The General Learning Model

Gentile, Douglas A.; Groves, Christopher L.; Gentile, J. Ronald

doi:10.1093/acprof:osobl/9780199896646.003.0009

Cited by 37 publications

(20 citation statements)

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“…The basis for the BGCM is traditional aggression-based learning theories, such as the General Learning Model (GLM; Gentile et al, 2014) and General Aggression Model (GAM; Anderson and Bushman, 2002), which explicates the importance of initial behaviors predicting subsequent behaviors. The GAM was derived to offer a more comprehensive theory of aggression compared to other domain-specific aggressionfocused predecessors (e.g., Script Theory, Priming, Cognitive Neo-Association Theory, Excitation Transfer Theory, and others; c.f., Anderson and Carnagey, 2004).…”

Section: Theoretically Predicting Cyberbullyingmentioning

confidence: 99%

“…The GLM was derived to further explicate the learning mechanisms germane to the General Aggression Model. Gentile et al (2014) noted the many influences that learning has on GAM processing at both the proximate and distal levels. For instance, classical and discriminate learning can influence the strength and direction in the correlations between the internal state variables.…”

Section: Theoretically Predicting Cyberbullyingmentioning

confidence: 99%

“…Although we cannot yet pinpoint the exact number of learning trials to accurately predict future cyberbullying perpetration, we can surmise that personality and learning differences likely predict the speed with which attitudes and knowledge are learned. Indeed, the General Learning Model (Gentile et al, 2014) argues that environmental (e.g., parental influences) and biological (e.g., sex) modifiers influence the extent to which people learn social behaviors. For instance, Nivette et al (2014) found evidence to suggest that aggression was highest for males who are from countries that have high gender inequality in a sample of 7-13 year old European 1 We view this "blank slate" approach as essential -if such a sample can be found.…”

Section: Number Of Learning Trialsmentioning

confidence: 99%

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Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

et al. 2021

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The psychological variables and processes germane to cyberbullying need additional empirical attention—especially for adolescent samples. Myriad studies and meta-analytic reviews have confirmed the deleterious psychological and behavioral consequences of being cyber-victimized. We argue that one method to curtail such effects is to inform interventions aimed at reducing cyberbullying perpetration regarding the why and for whom cyberbullying is likely. This review expands on these issues and emphasizes the Barlett Gentile Cyberbullying Model (BGCM) as the only validated cyberbullying-specific theory to predict cyberbullying perpetration. Our principal thesis is that the wealth of research validating the BGCM has been with adult samples and applying the BGCM to adolescents presents both challenging and exciting research opportunities for future research and intervention development in youth.

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Section: Theoretically Predicting Cyberbullyingmentioning

confidence: 99%

Section: Theoretically Predicting Cyberbullyingmentioning

confidence: 99%

Section: Number Of Learning Trialsmentioning

confidence: 99%

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Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

et al. 2021

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“…General Learning Model (GLM) details that prosocial-media use can increase children’s prosocial thoughts and prosocial behavior. 11 , 12 Accordingly, we postulate that children may imitate donating cartoon examples (eg, cartoon models who try to donate their favorite items to others) to show donating behavior.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Prosocial Cartoon Examples on Children’s Donating Behavior

Zhang

Duan

Xiang

et al. 2021

PRBM

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Purpose In this study, we examined whether prosocial cartoons could inspire children to donate toys to others immediately upon exposure. Participants and Methods Cartoons were rated as prosocial or control via 80 adults. One hundred and fifty-six children participated in the study ( M age = 5.29, SD = 0.79). Children in the experimental group were exposed to cartoons in which the main character had a large number of donating behaviors, while children in the control group watched cartoons without donating behaviors (randomized controlled study). They watched these cartoons for 4 consecutive days. Afterwards, children’s donating behaviors toward their peers were assessed in the Toy Donation Task (TDT). An analytic method of 2 (cartoon: prosocial vs control) × 2 (gender: male vs female) × 3 (age: 4 vs 5 vs 6) analysis of variance (ANOVA) was used to make result analyses. Results The empirical results indicated that watching cartoons specifically depicting charitable donations (and not cartoons with other prosocial content) increased donations for charitable causes, whilst watching the control cartoons (cartoons without prosocial content) which did not depict characters acting in an antisocial way did not increase donating behavior. Specifically, 5-year-old female children reported more donating behavior than 6-year-old female children and 4-year-old female children, whilst no significant age effects were found among male children. Here, 4–6-year-old female children and 4–5-year-old male children in the prosocial cartoon condition reported more donating behavior than those in the control cartoon condition. Conclusion These findings indicated an accumulating positive effect of watching cartoons with donating content on children’s donating behavior, especially for 4–6-year-old female children and 4–5-year-old male children.

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“…Effects of video game exposure can be explained by referring to the General Learning Model (GLM) proposed by Buckley and Anderson (2006; for a recent overview, see Gentile, Groves, & Gentile, 2013). As its predecessor the General Aggression Model (e.g., Anderson & Bushman, 2002), the GLM proposes that person (such as trait aggression) and situation variables (such as video game exposure) may affect a person’s internal state, consisting of cognition, affect, and arousal.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Immersed in Virtual Worlds and Minds

Bormann

Greitemeyer

2015

Social Psychological and Personality Science

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Past research on video game effects was often limited to explaining effects of game content and mode, leaving structural and contextual game elements scarcely investigated. The present research examined the yet unclear role of narration in video games, by adapting concepts and methodology from video game research based on self-determination theory as well as past research on the effects of literary fiction. Results provided evidence for the facilitation of immersion and an immersion-mediated enhancement of autonomy and relatedness need satisfaction through in-game storytelling, suggesting a mutual enhancement of immersion and need satisfaction. Moreover, in-game storytelling enhanced affective theory of mind. Perspectives on future research, connecting in-game storytelling and game content to complement current knowledge of video game effects on various real-world outcomes, are discussed.

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The General Learning Model

Cited by 37 publications

References 0 publications

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

Theoretically Predicting Cyberbullying Perpetration in Youth With the BGCM: Unique Challenges and Promising Research Opportunities

The Effects of Prosocial Cartoon Examples on Children’s Donating Behavior

Immersed in Virtual Worlds and Minds

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