| Hint | Answer |
| Aggressive scripts help us understand aggressive behaviour | |
| St Helena television study | |
| 73% of programmes showed some form of help (2.92 per hour) 4.02 per hour for childrens programmes | |
| Social Cognitive Observational Learning Theory | |
| compared active brain areas in children watching violent and non violent television | |
| Strength of message vs credibility of source in Japanese students | |
| Examined Cosby Show or Full House and interviewed children to see if they grasped moral message | |
| Positive/active view | |
| NYC smokers, high need for cognition vs low need for cognition | |
| 3 levels of parasocial behaviour | |
| Playing games leads to expectancy that other people will react in a hostile way | |
| Mere exposure hypothesis | |
| relationship between tv and aggression is stronger that video games and aggression | |
| Pro social behaviour improves when kids watch pro social programmes, although it was short lived | |
| Absorption addiction model | |
| Longitudinal study in Chicago. Children asked favourite programme characters | |
| Said Self perception and dissonance theories were right in different situations | |
| Violent and non violent version of doom, given option to cooperate or exploit | |
| 20 violent acts in cartoon and 5 violent acts in tv per hour | |
| 33 games, 80% aggressive, 50% violent to another person, 21% violence against women | |
| Systematic and heuristic processing | |
| Feelings before, during and after playing quake 2 did not change, expect in aggressive people | |
| Two cognitions that clash | |
| Prestige Model (evolutionary) | |
| Examined effects of pro social tv on kids in california. Discussion with adult is valuable | |
| Kids develop scripts and normative beliefs from violent programmes | |
| Pointing out good points of choice and negatives of the choice you didnt pick | |