a b s t r a c tPrevious research has shown that media violence exposure can cause desensitization to violence, which in theory can increase aggression. However, no study to date has demonstrated this association. In the present experiment, participants played a violent or nonviolent video game, viewed violent and nonviolent photos while their brain activity was measured, and then gave an ostensible opponent unpleasant noise blasts. Participants low in previous exposure to video game violence who played a violent (relative to a nonviolent) game showed a reduction in the P3 component of the event-related brain potential (ERP) to violent images (indicating physiological desensitization), and this brain response mediated the effect of video game content on subsequent aggressive behavior. These data provide the first experimental evidence linking violence desensitization with increased aggression, and show that a neural marker of this process can at least partially account for the causal link between violent game exposure and aggression.

A new measure of individual habits and preferences in video game use is developed in order to better study the risk factors of pathological game use (i.e., excessively frequent or prolonged use, sometimes called “game addiction”). This measure was distributed to internet message boards for game enthusiasts and to college undergraduates. An exploratory factor analysis identified 9 factors: Story, Violent Catharsis, Violent Reward, Social Interaction, Escapism, Loss-Sensitivity, Customization, Grinding, and Autonomy. These factors demonstrated excellent fit in a subsequent confirmatory factor analysis, and, importantly, were found to reliably discriminate between inter-individual game preferences (e.g., Super Mario Brothers as compared to Call of Duty). Moreover, three factors were significantly related to pathological game use: the use of games to escape daily life, the use of games as a social outlet, and positive attitudes toward the steady accumulation of in-game rewards. The current research identifies individual preferences and motives relevant to understanding video game players' evaluations of different games and risk factors for pathological video game use.

Violent video games are theorized to be a significant cause of aggressive thoughts, feelings, and behaviors. Important evidence for this claim comes from a large meta-analysis by Anderson and colleagues (2010), who found effects of violent games in experimental, cross-sectional, and longitudinal research. In that meta-analysis, the authors argued that there is little publication or analytic bias in the literature, an argument supported by their use of the trim-and-fill procedure. In the present manuscript, we reexamine their meta-analysis using a wider array of techniques for detecting bias and adjusting effect sizes. Our conclusions differ from those of Anderson and colleagues in 3 salient ways. First, we detect substantial publication bias in experimental research on the effects of violent games on aggressive affect and aggressive behavior. Second, after adjustment for bias, the effects of violent games on aggressive behavior in experimental research are estimated as being very small, and estimates of effects on aggressive affect are much reduced. In contrast, the cross-sectional literature finds correlations that appear largely unbiased. Third, experiments meeting the original authors' criteria for methodological quality do not yield larger adjusted effects than other experiments, but instead yield larger indications of bias, indicating that perhaps they were selected for significance. We outline future directions for stronger experimental research. The results indicate the need for an open, transparent, and preregistered research process to test the existence of the basic phenomenon. (PsycINFO Database Record

WHAT'S KNOWN ON THIS SUBJECT: Children with autism spectrum disorder (ASD) and those with ADHD are at risk for problematic video game use. However, group differences in media use or in the factors associated with problematic video game use have not been studied. WHAT THIS STUDY ADDS:Boys with ASD and ADHD demonstrated greater problematic video game use than did boys with typical development. Inattention was uniquely associated with problematic use for both groups, and role-playing game genre was associated with problematic use among the ASD group only. abstract OBJECTIVES: The study objectives were to examine video game use in boys with autism spectrum disorder (ASD) compared with those with ADHD or typical development (TD) and to examine how specific symptoms and game features relate to problematic video game use across groups.METHODS: Participants included parents of boys (aged 8-18) with ASD (n = 56), ADHD (n = 44), or TD (n = 41). Questionnaires assessed daily hours of video game use, in-room video game access, video game genres, problematic video game use, ASD symptoms, and ADHD symptoms. RESULTS:Boys with ASD spent more time than did boys with TD playing video games (2.1 vs 1.2 h/d). Both the ASD and ADHD groups had greater in-room video game access and greater problematic video game use than the TD group. Multivariate models showed that inattentive symptoms predicted problematic game use for both the ASD and ADHD groups; and preferences for role-playing games predicted problematic game use in the ASD group only.CONCLUSIONS: Boys with ASD spend much more time playing video games than do boys with TD, and boys with ASD and ADHD are at greater risk for problematic video game use than are boys with TD. Inattentive symptoms, in particular, were strongly associated with problematic video game use for both groups, and role-playing game preferences may be an additional risk factor for problematic video game use among children with ASD. These findings suggest a need for longitudinal research to better understand predictors and outcomes of video game use in children with ASD and ADHD.

Analysis of variance (ANOVA), the workhorse analysis of experimental designs, consists of F -tests of main effects and interactions. Yet, testing, including traditional ANOVA, has been recently critiqued on a number of theoretical and practical grounds. In light of these critiques, model comparison and model selection serve as an attractive alternative. Model comparison differs from testing in that one can support a null or nested model vis-a-vis a more general alternative by penalizing more flexible models. We argue this ability to support more simple models allows for more nuanced theoretical conclusions than provided by traditional ANOVA F -tests. We provide a model comparison strategy and show how ANOVA models may be reparameterized to better address substantive questions in data analysis.Factorial designs and the associated analysis of variance (ANOVA) and t-tests are workhorses of experimental psychology. Indeed, it is hard to overstate the popularity and usefulness of these designs and analyses. Consequently, In the recent decades, statisticians and psychologists have developed methods of model comparison that go beyond traditional significance testing. In the model-comparison perspective, models instantiate theoretical positions of interest. If the models are judicious-that is, they capture theoretically important constraints-then model comparison becomes a proxy for theory comparison.Model comparison is often similar to testing, but there is a key difference: Testing is asymmetric. One may reject a nested or null model in favor of a more general model. But the reverse does not hold-one cannot reject a more general model for a nested one. Model comparison, in contrast, has no such asymmetry: Evidence for nested or general models may be quantified. This ability to quantify evidence for nested models changes inference in ANOVA. In the two-way case, for example, instead of 3 tests, there are 8 different possible models formed by presence and absence of each main effect and the interaction. Among these 8 there are 28 possible dyadic model comparisons. The conventional tests encompass three of the possible 28. What about the others? We show here that understanding the full set of models and their relations may lead to a more nuanced understanding of the structure in data than may be provided by the more conventional tests.Before proceeding, it is helpful to provide context on modeling itself. When one performs ANOVA, the various models formed by the inclusion and exclusion of factors

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WHAT'S KNOWN ON THIS SUBJECT: Children with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (ADHD) are at increased risk for sleep disturbances and excessive media use. However, the relationship between media use and sleep in children with ASD or ADHD has not been studied. WHAT THIS STUDY ADDS:In-room access to screen-based media and video game hours were associated with less sleep among boys with ASD. The relationships between media use and sleep were much more pronounced among boys with ASD than among boys with ADHD or typical development.abstract OBJECTIVE: The current study examined the relationships between media use (television, computer, and video games) and sleep among boys with autism spectrum disorder (ASD) compared with those with attentiondeficit/hyperactivity disorder (ADHD) or with typical development (TD). METHODS:Participants included parents of boys with ASD (n = 49), ADHD (n = 38), or TD (n = 41) (ages 8-17 years). Questionnaires assessed daily hours of media use, bedroom access to media, and average sleep hours per night. RESULTS:Bedroom media access was associated with less time spent sleeping per night, irrespective of diagnostic group. Bedroom access to a television or a computer was more strongly associated with reduced sleep among boys with ASD compared with boys with ADHD or TD. Multivariate models showed that, in addition to bedroom access, the amount of time spent playing video games was uniquely associated with less sleep among boys with ASD. In the ASD group only, the relationship between bedroom access to video games and reduced sleep was mediated by hours of video game play. CONCLUSIONS:The current results suggest that media-related variables may be an important consideration in understanding sleep disturbances in children with ASD. Further research is needed to better characterize the processes by which media use may affect sleep among individuals with ASD. Overall, the current findings suggest that screen-based media time and bedroom media access should be routinely assessed and may be important intervention targets when addressing sleep problems in children with ASD.

Early diagnosis of ASD is critically important for improving access to interventions; however, many children experience diagnostic delays. In this sample, children from the most recent birth cohorts were diagnosed earlier, suggesting that early signs of ASD are being increasingly recognized. However, socioeconomic barriers to diagnosis still seem to exist. Children with less severe ASD symptoms and with higher I.Q. are also diagnosed at later ages. Efforts are still needed to reduce diagnostic disparities for families of low SES and to improve early recognition of more subtle symptoms.