We examined the causal relationship between playing violent video games and increases in aggressiveness by using implicit measures of aggressiveness, which have become important for accurately predicting impulsive behavioral tendencies. Ninety-six adults were randomly assigned to play one of three versions of a computer game that differed only with regard to game content (violent, peaceful, or abstract game), or to work on a reading task. In the games the environmental context, mouse gestures, and physiological arousal-as indicated by heart rate and skin conductance-were kept constant. In the violent game soldiers had to be shot, in the peaceful game sunflowers had to be watered, and the abstract game simply required clicking colored triangles. Five minutes of play did not alter trait aggressiveness, yet an Implicit Association Test detected a change in implicit aggressive self-concept. Playing a violent game produced a significant increase in implicit aggressive self-concept relative to playing a peaceful game. The well-controlled study closes a gap in the research on the causality of the link between violence exposure in computer games and aggressiveness with specific regard to implicit measures. We discuss the significance of importing recent social-cognitive theory into aggression research and stress the need for further development of aggression-related implicit measures.

More than half of the tested adolescent population had already established an atopic status presenting a complex IgE reactivity profile dominated by pollen sensitization. Detailed molecule-based analysis allows determining relevant biomarkers and monitoring of the atopic status in populations.

No abstract

Computer‐based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners’ activities. Thus, our motivation was to investigate whether direct or indirect metacognitive scaffolding (i.e., training and prompting, respectively) or a combination of both during simulation‐based learning leads to better learning outcomes compared to simulation‐based learning alone. Employing a 2 × 2 factorial design (N = 99 Austrian secondary school students), we explored the role of metacognitive training prior to the use of simulations and the role of metacognitive prompting during the learning phase. Four different conditions were compared in relation to knowledge about the principle of energy conservation. A pre‐ and posttest assessing knowledge acquisition, metacognitive behavior, cognitive load, and mental effort was applied. At first glance, the results indicate no main effects for training and prompting, and no interaction effect. A closer look at the actual use of prompting after the empirical data were obtained, however, reveals a significant impact of the metacognitive strategies employed on performance in the posttest, with higher scores in the condition where appropriate prompting was used. This result emphasizes the importance of guidance during simulation‐based learning.

Aggressive tendencies can be assessed either commonly by explicit measures (self-report questionnaires), or by implicit measures that require the speeded classification of quickly presented stimuli and the recording and analysis of the reaction-times. We explored the psychometric properties of implicit measures assessing aggressiveness objectively: the Implicit Association Test (IAT) and its derivate, the Single-Target IAT. While the IAT focused on the automatic attitude towards aggressiveness, the ST-IAT focused on the self-concept. This feasibility study describes in methodological detail how a diversity of game players can be recruited to take these measures with common webbrowser technology, even though reaction-time measurement in the range of a few hundred milliseconds is at stake. Self-reported and objective characteristics of users of violent, less violent, and no games differed. The results are partly in line with what can be expected on the basis of psychological theorizing, but structural-equation modelling shows that implicit measures on attitudes and self-concept differ in quality. Pitfalls and challenges for internet studies on computer players involving reaction-time measures are pointed out.