; SD = 12.37 years) completed an online survey including measures on different psychopathological symptoms (depression, loneliness and attention problems), gaming motives and disordered gaming according to the WHO and APA frameworks. Results: The findings suggest the existence of minor discrepancies in the estimation of prevalence rates of GD according among the two frameworks. Nevertheless, both diagnostic frameworks are fairly consistent in the psychometric prediction of GD in relation to gaming motives and psychopathological symptoms. The findings underscore the role of key gaming motives as risk factors and protective factors across both diagnostic frameworks. Finally, the study provides support for the WHO diagnostic framework for GD and its measurement with the German Gaming Disorder Test (GDT). The findings and their implications are further discussed in terms of clinical relevance.

Download Full-text

Parental personality, parenting and toddlers' externalising behaviours

European Journal of Personality ◽

10.1002/per.643 ◽

2007 ◽

Vol 21 (8) ◽

pp. 993-1015 ◽

Cited By ~ 28

Author(s):

C. van Aken ◽

M. Junger ◽

M. Verhoeven ◽

M. A. G. van Aken ◽

M. Deković ◽

...

Keyword(s):

Multilevel Modelling ◽

Attention Problems ◽

Emotional Stability ◽

Mediation Analyses ◽

Mediating Role ◽

Externalising Behaviours ◽

Aggressive Behaviours ◽

Parental Personality ◽

Parenting Dimensions

This study examined the mediating role of parenting on the relation between parental personality and toddlers' externalising behaviours. Participants were 112 boys and their parents. The data were analysed using multilevel modelling and moderated mediation analyses. Several associations were found between parental personality and parenting dimensions. Additionally, several parenting dimensions were associated with children's externalising behaviours. Emotional stability was the only parental personality trait that was related to children's externalising behaviours. The effect of maternal emotional stability on children's aggressive behaviours appeared to be mediated by maternal support. For fathers, there appeared to be a direct effect of emotional stability on children's aggressive behaviours. In addition, for both mothers and fathers, emotional stability was directly related to children's attention problems. Copyright © 2007 John Wiley & Sons, Ltd.

Download Full-text

The Role of Exposure to Media Violence in the Etiology of Violent Behavior

American Behavioral Scientist ◽

10.1177/0002764207312016 ◽

2008 ◽

Vol 51 (8) ◽

pp. 1123-1136 ◽

Cited By ~ 22

Author(s):

Joanne Savage

Keyword(s):

Violent Behavior ◽

Media Violence

Download Full-text

The interacting role of media violence exposure and aggressive–disruptive behavior in adolescent brain activation during an emotional Stroop task

Psychiatry Research Neuroimaging ◽

10.1016/j.pscychresns.2010.11.005 ◽

2011 ◽

Vol 192 (1) ◽

pp. 12-19 ◽

Cited By ~ 14

Author(s):

Andrew J. Kalnin ◽

Chad R. Edwards ◽

Yang Wang ◽

William G. Kronenberger ◽

Tom A. Hummer ◽

...

Keyword(s):

Disruptive Behavior ◽

Stroop Task ◽

Violence Exposure ◽

Brain Activation ◽

Media Violence ◽

Emotional Stroop ◽

Emotional Stroop Task

Download Full-text

Urban violence in Brazil and the role of the media

Metaphor and the Social World ◽

10.1075/msw.4.1.02pel ◽

2014 ◽

Vol 4 (1) ◽

pp. 27-47 ◽

Cited By ~ 2

Author(s):

Ana Cristina Pelosi ◽

Heloísa Pedroso de Moraes Feltes ◽

Lynne Cameron

Keyword(s):

Discourse Analysis ◽

University Students ◽

Focus Groups ◽

Analytical Procedure ◽

Media Violence ◽

Urban Violence ◽

Contagious Disease ◽

The Media ◽

Discourse Interactions

This paper reports on analyses of data gathered from discourse interactions of two focus groups of Brazilian university students (n = 11) as they talk about urban violence in Fortaleza, Ceara, Brazil. The analytical procedure follows Cameron et al.’s (2009) metaphor-led discourse analysis which focuses on the role metaphor vehicles play in the emergence of systematic metaphors in discourse. The findings highlight the trivialization of violence in Brazil by the media/TV, evidenced by the emergence in the talk of three related systematic metaphors: violence is a product manufactured by the media, violence is a spreading contagious disease and fear as a response to violence is a form of imprisonment.

Download Full-text

The Role of Perceived Peer Norms in the Relationship Between Media Violence Exposure and Adolescents' Aggression

Media Psychology ◽

10.1080/15213269.2015.1037960 ◽

2015 ◽

Vol 19 (1) ◽

pp. 4-26 ◽

Cited By ~ 9

Author(s):

Karin M. Fikkers ◽

Jessica Taylor Piotrowski ◽

Peter Lugtig ◽

Patti M. Valkenburg

Keyword(s):

Violence Exposure ◽

Media Violence ◽

Peer Norms ◽

The Relationship ◽

Perceived Peer Norms

Download Full-text

POSSIBILITIES OF ATTENTION IMPROVEMENT FOR ADOLESCENTS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol4.2270 ◽

2017 ◽

Vol 4 ◽

pp. 147

Author(s):

Irena Trubina

Keyword(s):

Transition Period ◽

Attention Problems ◽

Test System ◽

Control Group ◽

Vocal Ensemble ◽

Group Response ◽

Adolescent Behaviour ◽

And Control ◽

At Will

Attention is the ability to focus selectively on a selected stimulus, sustaining that focus and shifting it at will. Attention is important to learning and other cognitive processes. Learning is most efficient when a person is paying attention. Adolescence is a critical transition period, during which fundamental changes prepare the adolescent for becoming an adult. The neurobiology of adolescent behaviour have emerged, promoting the central role of reward and motivation, coupled with cognitive immaturities. It was concluded that maturation and experience are significant in the allocation of attention problems and errors during everyday tasks. The aim was to explore adolescents' attention and to compare two methods of focus for improvement. 24 teenagers take a part in this experiment (16 girls, 8 boys). The teenagers were 12-16 (average age 14, 3).Three groups were created (two groups with different methods and control group). The activities lasted 3 months. The first group of respondents (EGA) practiced the author’s developed methods of playing music in vocal ensemble twice a week, while the other group of respondents (EGB) practiced with computerized equipment CogniPlus. Attention indicators were analysed using the Vienna Test System (SCHUHFRIED) - COG and WAFF tests. Both tests measured various aspects of attention. It was concluded that the EGA group response time statistically significantly improved compared to baseline - 2.28 sec. vs. 1.92 sec. (P = 0.039), but the EGB and CG groups showed no statistically significant differences. In turn, WAFF test, which has to assess to auditory attention reaction time, EGA group has found no statistically significant differences - 0.74 sec. vs. 0.46 sec. (P = 0.002), while EGB are seen only a tendency to improvement in the reaction rate. The results show that although both methods contribute to improvements in attention, however, playing music, influenced by attention statistically significantly. It is planned to continue the study by increasing the number of respondents, as well as the test of attention scores.

Download Full-text

Tools and E-tools for Memory and Attention Problems in Pre-school Education

International Journal of Recent Contributions from Engineering Science & IT (iJES) ◽

10.3991/ijes.v3i3.4729 ◽

2015 ◽

Vol 3 (3) ◽

pp. 13 ◽

Cited By ~ 1

Author(s):

Athanasios Drigas ◽

Georgia Kokkalia

Keyword(s):

Information And Communication Technologies ◽

School Children ◽

Communication Technologies ◽

Attention Problems ◽

School Education ◽

Face Memory ◽

Memory And Attention ◽

Information And Communication ◽

Children's Development

Recent development in the role of kindergarten in children’s progress includes the use of Information and Communication Technologies (ICTs). ICT nowadays is recognized as a tool that can foster the knowledge and the experiences for this crucial age and the support of children who face difficulties in kindergarten age is thought significant. In this paper we present a list of the most representative tools and e-tools of the last decade (2005-2015) for pre-school children who face memory and attention problems. The role and the significance of these tools in children’s development are examined. The effectiveness of these tools is also investigated.

Download Full-text