LD
Exercises adapted from Dr. Talila Cohen
Research on the Effects of Media Violence
Adapted from:
http://www.media-awareness.ca/english/issues/violence/effects_media_violence.cfm?RenderForPrint=1
1. Whether or not exposure to media violence causes increased levels of aggression and violence
in young people is the major question of media effects research. Some experts, like University of
Michigan professor L. Rowell Huesmann, argue that fifty years of evidence show "that exposure to
media violence causes children to behave more aggressively and affects them as adults years
later." Others, like Jonathan Freedman of the University of Toronto, maintain that "the scientific
evidence simply does not show that watching violence either produces violence in people, or
desensitizes them to it."
2. However, it seems that the disagreement may stem from different approaches to the research.
Andrea Martinez at the University of Ottawa conducted a comprehensive review of the scientific
literature for the Canadian Radio-television and Telecommunications Commission (CRTC) in 1994.
She concluded that the lack of consensus about media effects reflects three "grey areas," or
constraints, contained in the research itself.
Questions
1. a. What disagreement is the writer referring to at the beginning of paragraph 2?
(Hint: the answer is not in paragraph 2.)
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b. What is a possible reason for the disagreement?
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2. a. What does CRTC stand for?
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b. What method did Andrea Martinez use to prepare her report for the CRTC?
________________________________________________________________
______________________________________________________________
3. First, media violence is notoriously hard to define and measure. Some experts who track
violence in television programming, such as George Gerbner of Temple University, define violence
as the act (or threat) of injuring or killing someone, independent of the method used or the
surrounding context. Accordingly, Gerbner includes cartoon violence in his data-set. But others,
such as University of Laval professors Guy Paquette and Jacques de Guise, specifically exclude
cartoon violence from their research because of its comical and unrealistic presentation.
4. Second, researchers disagree over the type of relationship the data supports. Some argue that
exposure to media violence causes aggression. Others say that the two are associated, but that
there is no causal connection. (That both, for instance, may be caused by some third factor.) And
others say the data supports the conclusion that there is no relationship between the two at all.
5. Third, even those who agree that there is a connection between media violence and aggression
disagree about how the one affects the other. Some say that the mechanism is a psychological
one, rooted in the ways we learn. For example, Huesmann argues that children develop "cognitive
scripts" that guide their own behaviour by imitating the actions of media heroes. As they watch
violent shows, children learn to internalize scripts that use violence as an appropriate method of
problem-solving.
6. Other researchers argue that it is the physiological effects of media violence that cause
aggressive behaviour. Exposure to violent imagery is linked to increased heart rate, faster
respiration and higher blood pressure. Some think that this simulated "fight-or-flight" response
predisposes people to act aggressively in the real world.
Questions
3. Paragraph 2 mentions three “grey areas” in the research on the effects of media violence.
A) a. What is the first “grey area”? (Complete the sentence.)
The first “grey area” deals with how to __________________________________
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b. Which example illustrates the first “grey area”?
Researchers debate whether _______________________________ (2 WORDS) can be
considered violence in television programs.
B) a. In the second “grey area,” researchers disagree about the relationship between
___________________________ and __________________________.
b. Explain the different views about the relationship between these two factors.
Choose phrases from the word bank below to complete the different views.
causes
is related to
stems from
does not lead to
is not related to
View #1: Aggression in people _____________________________ media violence.
View #2: Aggression in people _____________________________ media violence.
View #3: Aggression in people _____________________________ media violence.
C) According to the third “grey area,” which issue remains a controversy?
________________________________________________________________
4. What is the difference between the opinions presented in paragraphs 5 and 6?
(Fill in the blanks.)
While paragraph 5 offers a ________________________________ (1 WORD) explanation,
paragraph 6 offers a _______________________________ (1 WORD) explanation.
5. According to the explanation in paragraph 5, what occurs when children watch violent shows?
a. The children produce violent scripts that they then learn to act out.
b. The children develop cognitive disorders from imitating the shows.
c. The children learn how to use violence for solving their problems.
d. The children see that violence is inappropriate for problem-solving.
6. a. What happens in people’s bodies when they have a “fight-or-flight” response?
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b. How does this response affect their behavior?
________________________________________________________________
______________________________________________________________
7. Still others focus on the ways in which media violence primes or cues pre-existing aggressive
thoughts and feelings. They argue that an individual’s desire to strike out is justified by media
images in which both the hero and the villain use violence to seek revenge, often without
consequences.
8. In her final report to the CRTC, Martinez concluded that most studies support "a positive, though
weak, relation between exposure to television violence and aggressive behaviour." Although that
relationship cannot be "confirmed systematically," she agrees with Dutch researcher Tom Van der
Voot who argues that it would be illogical to conclude that "a phenomenon does not exist simply
because it is found at times not to occur, or only to occur under certain circumstances."
Questions
7. According to paragraph 7, what is the underlying reason for the effects of media violence? (Fill
in the blanks.)
People have _________________________________________, which are
_____________________________ (ONE WORD) by media violence.
8. Choose the sentence below that best expresses Van der Voot’s opinion about media violence
and aggression.
a. It’s enough to find an occasional relationship to conclude that the two are connected.
b. Since some studies do not show a connection between them, the two are not related.
c. When the connection occurs only under some circumstances, it certainly does not exist.
d. There is a systematic connection between the two that has been confirmed scientifically.
9. What is the purpose of this text?
a. To present findings on the connection between media violence and aggression.
b. To explain why research on media violence reaches contradictory conclusions.
c. To question the idea that media violence leads to increased levels of aggression.
d. To claim that exposure TV violence causes people to behave aggressive manner.
Exercises adapted from Dr. Talila Cohen
Research on the Effects of Media Violence – Exercises
I. Pre-Reading Questionnaire
Fill in the questionnaire below by choosing a number from 1-5 after each statement.
Strongly Disagree---------Strongly Agree
1. Watching violent TV shows can make children
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
aggressive.
2. Watching violent TV shows as children can affect
people later on in life.
3. Watching violent TV shows can make people less
sensitive to real-life violence.
4. Watching violent cartoons does not affect children
negatively because the violence is unrealistic.
5. Watching violence can be therapeutic because it
allows people to release negative energy.
II. Skimming Questions
1. Skim the article, paying attention to the beginnings of the paragraphs. Then fill in the paragraph
numbers next to each section below.
Part I:
Introduction par. ___________
Part II:
Body
par. ___________
Part III:
Conclusion
par. ___________
2. The words “first,” “second,” and “third” (par. 3-5) indicate a list of
_______________________________________.
Research on the Effects of Media Violence – Vocabulary
Find and underline the following words in the text.
Word
Also in
par. #
Word
Also in
par. #
Paragraph 5
Paragraph 1
1. exposure (n.)
expose (v.)
exposed (adj.)
4, 6, 8
9. imitating (imitate) (v.)
2. increased (adj., v.)
increasing (adj., v.)
6
10. appropriate (adj.)
Paragraph 2
Paragraph 6
3. stem from (v.)
12. linked (v.)
link (n.)
4. conducted (v.)
13. response (n.)
respond (v.) / responsive (adj.)
5. conclude (v.)
conclusion (n.)
14. predispose (v.)
predisposition (n.)
8
6. lack (n., v.)
Paragraph 7
Paragraph 3
11. images (n.)
imagery (n.)
7. injuring (injure) (v.)
injury (n.)
6
15. consequences (n.)
Paragraph 8
16. circumstances (n.)
Exercise 1:
Each sentence below contains a paraphrase or synonym for a vocabulary word. Read each
sentence and choose the correct word from the vocabulary list to fill in the blank.
linked
circumstances
conclusion
appropriate
exposed
lack
predisposed
accordingly
stemmed from
response
increased
conducted
1. The company’s ___________________________ (greater) worker productivity stemmed from
the improved working conditions and higher salaries.
2. The athlete’s outstanding achievements have been ___________________________ to
(connected / associated with/ related to) years of extraordinarily hard training.
3. The girl’s roots ___________________________ her (made her more likely) to choose a career
in teaching.
4. This movie is not ___________________________ (suitable) for children under thirteen.
5. The researchers ___________________________ (did / carried out) an experiment on the
effects of cell phones on driving.
6. The jury needed to know all the ___________________________ (facts/ conditions) of the
crime in order to give an appropriate sentence.
7. The purpose of the English course is to increase the students’ vocabulary.
___________________________ (therefore), the students should be exposed to the new
words in a variety of contexts.
8. In times of war, a __________________________ (shortage) of vitamins and protein caused
many people to become seriously ill.
Exercise 2:
Answer the following questions using your knowledge of the vocabulary words. The words in bold
print are from the vocabulary list
1. Which bird is good at imitating human speech? __________________________
2. Imagine you are going to spend some time in the USA. Which of the tasks below would you be
able to perform after a year of exposure to English?
a. read a newspaper in English
b. read a book in English
c. talk to an English-speaking tourist
d. give a lecture in English
e. watch a movie without subtitles
f. write a research paper in English
3. Why is it important to read the conclusion of an article?
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4. What could be the consequences of eating too much high-fat food?
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5. If a friend asked you for an answer during the exam, what would your response be?
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6. Motorcycle racing is a dangerous sport, in which the risk of injury is very high. Why do people
continue to participate in it?
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7. In your opinion, what do international conflicts stem from?
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8. When thinking of a hero, what image do you have in mind?
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Exercise 3: Vocabulary in Context
For each of the following words from the text, choose its correct meaning within its context. To help
you decide, replace the word in the text with your chosen meaning.
1. exposure (par. 1)
a. uncovering
b. experience of
c. discovery
d. position
2. argue (par. 1)
a. claim
b. quarrel
c. discuss
d. disagree
3. maintain (par. 1)
a. keep
b. look after
c. claim
d. support
4. approach (par. 2)
a. access
b. arrival
c. suggestion
d. attitude
5. conducted (par. 2)
a. guide
b. carry out
c. transmit
d. behave
6. accordingly (par. 3)
a. as a result
b. appropriately
c. similarly
d. however
7. occur (par. 8)
a. happen
b. exist
c. come to mind
d. repeat itself
Exercise 4: Affixes
A. Match the following affixes to their meanings. Then underline these affixes in the words in the
following exercise on antonyms. The affixes will help you understand the meanings of the words.
Affix
Meaning
1. de-
not
2. il-
to make
3. pre-
not
4. un-
before
5. dis-
reverses action
6. -ize
not
B. Antonyms: Match each word with its opposite meaning:
Word from the Text
Antonym
1. desensitizes (par.1)
a. cause
2. unrealistic (par.3)
b. lifelike
3. disagree (par.4)
c. unsuitable
4. internalize (par.5)
d. reasonable
5. appropriate (par.5)
e. externalize
6. predispose (par.6)
f. does not influence
7. consequence (par.7)
g. make more sensitive
8. illogical (par.8)
h. have the same opinion