Media Violence and Desensitization Assignment | Get Homework Help

Desensitization is a well-documented consequence of years-long exposure to media violence. From early exposure, children—especially boys—learn that aggression pays off (Bushman, Gollwitzer, & Cruz, 2015). Aggression—especially if it means you “win” the game, “defeat” the adversary, or “force” a resolution to a conflict—earns the aggressor attention, praise, respect, reverence, adoration, money, and power. These are the rewards that often accompany aggression portrayed by the film industry (e.g., Die Hard, Die Hard 2, Die Hard With a Vengeance, Live Free or Die Hard, A Good Day to Die Hard), making it more likely that the aggressive behavior will persist. The number of films in this series is evidence of their popularity. From classical conditioning theory, we learn that bad behavior paired with rewards can make the bad behavior desirable; moreover, the prevalence of violence in the media, over time, normalizes it. Studies show that when exposed to violent films daily over a week’s time, participants rate films as less violent with each film viewed (Dexter, Penrod, Linz, & Saunders, 2006). This is evidence of desensitization.

Desensitized people tend not to acknowledge the effects of media violence, because they don’t see that there’s a problem. However, a growing body of research finds that desensitized individuals downplay or tend not to acknowledge egregious harm done to others; because a steady diet of violent media normalizes violent behavior, injury suffered by people in real life does not seem like cause for concern (Vossen, Piotrowski, & Valkenburg, 2016). That’s the nature of desensitization, and that is indeed a problem.

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Convinced there is no harm in violent media consumption—that their behavioral tendencies will not have been influenced by it—desensitized consumers probably would not be interested in changing their media viewing habits (Funk, Baldacci, Pasold, & Baumgardner, 2004).

For this Assignment, you will examine the concept of desensitization, methods used to increase the desirability of violence, and ways for parents to reduce aggression exhibited by their children.

References:

Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increases aggression in children, and pediatricians and parents agree. Psychology of Popular Media Culture, 4(3), 200—214.

Dexter, H. R., Penrod, S., Linz, D., & Saunders, D. (2006). Attributing responsibility to female victims after exposure to sexually violent films. Journal of Applied Social Psychology, 27(24), 2149–2171.

Funk, J. B., Baldacci, H. B., Pasold, T., & Baumgardner, J. (2004). Violence exposure in real-life, video games, television, movies, and the internet: Is there desensitization? Journal of Adolescence, 27(1), 23–39.

Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2016). The Longitudinal relationship between media violence and empathy: Was it sympathy all along? Media Psychology, 20(2), 175–193.

To Prepare
Search the Walden Library and/or the Internet for the definition of desensitization, its symptoms, and the process that creates it.
From your search and from the Learning Resources for this week, consider the ways that violence is presented and whether or not its presentation is appealing to children.
Also, from your search, consider how social psychology theory is applied to reduce aggression.
Assignment:
Submit 3–5 pages, not including title page and reference page: ( I still need to add one more citation reading from the school library. I need at least one citation from every attachment to show that I have read all the material.

Define desensitization and describes its process.
Identify and describe symptoms of desensitization.
Explain the methods used in the media to increase the desirability of violence. (i.e., what is rewarding the violence).
Suggest ways for parents to reduce aggression exhibited by their children.
In addition to the Learning Resources, search the Walden Library and/or Internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.

By Day 7
Submit your Media Violence and Desensitization Assignment.

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Week 10PSYC-6245 Social Psychology: Week 10: Affiliation, Attraction, and Prosocial Behavior

 

PLEASE WATCH AND USE IN YOUR CITATION https://www.youtube.com/watch?v=OSsPfbup0ac

I OWE YOU THIS READING: REQuired Readings

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
  • Chapter 11, “Prosocial Behavior: Why Do People Help?”

The share of American adults who have never been married has reached a record high, according to a new study (Sterbenz, 2014). Many contemporary women find the circumstances of their lives compel them to change their behavior accordingly.

In an era of women’s growing independence, for a man to be marriageable, it’s not enough to have a steady job. What women want in a partner isn’t especially well-measured. But it’s safe to guess that in our era of growing feminism the likely answers include more respect, greater equality, and a sense of partnership. Women are not rejecting marriage so much as they are rejecting old-fashioned marriage norms, where the man provides economically, and the woman is expected to be a stay-at-home wife and mother. If women don’t think men are interested in meeting these expectations, then women are going to be less interested in marriage (Marcotte, 2017).

In addition, women without children are no longer anomalies, as the latest census data shows (Gray, 2015). According to the U.S. Census Bureau’s Current Population Survey, in 2014, 47.6 percent of women between age 15 and 44 had never had children, up from 46.5 percent in 2012. This represents the highest percentage of childless women since the bureau started tracking that data in 1976. According to a recent report, in 2013 there were just 62.9 births for every 1,000 women between the ages of 15 and 44 in the U.S.—an all-time low (Cheadle, 2016).

The decline in birthrates is not unique to the United States. Total fertility rates (i.e., the average number of children born during a woman’s reproductive years, 15–49) have decreased globally by about half since 1960 (Cheadle, 2016).

These numbers confirm what most child-free women already know: Greater numbers of women are waiting longer to have children, or not having children at all.

This week, you will explore how social psychology looks at the conditions that affect why people help, or neglect to help, others in certain situations. You will also apply social psychology theories to romantic relationships.

References:

Cheadle, C. (2016). Fertility rates keep dropping, and it’s going to hit the economy hard. Retrieved from https://www.visualcapitalist.com/fertility-rates-dropping-economy/.

Sterbenz, C. (2014). Marriage rates are near their lowest levels in history—here’s why. Retrieved from https://www.businessinsider.com/causes-of-low-marriage-rates-2014-5.

Marcotte, A. (2017). New study: Women don’t want to get married just because men make more money. Retrieved from https://www.salon.com/2017/05/17/new-study-women-dont-want-to-get-married-just-because-men-make-more-money/

Gray, E. (2015). A record percentage of women don’t have kids. Here’s why that make sense

Learning Objectives

Students will:

  • Apply social psychology theory and research to practices in mate selection
  • Analyze conditions that influence diffusion of responsibility
  • Analyze factors related to dehumanization and desensitization
  • Evaluate methods to reduce aggression and bullying

Learning Resources

Required Readings

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
  • Chapter 11, “Prosocial Behavior: Why Do People Help?”

Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377–383.  http://dx.doi.org.ezp.waldenulibrary.org/10.1037/h0025589

 

Latané, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology, 10(3), 215–221. http://dx.doi.org.ezp.waldenulibrary.org/10.1037/h0026570 

 

Required Media

Coolpsychologist. (2009, June 9). The bystander effect [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=OSsPfbup0ac

 

Note: This media program is approximately 3 minutes.

 

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