This research indicates that a critical factor for understanding the success or failure of anti-violence campaigns is the aggressiveness of the target audience. We propose that person and situation interact in predicting post-intervention attitudes toward violence, fighting expectations, and intentions to learn how to use real guns. Across two studies conducted in different countries and with different age populations, we found that anti-violence campaigns were effective, only for those for whom the message was already pro-attitudinal (low trait aggressiveness). In contrast, for individuals with relatively higher scores in trait aggressiveness, there was no difference in attitudes toward violence between those who received the anti-violence intervention and those assigned to the control group. In fact, the anti-violence messages resulted in a boomerang effect, increasing the favorability of attitudes toward violence in one of the studies. Aggr. Behav. 42:471-482, 2016. © 2016 Wiley Periodicals, Inc.

Resumen. A partir de la normalización de las TIC en la vida cotidiana, la hiperconexión ininterrumpida y ubicua media gran parte de las comunicaciones y encuentros que conforman la vida del sujeto contemporáneo y se ha convertido en la forma natural de estar en el mundo, dando lugar a nuevas formas de sociabilidad. El objetivo de este trabajo es introducir el concepto de sociabilidad virtual como marco para repensar las formas de la socialidad desde el entorno digital. Los cambios que la innovación tecnológica ha operado en las interacciones afectan a los escenarios y los procesos, transformando las relaciones que se establecen entre los actores (líquidas), la forma en que el sujeto se muestra y actúa con los otros (desde identidades flexibles) y creando nuevas formas de afiliación y vinculación social (comunidades virtuales).

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: evaluating, and improving media literacy programs.

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Formed around the journal Annales d'histoire économique et sociale , which was founded by Lucien Febvre and Marc Bloch in 1929, the Annales School attempted to develop a “total history” as a critique of existing historical methodology focused on events and politics. The influence of the Annales School on social theory was remarkable. The School has continued through four generations, each characterized by diverse intellectual turns and headed by different figures, from Marc Bloch and Fernand Braudel to Jacques Le Goff and Roger Chartier.