L. Rowell Huesmann

TL;DR: The major aim of this chapter is to show how the development and occurrence of human aggressive behavior are explained by the social-cognitive information processing theory, and to review the empirical evidence supporting the theory.

TL;DR: Similar results across different methodologies, ages, and cultures provide robust evidence of a prosocial game content effect, and they provide support for the General Learning Model.

TL;DR: It is suggested that witnessing community violence has an effect on children's aggressive behavior through both imitation of violence and the development of associated cognitions as children get older.

TL;DR: The results showed that there were overall modest but significant effect sizes for exposure to media violence on aggressive behaviors, aggressive thoughts, angry feelings, arousal levels, and helping behavior, consistent with the theory that short-term effects are mostly due to the priming of existing well-encoded scripts, schemas, or beliefs.

TL;DR: In this paper, a developmental theory is presented to account for the relation between increased exposure to media violence and increased aggressive behavior, and it is argued that the effect of media violence on individual differences in aggression is primarily the result of a cumulative learning process during childhood.