300 Sozialwissenschaften
Refine
Year of publication
- 2013 (38) (remove)
Document Type
- Article (26)
- Monograph/Edited Volume (5)
- Doctoral Thesis (2)
- Master's Thesis (2)
- Part of a Book (1)
- Other (1)
- Postprint (1)
Keywords
- Curriculum Framework (18)
- European values education (18)
- Europäische Werteerziehung (18)
- Familie (18)
- Family (18)
- Lehrevaluation (18)
- Studierendenaustausch (18)
- Unterrichtseinheiten (18)
- curriculum framework (18)
- lesson evaluation (18)
Deepening understanding
(2013)
Relating to students
(2013)
Umweltbildung
(2013)
Deepening understanding
(2013)
1. Key concepts 2. What students should have done 3. What students did 4. Deepening understanding 5. General description of deepening understanding 6. Why is deepening understanding an important stage? 7. How does deepening understanding occur in the lessons and some examples 8. Possible difficulties 9. Conclusion
The EVE curriculum framework
(2013)
Einstiege
(2013)
When playing violent video games, aggressive actions are performed against the background of an originally neutral environment, and associations are formed between cues related to violence and contextual features. This experiment examined the hypothesis that neutral contextual features of a virtual environment become associated with aggressive meaning and acquire the function of primes for aggressive cognitions. Seventy-six participants were assigned to one of two violent video game conditions that varied in context (ship vs. city environment) or a control condition. Afterwards, they completed a Lexical Decision Task to measure the accessibility of aggressive cognitions in which they were primed either with ship-related or city-related words. As predicted, participants who had played the violent game in the ship environment had shorter reaction times for aggressive words following the ship primes than the city primes, whereas participants in the city condition responded faster to the aggressive words following the city primes compared to the ship primes. No parallel effect was observed for the non-aggressive targets. The findings indicate that the associations between violent and neutral cognitions learned during violent game play facilitate the accessibility of aggressive cognitions.
When playing violent video games, aggressive actions are performed against the background of an originally neutral environment, and associations are formed between cues related to violence and contextual features. This experiment examined the hypothesis that neutral contextual features of a virtual environment become associated with aggressive meaning and acquire the function of primes for aggressive cognitions. Seventy-six participants were assigned to one of two violent video game conditions that varied in context (ship vs. city environment) or a control condition. Afterwards, they completed a Lexical Decision Task to measure the accessibility of aggressive cognitions in which they were primed either with ship-related or city-related words. As predicted, participants who had played the violent game in the ship environment had shorter reaction times for aggressive words following the ship primes than the city primes, whereas participants in the city condition responded faster to the aggressive words following the city primes compared to the ship primes. No parallel effect was observed for the non-aggressive targets. The findings indicate that the associations between violent and neutral cognitions learned during violent game play facilitate the accessibility of aggressive cognitions.