Research on pro-social influence has shown that television messages that contain only a pro-social message are generally effective in producing pro-social behaviour in viewers. However, research has often used brief segments of specially produced programmes, and so may be considered artificial and lack real life application. Research into the influences of pro-social behaviour has shown that pro-social messages that are presented alongside anti social messages need to be presented in clear contrast and for the majority of the programme. If this does not happen, children mat model antisocial behaviour as well. Some research studies e.g. Friedrich Cofer et al 1979, have shown and increase in anti social after children viewed programmes that contained both types. Studies on pro-social influence show limited support for the beneficial effects of conflict without resolution messages. Children younger than eight may not benefit as older children.
Media influence of antisocial behaviour.
There have been many different research studies investigating the influence of media on anti social behaviour. There has also been a large variety of different research methods used, including correlation studies, lab experiments, natural experiemtns, and longitudinal studies.
Correlation studies conducted by Robinson and Bachman (1972) suggest a link between watching television violence and engaging in violent behaviour, but this does not demonstrate a casual relationship. Bandura et al (1963) conducted lab experiments. Bandura showed that exposure to televised violence can produce increases in aggression, although his studies may not reflect real-life viewing conditions. Natural experiments (e.g. Centrewall 1989) have found increases in murder rates following the introduction of television in countries (e.g. Canada), but decreases in others (e.g. South Africa). Belson (1978) conducted longitudinal studies that demonstrate long term effects of early television violence for boys but not girls. Fictional violence in a familiar and realistic context is seen as having more impact than unfamiliar contexts and fantasy violence.
Psychologists have come up with three explanations for a media/violence relationship;
- Cognitive priming – children may learn problem-solving scripts from their observations of models on television. Frequent viewing of television violence may lead to these scripts being stroed in memory and recalled later if any aspect of the original situation is present.
- Socialisation – children may learn aggressive behaviour form the media. Television might inform viewers of the positive and negative consequences of violent behaviour. When this is justified or left unpunished, their concern about consequences is reduced.
- Desensitization – frequent viewing of television violence may cause viewers to be less anxious and sensitive about violence. It is seen as ‘normal’ and viewers are more likely to engage in it.
Research conducted by Hagell and Newburn (1994) show that young offenders watched less television and video than their non-offending counterparts. Other psychological research however, has underestimated what children understand about media. Seven-year-olds are able to talk intelligently and cynically about the media (Buckingham 1966). Research studies have consistently produced contradictory findings about the effects of media violence on children. Some have shown effects on boys but not girls, and some the complete opposite.