Craig A. Anderson, Douglas A. Gentile, And Katherine E. Buckley ...
J Youth Adolescence (2009) 38:483–485
DOI 10.1007/s10964-008-9344-1
B O O K R E V I E W
Craig A. Anderson, Douglas A. Gentile, and Katherine E. Buckley,
Violent Video Game Effects on Children and Adolescents: Theory,
Research, and Policy
Oxford University Press, New York, 2007, 190 pp, ISBN 13-978-0-19-530983-6
Chadd Powell
Published online: 30 September 2008
Ó Springer Science+Business Media, LLC 2008
The debate about violence in video games has been a long
longitudinal research showing that early adolescent expo-
and contentious one. While much of that debate has cen-
sure to violent television was predictive of aggressive
tered on the issues of freedom of expression versus
behaviors at later ages (Johnson et al. 2002). Video game
censorship, it remains important to recognize the relevance
violence research has followed in much the same vein with
of other fields of interest. Even more so it is important to
correlational (Krahe´ and Mo¨ller 2004), experimental (Irwin
recognize and understand the differences between the
and Gross 1995), and longitudinal research (Slater et al.
debates that exist in science over the effects of violent
2003) showing much of the same effects as prior television
video games on youth and the debates of law concerning
and film research. The authors present three new studies to
the rights of video game makers and consumers. Anderson,
further this line of research and provide a clear and concise
Gentile, and Buckley attempt to put to rest the scientific
summation of not only the mentioned research of this
side of the debate in their book Violent Video Game Effects
review, but also a wide range of research that builds on the
on Children and Adolescents: Theory, Practice, and Public
idea that there is an effect on youth of viewing and inter-
Policy. In this book they present a concise examination of
acting with mediated violence.
past studies along with the addition of three new studies to
Anderson, Gentile, and Buckley separate the structure of
support the claim that the debate over whether violent
their book into three overall parts that logically build the
video games have an effect on youth is over and that
case for violent video game effects and describe the
energies should be devoted to the policy and practice of
implications and policy suggestions of that evidence. The
how to mitigate these effects. This book excels at providing
first part is used as a stepping stone for the reader into later
timely insights into a topic that will continue to gain in
sections. As such, the first three chapters lay the ground-
importance and would be of interest to those involved in
work for introducing the new studies found in part two.
media studies, developmental psychology, and those
Chapter 1 briefly introduces the history of video games,
involved in policy discussions related to either.
informs of the growing trend of youth exposure to them,
Research into the effects of violent media has been an
and summarizes what the rest of the book will talk about in
ongoing domain of inquiry for quite some time. Video
detail. The second chapter introduces the reader to the idea
game studies build from earlier research into violent tele-
of an aggression continuum, provides an introduction in
vision and film in both method and purpose. Past examples
methods and causality (particularly the methods of exper-
of that research groundwork include the correlation
imental, correlational, and longitudinal research used in
between violence in television shows and aggressive
both the past and new studies) and a summation of relevant
behaviors (McIntyre and Teevan 1972), experimental
past research into violent media (television, film, and vid-
research showing that boys exposed to film violence act
eogames). The third chapter introduces the reader to the
more aggressively in play (Leyens et al. 1975), and
theory behind the general aggression model with particular
focus given to the concepts of risk and resilience.
In the second part of the book three new studies are
C. Powell (&)
methodically introduced along with a discussion of risk
Indiana University, Bloomington, USA
e-mail: powellcm@indiana.edu
factors (including media violence) that can cause aggressive
123
484
J Youth Adolescence (2009) 38:483–485
behavior. The new studies cover each of the research
the various influences of aggression and it is important that
methods previously mentioned: experimental (Chap. 4),
this type of model is introduced and iterated more. The last
correlational (Chap. 5), and longitudinal (Chap. 6). The first
and most important strength of this book is the accessibility
study addresses the concern about the effects that exposure to
and organization of the writing itself. When writing a book
mild forms of violence (cartoonish representations) has on
that involves policy implications it is important to make
short term aggression in youth, study two looks at the cor-
that book readable by those outside of academia. A major
relations between exposure to violent video games and
strength of this book lies in the accessibility of the research
aggressive behavior among high school students, and the
that would make it easily understandable by policymakers
third study examines the longitudinal effects of exposure to
who may not have the empirical background that academic
violent video games on aggression and prosocial behavior
researchers have. As such, this book could find itself being
among elementary school children. The last chapter of this
used as evidence in policy hearings regarding video games,
section looks at risk factor illustrations that examine violent
as it seems is partly the aim of the authors.
video games as part of a larger number of risks that can effect
Along with these overall strengths there comes one
youth. This part of the book details these new studies in a
specific shortcoming that appears in the last chapters of the
manner that leaves the reader with a clear understanding of
book. While the authors clearly present the results of the
the methods involved and positively enhances the book as a
new studies and what they mean for theory, the sections
piece of scholarly literature.
dealing with policy implications are the weakest of all the
The third and final part of the book summarizes the results
other sections. The authors only briefly state what policy
of the new studies presented earlier and examines policy and
options or parental abilities there are to deal with the
implications for parents. Chapter 8 examines the findings of
aggressive effects caused by violent video games. Most of
the newly reported studies and the theoretical implications
the policy recommendations follow the same types of
they pose. Chapter 9 looks at common misconceptions about
recommendations used in the television and film industries
media violence and offers policy solutions that can be
(such as ratings, age restrictions, warning labels, and edu-
enacted to deal with the effects of violent video games. The
cation) and do not break new ground. It appears that the
final chapter offers some examination of what parents can do
three new studies introduced are the core of the book and
to help reduce negative effects on their children and where
the authors left a more involved policy discussion to the
the overall discussion of violence in video games can go.
policymakers themselves. Regardless, a more comprehen-
While the summaries of the research aid in understanding
sive policy discussion that detailed the various methods to
the overall picture of what is being proposed, the policy and
deal with violent video game effects would have
parental role discussions do not break new ground and leave
strengthened the conclusion of the book and provided
the reader looking for more guidance.
guidance to policy makers and parents who are on the front
Anderson, Gentile, and Buckley have presented a con-
lines of dealing with these issues in the public sphere.
cise exploration of what scientific research has to provide
Violent Video Game Effects on Children and Adolescents:
about the effects of violent video games. There are three
Theory, Practice, and Public Policy is a thorough book that
particular strengths that make this book a welcome addition
covers the scientific aspects of the debates on the aggressive
to the literature. The first of those strengths is the range of
effects of video game violence. The authors state that science
methods described both in the review of past studies and in
has conclusively found that such an effect exists and that
the inclusion of the three new studies. While one can
more energy should be devoted to public policies that would
possibly find fault with reporting a single methodology that
mitigate these effects. With the amount of empirical evi-
has been used repeatedly, the authors are clear to present
dence presented and the use of the general aggression model
three separate empirical methods (correlational, experi-
as a theoretical framework, a very compelling case has
mental, and longitudinal) that cover the spectrum of how to
indeed been made. A more detailed policy section notwith-
best research an issue. That each of these studies using the
standing, this book is a welcomed addition to the literature
various methods provides evidence to substantiate the
and would be indispensable to researchers studying video
claim that the aggressive effects of violent video games
game violence and those influencing policy.
exist is compelling evidence and effectively builds their
case. The next strength is the use of the general aggression
model. Rather than using theories that can explain a part of
why aggression happens, the authors have opted instead to
References
use a theoretical model that attempts to account for the
wide range of causes that can lead to aggression (and
Irwin, A. R., & Gross, A. M. (1995). Cognitive tempo, violent video
arguing here that violence in video games is one of them).
games, and aggressive behavior in young boys. Journal of
This unified model is an important step in understanding
Family Violence, 10, 337–350.
123
J Youth Adolescence (2009) 38:483–485
485
Johnson, J. G., Cohen, P., Smailes, E. M., Kasen, S., & Brooks, J. S.
McIntyre, J. J., & Teevan, J. J., Jr. (1972). Television violence and
(2002). Television viewing and aggressive behavior during
deviant behavior. In G. A. Comstock & E. A. Rubinstein (Eds.),
adolescence and adulthood. Science, 295, 2468–2471.
Television and social behavior: Television and adolescent
Krahe´, B., & Mo¨ller, I. (2004). Playing violent electronic games,
aggressiveness (Vol. 3, pp. 383–435). Washington, DC: U.S.
hostile attributional style, and aggression-related norms in
Government Printing Office.
German adolescents. Journal of Adolescence, 27, 53–69.
Slater, M., Henry, K., Swaim, R., & Anderson, L. (2003). Violent
Leyens, J., Camino, L., Parke, R., & Berkowitz, L. (1975). Effects of
media content and aggressiveness in adolescents: A downward
movie violence on aggression in a field setting as a function of
spiral model. Communication Research, 30, 713–736.
group dominance and cohesion. Journal of Personality and
Social Psychology, 32, 346–360.
123
Document Outline
