Social Cognition and Violence

Social Cognitive Theory in relation to media violence, and how it affects children

By

David G. Caban, MBA

Spring 2008

Introduction

Albert Bandura developed the social cognitive theory, and his theory was based

on the social learning process that influences social behavior through observation

learning and vicarious reinforcement (Coates, Malouff and Rooke, 2008; Jarrett, 2005;

Bandura, 2001). It is common that children construct ideas, concept based on their social

environment (Wang & Lin, 2007). Therefore, children excessively exposed to media

violence could socially learn aggressive behavior through observational learning, and

vicarious reinforcement. Furthermore, it is easily influence through social role modeling.

The reinforcement model enhances children “self” perception, because groups would

tend to influence vicarious behavior (Coates, Malouff and Rooke, 2008; Jarrett, 2005).

The social cognitive theory is based on three human agencies, which are direct

personnel, proxy and collective agency (Jarrett, 2005; Bandura, 2001). Its relation to

media violence is the individual inability to attain certain social goals, therefore, allowing

others within their social environment too influence their perception (Wang & Lin, 2007).

Direct personnel agency, is the individual relationship within their environment

(Coates, Malouff and Rooke, 2008; Jarrett, 2005; Bandura, 2001). For example,

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Social Cognition and Violence

aggressive behavior is a cultural norm; therefore, other social factors can influence

aggressive behavior (Anderson et al., 2003, Guerra et al., 2005).

Aggressive and violent behaviors are influence through social role modeling; for

example, violent video characters are role models that can influence behavior (Anderson

et al., 2003; Huesmann et al., 2003). As a result, children and adolescents observing

aggressive and violent behavior stem the probability of imitating such behavior

(Anderson et al., 2005). Furthermore, the continual influence of aggressive behavior

becomes a reinforcement models, such as, social peers and media violence (Anderson et

al., 2003).

The second agency of the social cognitive theory is the proxy agency, which is to

promote social development, but also, impedes personnel competence (Bandura, 2001).

Bandura (2001) stated, “People cannot bear the heavy burden of responsibility because of

social stressors and risk” (p. 21). Therefore, children and adolescents would rely on the

competence and favors from others (Bandura, 2001). For example, parents may allow

their children to view and interact with violent video games as a substitution for their

parental role. Furthermore, parents and guardians may interact with violent video games,

and entertain media violence within the home, because it is a part of their culture (Coates

et al., 2008, Guerra et al., 2005).

Aggressive and violent behavior is a part of the characteristics of the human

species, as well as, with other living species; therefore, it is a part our culture. For

example, some parents perceive children interacting with violent video games and

viewing other media violent programs as a very good baby-sitter. In modern electrified

society parents and guardians may failed to realize that media characters are role models

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Social Cognition and Violence

within the home (Anderson et al., 2003; Gonzalez et al., 2005). As a result, children and

adolescents are learning aggressive and violent behavior within the home through social

role modeling portrayed through violent media character. As a result, children and

adolescents can potentially interact with their peers what they learned through the media

(Brown & Hamilton-Giachristis, 2005; Gonzalez et al., 2005).

Subculture violence theory determines that children can learn aggressive and

violent behavior within their environment (Huesmann et al., 2003). Therefore, children

within a violent social setting such as, exposed to excessive media violence would stem

the probability of becoming either deviant, and or criminally. Because of the fact,

children become a reflection of their environment (Anderson et al., 2003; Green &

Krcmar, 2005). According to Green & Krcmar (2005) social gratification views media

violence as a fulfillment of social needs, because it is a reflection of an individual’s

biopsychosocial characteristics (p. 74).

The third human agency of the social cognitive theory is the collective agency.

The collective agency is the common-interest that exists within groups, such as, peer-

groups, and other social counterparts that share a commonality (Bandura, 2001). In

relation to violent video games it encourages children and adolescents to interact in

similarity as portrayed through the video game (Gonzalez et al., 2005; Huesmann et al.,

2003).

Violent video games tend to enhance aggressive inhibition that would affect

children’s cognitive development. Disney Movies, cartoons and TV shows designed for

children can potentially impede positive social development, which enhances

academically, as well as, developing critical thinking skills (Anderson et al., 2003;

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Social Cognition and Violence

Gonzalez et al, 2005; Huesmann et al., 2003). By influencing the arousal of the stimuli

during the early phases of life’s development could potentially impose harm on children.

Earlier findings discovered a relationship that exists between media violence and human

aggression, especially within a vulnerable population, children (Anderson & Bushman,

2002; Anderson et al., 2003).

Cognitive Theory in relation to violent behavior

Cognitive is a thought process of an individual’s social environment that can latter

determine his or her social identity (Levin & Carlsson-Paige, 2003). The cognition

cultivates the individual personnel identity, especially within a social setting, such as,

poverty, domestic violence and other social setting.

Cultural violence reinforces aggression within society, especially within a

vulnerable society, such as, children (Anderson et al., 2003). Subcultural violence has

tendencies to influence society to behave violently, which could potentially influence

society to commit other types of aggressive and violent acts (Anderson et al., 2003).

Therefore, media violence becomes a contributor, reinforcement model, because it is link

to aggressive and violent behavior (Anderson et al., 2003; Huesmann et al., 2003).

Violent behavior is a social learning process; it is first preceded by acts of

aggression, which is vulnerable to children (Anderson et al., 2003). Although, aggressive

and violent behavior can be hereditary it can also be inhibited socially through excessive

exposure of aggressive and violent acts portrayed to children. As a result, it impedes the

positive social development of children, because children brain is still within the

development process (Anderson et al., 2003). For example, children could learn

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Social Cognition and Violence

aggressive and violent behavior by interacting with violent video games. And, it is

reinforce by their social counterparts (Huesmann et al., 2003).

According to Huesmann et al., (2003), purported that children could learn

aggressive and violent behavior through a social learning process called direct

reinforcement, punishment and observational learning. Direct reinforcement is a social

learning process that influences aggressive behavior that is impose on children within

their social environment. As a result, aggressive and violent behavior portrayed thought

the media influences children cognition, which influences attitude and social behavior

(Brown & Hamilton-Giachristis, 2005). Punishment is when aggression fails, therefore,

aggressive behavior is likely to be used, for example, children that are punished for

aggressive behavior such as school misconduct can be reintegrated as social inhibition,

which has similarity to predisposition (Brown & Hamilton-Giachristis, 2005).

The schematic and scriptive theory describes how children and adolescents can

socially learn aggressive and violent behavior through either the characters portrayed

throughout the media, and-or other social actors (Brown & Hamilton-Giachristis, 2005).

A child exposed to violent video games is just as Similar, to children and adolescents

witnessing a crime. For example, auto theft, robbery and drug transaction, just to mention

a few (Brown & Hamilton-Giachristis, 2005).

Children exposed to excessive aggressive and violent behavior would learn that

aggressive and violent behavior does work; therefore, crime would do likewise.

According to Brown & Hamilton-Giachristis, (2005) purported social facilitation is a

well-learned behavior that is influence by others. In other words, negative social peers

and media violence are facilitators to teach children and adolescents that aggressive and

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Social Cognition and Violence

violent behavior is socially accepted (Anderson et al., 2003; Brown & Hamilton-

Giachristis, 2005; Huesmann et al., 2003).

The relation between peer influencing and media violence such as, violent video

games is to influence social reinforcement that influences aggressive behavior (Brown &

Hamilton-Giachristis, 2005).

Children being exposed to excessive media violence

Generally children are exposed to media violence in several different ways, for

example, domestic and neighborhood violence (Brown & Hamilton-Giachristis, 2005).

Earlier studies suggested of two variables that tend to interrelate, which is media and

social violence (Brown & Hamilton-Giachristis, 2005; Green & Krcmar, 2005;

Huesmann et al., 2003; Kronenberger et al., 2005). Furthermore, determining both causal

and a correlation affecting children cognition, this developed a cognitive aggression

while interacting with violent video games (Anderson & Bushman, 2003).

Some earlier studies supported a significant in children behavior while interacting

with violent video games. First, the study was conducted in a laboratory, and secondly,

within the children’s home, and the results from both separate study had similar results

(Chory-Assad, 2005). Quite the contrary, a study performed within the home was

difficult, because of other social factors, which pre-existed within the home; however, the

level of aggression interacting with media violence has similarity (Brown & Hamilton-

Giachristis, 2005). According to Brown & Hamilton-Giachristis, (2005) studies done in a

laboratory did result a linking of children and adolescent aggression with media violence.

Studies performed within the home was difficult too determined, because of other

social factors, for example, earlier researchers were able too determine a causal link with

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Social Cognition and Violence

other variables, but experience difficulties linking media violence with aggressive

behavior (Brown & Hamilton-Giachristis, 2005). As a result, researchers were able to

determine a correlation rather than a causal affect linking aggressive behavior with media

violence (Brown & Hamilton-Giachristis, 2005). In other words, suggesting the other

factors of aggressive and violent behavior within the home increase the level of

aggression in children within the home. Therefore, media violence such as violent video

games became a reinforcement model rather involving any causal link to aggressive

behavior (Brown & Hamilton-Giachristis, 2005).

Aggressive cognition is hostile thoughts that are socially inhibited within children

memory (Anderson & Bushman, 2003). The script theory describes how children can

learn violent behavior through scriptive role modeling, which describes as children

observed excessive violence in the media they can learn from the script (Anderson et al.,

2003; Huesmann et al., 2003). As a result, it becomes a social role model, which can

potentially guides children and adolescents thought process. Furthermore, cultivating

both attitudes and social behavior, this affects both social development and interaction

within their environment (Anderson et al., 2003).

Violence in the media has biosocial affects, especially on children, for example,

the heart, and brain and children central nervous system. As a result, it cultivates children

cognition, which affects their attitude and social behavior (Jarrett, 2005). For example,

earlier studies revealed how violent video games affect the brain waves, but also, affected

the central nervous system (CNS). According to Jarrett (2005), purported 71 participants,

adolescents (10-13 years of age) while playing violent video games had their brain

scanned through an MRI scanner. While interacting with violent video games the scanner

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Social Cognition and Violence

revealed the anterior cingulated cortex, and the amygdala, which is the emotion region

was suppressed (Jarrett, 2005).

Study also showed suppression of certain physiological chemistries within the

amygdala, which affect positive emotion, empathy and the cognitive rational were also

suppressed (Jarrett, 2005). Therefore, the method of human reasoning within the minds of

children exposed to excessively media violence was suppressed (Jarrett, 2005).

Furthermore, revealing less cognitive rationale would determine little or no empathy

towards either individual and-or society. Also the lacking of dopamine, which is a

chemical substance within the central nervous system (CNS). In other words, the

chemistry governing human reasoning were suppressed while the children where

intensely engaged with violent video games (Jarrett, 2005). Therefore, children

excessively exposed to violent video games are similar to individual soldiers engaged in

battle (Jarrett, 2005; Jipguep et al., 2003). In fact, the social learning process of learning

violent behavior can potentially affect children social role within society (Jarrett, 2005;

Jipguep & Phillip-Sanders, 2003).

Violent motive is the act of defeating your opponent, or victim while interacting

with violent video games (Trend, 2003, p. 286). Also, developing negative responses of

anger, frustration while imposing harm to both your victim and-or your opponent (Jarrett,

2005, Jipguep et al., 2003, Trend, 2003).

Studies have showed children become arouse or intensified while heavily

engaging with violent video games, for instance, aggression and acts of violence arouse

the physiological component of aggression within the children stimuli (Jarrett, 2005). For

example, who had their heads scanned while interacting with violent video games

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Social Cognition and Violence

revealed certain regions within both the brain and the central nervous system were

suppressed (Jarrett, 2005). As a result, it affects the arousal/attention, which detects a

threat, as well as, episodic memory encoding and retrieval motor programming (Jarrett,

2005). In other words, excessive exposure of violent video games could intensify from an

earlier arousal of threat perception, which could be very harmful to children brain

development (Jipguep et al., 2003). As a result, it can potentially develop into a long-term

memory storage, which can potentially affect young adulthood (Jipguep et al., 2003).

Video games and children

Children reaction to aggressive and-or violent behavior is different, in contrast, to

adults’ aggressive and violent responses (Funk, Chan, Brower, Margaret, Jason, Curtis,

Kathleen, and Simili, 2006). Therefore, children and adult interaction with violent video

games would also differ, because children would react to aggressive scripts and violent

behavior differently than adults (Funk et al., 2006).

Children would be most affected by the arousal of aggressive acts, because their

brain is still within a developing phase, whereas, adults brain are already developed

(Funk et al., 2006). For example, children are commonly exposed to action hero

characters, which demonstrate to resolve a social issue was through acts of aggression

(Levin & Carlsson-Paige, 2003).

The framework would be the children’s brain, because they will learn aggressive

and violent scripts, which can potentially be utilize within a social situation (Funk et al.,

2006; Huesmann et al., 2003). Potentially children could learn how both aggressive and

violent behavior is socially accepted in different ways, because acts of aggression and

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Social Cognition and Violence

violent behavior are constantly portrayed through several different media outlets (Funk et

al., 2006 Huesmann et al., 2003).

Usually, children become arouse while viewing the interaction of aggressive and

violent behavior, because it is demonstrated to them as a positive method to get the bad

guy concept. Therefore, the continuous exposure of certain characters portrayed though

the media would become a reinforcement model for children and adolescents (Funk et al.,

2006; Huesmann et al., 2003). The reinforcement model is the excessive exposure of

violence to children, which is very common in violent video games (Funk et al., 2006;

Huesmann et al., 2003; Wei, 2007).

Children excessively exposed to violent video games could potentially become

less empathetic within their social environment (Wei, 2007). Violent video games tend to

target children through several different ways: First, through children programming that

extends to market into violent video games, for instance, TV Mutant Turtles, which is a

cartoon that later marketed into violent video game (Lehman & Bushman, 2006; Levin

and Carlsson-Paige, 2003). Furthermore, other children media programs also portrayed

similarities of not only once a cartoon program, but later marketed as a violent video

game (Lehman & Bushman, 2006). As a result, children are becoming more exposed to

violent video games, which is also becoming more to violence, and as a result, becoming

desentization towards violence (Huesmann et al., 2003).

In addition, violent video games is becoming more of a reinforcement model,

however, depending upon children‘s environment other aggressive and violent factors

could also be a reinforcement model (Lehman & Bushman, 2006). For example, children

of color and poverty are easily targets for violent video games, because they are

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Social Cognition and Violence

disproportionate to reside in communities of higher crime rate (Levin & Carlsson-Paige,

2003; Coates et al., 2008). Although, media literacy purports children entertainment is a

period of interaction, therefore, becoming a reinforcement model of reminding children

that aggressive and violent behavior is still socially accepted (Gonzalez, et al., 2006;

Huesmann et al., 2003). For example, recently children have been educated of the

violence portrayed within the media and its danger; however, children were already

exposed to violence within the home (Gonzalez et al., 2006).

Violence in the home portrayed through media violence, therefore, it is not just

domestic violence (Coats et al., 2008; Gonzalez et al., 2006). And, as a result, children

would become desensitize towards aggressive and violent behavior. Also, children

become less empathetic towards others within their social environment (Huesmann et al.,

2003).

Playing violent video games is very powerful, because earlier studies purported

teaching violence is an active learning environment (Funk et al., 2006). Excessive

exposure to violence demonstrates how violent behavior does work through rehearsing

aggressive and violent scripts, and it is reinforce through other social role modeling; such

as, poor-parenting and social peer-groups (Funk et al., 2006). As a result, children

entering into adolescents through young adulthood would become desensitize towards

aggressive and violent behavior, as well as, less empathetic towards society (Funk et al.,

2006; Huesmann et al., 2003; Levin-Carlsson-Paige, 2003; Wei, 2007).

Play versus imitating other role models

Playtime for children is the process of children creating an imagination, which

creates ambition, experience and satisfying certain social needs (Levin & Carlsson-Paige,

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Social Cognition and Violence

2003). The ability and the experience and needs children undergo during playtime is the

beginning of development phases of childhood development (Levin & Carlsson-Paige,

2003).

Children develop the ability to perform certain t0ask and duties while they

imagine whatever they desire to fulfill, for example, an imagination play friend.

However, the need for playtime must be a positive experience, which provides positive

social development (Levin & Carlsson-Paige, 2003).

Positive social development is the same as positive playtime, because it is a

healthier path for social development (Levin & Carlsson-Paige, 2003). Children can learn

problem-solving abilities or skills, similarity as scriptwriters, actors, prop people and

directors. In other words, in control of their social environment, this promotes positive

social interactions amongst other social peers, which can lead into a positive social

development in their early adulthood (Levin-Carlsson-Paige, 2003).

Children learning positive development can be reinforce in several ways; for

instance, toys, time and space, which involves culture that encourages children to develop

an evolution process of a healthier development (Levin & Carlsson-Paige, 2003). Quite

the contrary, nowadays, toys for the most part promote a negative connotation of

aggressive and violent behavior to children, especially within an early age (Levin &

Carlsson-Paige, 2003).

The problematic issue of promoting aggressive and violent behavior to children

and adolescents began since the deregulation of children television in the 1980’s (Levin

& Carlsson-Paige, 2003). The deregulation allowed the movies and music industries to

promote and-or enhance the aggressive and violence displayed throughout the media into

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Social Cognition and Violence

other innuendos. Toys, television programming, video games and movies, which promote

acts of aggression and violent behavior that affect children development (Levin &

Carlsson-Paige, 2003, p. 427). In other words, children programs and movies are link to

violent video games and toys that stem to glorify acts of aggressive and violent behavior

(Levin & Carlsson-Paige, 2003, p. 427).

When children interact with positive social exposure it is performed through

positive language, not with the language of aggressive and violent behavior, which

affects children cognition, which promotes the concepts of teaching children how to

remedy similar social dispute (Huesmann et al, 2003; Levin et al., 2003).

Marketing violence to children

Marketing violence to children is teaching adult aggression (Huesmann et al.,

2003). Because of the fact, adult aggression is a language adults could understand, and

children would have difficulty (Anderson et al., 2003). Children perceive violence and

aggressive behavior or acts much differently, because children brain are still within the

developmental phase; whereas, adults, is fully develop (Gonzalez, et al., 2005).

Children excessively exposed to violence can potentially affect their cognition,

which can affect their cognitive skills, which is link to both values and belief system

(Huesmann et al., 2003). Therefore, developing the potentiality of developing an

aggressive and violent lifestyle, this can affect early adulthood (Levin & Carlsson-Paige,

2003).

Violent video games are vitally to intrigue newer generation, especially, during

the deregulation of children program in the 1980’s. Since the deregulation children and

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Social Cognition and Violence

adolescents in the era experience a different social interaction that prior generation did

not. This is a development to a sociological change within society. Identifying aggressive

and violent behavior, and yet, glorify aggressive and violent acts (Levin & Carlsson-

Paige, 2003). For example, in the early 1980’s video programs reach the markets; such

as, Atari and Nintendo, which displayed video games called “Pac-Man”, “Mario” and

“Space Invaders”.

Atari and Nintendo programs were the first too launched aggressive and violent

video games, which intrigue the minds of both children and adolescents. As a result,

children became more aggressive, because not only violent video games entertain

aggression and violent behavior, but also it is reinforce (Bandura, 2001). In addition,

aggressive and violent programs exposed to children that such behavior is socially

acceptable within their social environment. And, as a result, it affects their young

adulthood (Guerra et al., 2003; Huesmann et al., 2003; Levin & Carlsson-Paige, 2003).

Paving the way towards violence

Since the deregulation of children programming in the 1980’s paved the way for

media link to toy corporation to market violence to children (Levin & Carlsson-Paige,

2003). Paving the way to a newer culture of aggressive and violent behavior portrays to

children and adolescents that aggressive and violent behavior is socially acceptable

within their environment (Anderson et al., 2003; Huesmann et al., 20003; Levin &

Carlsson-Paige, 2003). In addition, to a sociological change of technology, which is a

newer culture promoting aggressive and violent behavior within most children, especially

children excessively exposed to a violent culture. As a result, it has affected society in

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Social Cognition and Violence

several ways: First, accelerating aggressive and violent behavior through media programs

that are market to children, and secondly, cultivating the minds of children that impede

their cognition process, which orchestrates attitudes and social behavior (Guerra et al.,

2003).

The birth of modern technology allows children and adolescents to develop a

newer culture of becoming more desensitized towards aggressive and violent behavior.

For example, violent video games are an ever-increasing entertainment, especially for

both children and adolescents (Levin & Carlsson-Paige, 2003; Huesmann et al., 2003).

Advance technology of media products and unlimited Internet entertainment promoting

aggressive and violent behavior has influence society, in contrast, to prior years (Wang &

Lin, 2007). Furthermore, as adolescents enter into young adulthood the excessive

exposure of violence prior to reaching young adulthood has been extremely high (Levin

& Carlsson-Paige, 2003). For example, currently, about 90% of children know how to

utilize a video handgun, which has similar characteristic to a real handgun (Levin &

Carlsson-Paige, 2003).

Children on the average had witness over 20,000 acts of violence, such as,

murders and other types of criminal behavior, which can potentially affect their young

adulthood (Levin & Carlsson-Paige, 2003). The affect that excessive violent video games

have on most young adults is becoming more desensitized towards aggressive and violent

behavior, for example, more embracive to watching wrestling (Anderson et al., 2003;

Huesmann et al., 2003).

Adolescents tend to pave the way of linking violent video games, because violent

video games is the next phase after toy’s which also were designed to glorify aggressive

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Social Cognition and Violence

and violent behavior. In addition, other children and teenage programs, which were

designed to entertain and promote aggressive and violent behavior (Levin & Carlsson-

Paige, 2003). Toys and children programming tend to have the foundational root of

exposing violent and aggressive behavior to children and adolescents.

Conclusion

Media violence affects children in several different ways, children already

exposed to other factors of violence, and children in non-violent social settings. It is also

a reinforcement model to children who are already exposed to social violence. Children

excessively expose to media violence, especially, violent video games can potentially

develop desensitization. Excessive exposure to violent video games intensifies aggressive

cognition that influences aggressive behavior and antisocialism.

Excessive exposure to violent video games can cause children to develop

antisocialism because some children suffer from either severe emotional problems and-or

disruptive behavior disorder.

Mass media is an influential mechanism that tends to influence society to socially

behave, especially children, which could potentially affect their young adulthood. The

character role model displayed in the media has become the dominating role model that

influences society’s attitude, which cultivates social behavior.

Violence is a part of the human and animal culture, because aggression is a basic

animal distinct. However, aggression exists in certain levels within human nature, but

depending on the individual’s and-or society predisposition to violence can determine the

outcome.

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Social Cognition and Violence

The problematic issue is that media violence has tendency to stimulate aggression,

especially, among children. Children already exposed to excessive violence would tend to

embrace media violence, because it provides the sense of gratification. It is evident that

media violence as Bandura described is a social role model that implicates society would

imitate, especially, children.

Further exploration is suggested for future study, which is to examine two

variables, media and social violence within the home. This perhaps would determine if

there is any correlation. Furthermore, it would be difficult too determine the relation

between children aggression and media violence, such as, violent video games and

children programming. There have also been other variables most researchers in the past

overlooked. And as a result, mislead several researchers determining any causal affect

between media violence and children aggression. In addition, as to how it would affect

children cognition, which cultivates the development of children attitude and social

behavior.

Influencing children’s attitude and social behavior should be governed by either

parental and-or guardian social role modeling. Parents should recognize the intended

means of the mass media which intention to supersede the traditional parental role

modeling within the home. Although, parents are already accustomed to the mass media

in regards to violent movies and violent video games, because of the fact violence in this

magnitude is culturally accepted in most electrified societies.

Children excessively exposed to media violence has potential biopsychosocial

ramification, especially, children with emotional problems, and children with disruptive

behavior disorders. Furthermore, children excessively exposed to media violence could

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Social Cognition and Violence

potentially develop intense fear, anger, and bitter frustration at an early age. Also

developing violent aggressive behavior at an earlier time period, which could potentially

lead into deviant and-or criminal behavior.

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