Although dozens of studies have documented a relation between violent video games and aggressive behaviors, very little attention has been paid to potential effects of prosocial games. Theoretically, games in which game characters help and support each other in nonviolent ways should increase both short-term and long-term prosocial behaviors. We report three studies conducted in three countries with three age groups to test this hypothesis. In the correlational study, Singaporean middle-school students who played more prosocial games behaved more prosocially. In the two longitudinal samples of Japanese children and adolescents, prosocial game play predicted later increases in prosocial behavior. In the experimental study, U.S. undergraduates randomly assigned to play prosocial games behaved more prosocially toward another student. These similar results across different methodologies, ages, and cultures provide robust evidence a prosocial game content effect, and provide support for the General Learning Model.

These longitudinal results confirm earlier experimental and cross-sectional studies that had suggested that playing violent video games is a significant risk factor for later physically aggressive behavior and that this violent video game effect on youth generalizes across very different cultures. As a whole, the research strongly suggests reducing the exposure of youth to this risk factor.

A 1-year panel study of 591 children in fifth grade explored the accumulative effects of the presence and contexts of video game violence on aggression and the antiviolence norm in Japan, on the basis of a comprehensive content analysis of video game violence. The results suggest that contextual effects of violent video games are quite complex, differing with gender, and that contexts are more important than the quantity of violence. Although attractive perpetrators and justification of violence increase aggression for boys, they decrease aggression and strengthen the antiviolence norm for girls, indicating that the direction of effects depend on the players' interpretation of violence.

Previous research has shown that mind wandering has both positive and negative effects. Mind wandering may improve creative problem solving; however, it could also lead to negative moods and poor mental health. It has also been shown that some forms of mental illness are positively related to creativity. However, the three factors of mind wandering, divergent thinking, and mental health have not been examined simultaneously, so it is possible that these relationships are manifested by spurious correlations. Therefore, we examined the relations among the three factors while controlling for each of their confounding effects. We asked 865 participants (458 men, 390 women, 17 unknown; M age = 18.99 years, SD = 1.16) to complete a questionnaire measuring mind wandering traits, divergent thinking, and mental health measures including depressive symptoms and schizotypal personality. Multiple regression analysis showed that people who reported more depressive symptoms, schizotypal personality, and divergent thinking, were more likely to engage in mind-wandering. Our results indicated that frequency of mind wandering was linked to a risk of poorer mental health as well as to higher divergent thinking ability. In future research, we will examine the features of mind wandering related to divergent thinking and mental health by considering the contents of wandering thoughts and whether they are ruminative or not. We also need to examine whether the same results will be found when studying professionals in creative occupations, and when using different scoring methods in divergent thinking tests.

Stressful experiences can lead to meaning making that is seen as central in adjustment. Although rumination and negative affect are important factors of meaning making, little is known about the mechanisms involved. This study aimed to examine the meaning making process, focusing on the role of intrusive and deliberate rumination and negative affect. The principal hypotheses were as follows: negative affect is positively related to threat evaluation and intrusive rumination, while regret and guilt are positively related to deliberate rumination; intrusive rumination is negatively related to finding meaning, whereas deliberate rumination is positively related to finding meaning. A total of 383 undergraduate students were asked to remember their most stressful life event and complete a questionnaire containing the Event Related Rumination Inventory and items about negative affect, threat evaluation, and finding meaning about the stressful life event. For 342 of the final sample, structural equation modeling based on the study hypotheses showed that both deliberate and intrusive rumination immediately after the event were positively associated with finding meaning. Intrusive rumination at present, however, was negatively related to finding meaning. This study also revealed the effects of negative affect: helplessness, sadness, and fear induced intrusive rumination; moreover, regret was positively associated with deliberate rumination.