posted on May, 25 2003 @ 02:33 PM
Okay, I did some digging. I can't provide links because it is an access-restricted database, however I will cite sources. I tried to pick the most
relevant and current studies, but there are a host of others that I just don't have the time to review. The source comes first, then the quoted
Abstract. Please remember that none of these studies can demonstrate CAUSALITY.
Knapp, H.E. (2002). Desensitization aftereffects of playing violent videogames. Dissertation Abstracts International Section A: Humanities & Social
Sciences Vol 63(5-A), p. 1997.
Abstract: "Purpose. The goal of this investigation was to measure the extent to which playing a violent videogame affects the way that adults
perceive real-life aggression. Hypotheses. It was hypothesized that participants who were initially exposed to a violent videogame would be
desensitized to aggressive behavior and hence might hesitate longer before intervening in (what appears to be) a real-life escalating physical
confrontation, than participants who played a nonviolent videogame, and (presumably) experienced no such desensitization. Methods. Forty adult males
(18 years or older) were recruited and tested individually. Each participant was randomly assigned to play either a violent or a nonviolent videogame
for 15 minutes followed by observing what appeared to be a live video feed of an escalating physical confrontation between two young boys.
Participants were instructed to push an intercom button to have an adult intervene should the children start to 'get into it' with each other.
Findings. Overall, participants pressed the intercom button within a 90 second _ An analysis of variance (ANOVA) computation revealed a
statistically significant difference (p = .006) between the two groups response times: participants who played the violent videogame responded (on the
average) 18 seconds later than those who were exposed to the nonviolent videogame. Implications. These findings suggest that playing a violent
videogame alters the way that adults perceive real-life violence. This may serve as a disinhibitory factor, thereby propagating an elevated potential
for (real-life) aggressive behavior in such individuals."
Vaupel, C. A. (2002). The effects of video game playing on academic task performance and brain wave activity. Dissertation Abstracts International:
Section B: The Sciences & Engineering Vol 63(5-B), 2642.
Abstract: "The purpose of this investigation was to examine whether playing video games affected children's ability to perform certain
cognitive functions. Thirty middle school students 10 to 14 years old who played video games in their leisure time participated in this controlled
study. Restricted measures of math performance, memory, attention and planning, reading rate and comprehension, as well as beta and theta activity in
the brain were collected as pre- and post-test measures. Participants were randomly assigned to either the experimental or control group. Participants
in the experimental group played video games for one hour, while participants in the control group played card or board games for one hour.
Multivariate analysis of variance (MANOVA) procedures were used to analyze pre- and post-test mean differences between groups for all variables. No
significant differences were noted. When this sample of middle school aged children engaged in video game play with mildly rated (E for Everyone)
recreational video games without blood, gore, and carnage for a limited time (60 minutes), brain wave activity and ability to perform certain academic
tasks did not appear to be disrupted. Practical applications of the study are discussed."
Panee, C. D., & Ballard, M. E. (2002). High versus low aggressive priming during video-game training: Effects on violent action during game play,
hostility, heart rate, and blood pressure. Journal of Applied Social Psychology Vol 32(12), 2458-2474.
Abstract: "Playing violent video games is related to increased negative affect and cardiovascular reactivity. We examined the influence of high
and low aggressive priming during video-game training on violence during game play (e.g., shooting, choking), hostility, frustration with game play,
blood pressure, and heart rate. Male undergraduates (N=36) were assigned to a high aggressive or low aggressive video-game priming condition. After
training, they played Metal Gear Solid(R), which allows players to advance by using stealth, violence, or both. Participants in the high aggressive
priming condition used significantly more violent action during game play and reported more hostility than those in the low aggressive priming
condition. Heart rate was correlated with feelings of hostility. These findings indicate that both aggressive priming and use of game violence
influence arousal and negative affect and might increase behavioral aggression."
Nelson, M. R. (2002). Recall of brand placements in computer/video games. Journal of Advertising Research Vol 42(2), 80-92.
Abstract: "Product placements have become popular across media, including computer and video games, as a way to increase brand awareness. This
paper explores effectiveness of placing brands in a racing game across two preliminary studies by asking 20 respondents (16 men and 4 women, aged
18-25 yrs) which brands they recalled directly after game-play and at a five-month delay. Game players were readily able to recall about 25-30% of
brands in the short-term and about 10-15% at a delay. Brands demonstrated recall superiority when they were a major part of game-play or when they
were local or new brands, atypical of brands found in games, or relevant to the consumer. When asked their attitudes toward product placements,
players were generally positive, indicating that they did not consider the practice deceptive and that brands can enhance game-realism. Open-ended
comments revealed that players' attitudes, however, depended upon the game genre and how and where the brand appeared."
Benedict, J. O. (1990). A course in the psychology of video and educational games. Teaching of Psychology Vol 17(3), 206-208.
Abstract: "Describes an upper-level psychology course that increases awareness of psychological principles (e.g., learning, conditioning)
demonstrated by video games and that examines the effects of these games on young users. Students read and discuss relevant literature and apply this
knowledge to computer games that they programmed. A case-study approach is used in the course."
Grossman, D. (2000). Teaching kids to kill. In R.S. Moser & C.E. Frantz (Eds.) Shocking violence: Youth perpetrators and victims--A
multidisciplinary perspective.; p. 17-32. Springfield, IL: Charles C. Thomas.
Abstract: "Examines the contribution of the media and video games to the outbreak of youth violence. It is noted that how the military increases
the killing rate of soldiers in combat is instructive because our culture is doing the same thing with our children, but without the safeguards of
discipline and character development that the military uses. The training methods that the military uses are brutalization, classical conditioning,
operant conditioning, and role modeling. The author explains these in the military context and shows how these same factors are contributing to the
phenomenal increase of violence in our culture."
Horn, E., Jones, A., & Hamlett, C. (1991). An investigation of the feasibility of a video game system for developing scanning and selection skills.
Journal of the Association for Persons with Severe Handicaps Vol 16(2), 108-115.
Abstract: "Examined the effectiveness of a microcomputer-operated video-game format in training 3 students (aged 5 yrs 2 mo to 8 yrs 1 mo) with
multiple handicaps (e.g., severely limited vocal speech acquisition) to make scan and selection responses similar to those needed for operating linear
scanning augmentative communication aids. The video scanning and selection game systematically shaped scanning on more complex screens by increasing
the number of boxes presented simultaneously on the screen. Ss participated in a multiple probe across-Ss design to evaluate the effectiveness of the
video game. All 3 Ss showed increases in the number of correct scan and selection responses made at all 3 levels of difficulty. All Ss were also able
to transfer use of the skill to a communication device."
[Edited on 25-5-2003 by MKULTRA]