Aggression
Some scholars believe that behaviors like aggression may be partially learned by watching and imitating people's behavior, while other researchers have concluded that the media may have some small effects on aggression. There is also research questioning this view. For instance, a long-term outcome study of youth found no long-term relationship between playing violent video games and youth violence or bullying. One study suggested there is a smaller effect of violent video games on aggression than has been found with television violence on aggression. This effect is positively associated with type of game violence and negatively associated to time spent playing the games. The author concluded that insufficient evidence exists to link video game violence with aggression. However, another study suggested links to aggressive behavior.
Social learning (social pedagogy)
Albert Bandura advanced the social learning theory by including the individual and the environment in the process of learning and imitating behaviour. In other words, children and adults learn or change behaviours by imitating behaviours observed in others. Albert Bandura mentions that the environment plays an important role as it is the stimuli that triggers the learning process. For example, according to Bandura (1978), people learn aggressive behaviour through 3 sources: Family members, community and mass media. Research shows that parent who prefer aggressive solution to solve their problems tend to have children who use aggressive tactics to deal with other people. Research also found that communities in which fighting prowess are valued have a higher rate of aggressive behaviour. Also, findings show that watching televisions can have at least 4 different effect on people: 1) it teaches aggressive style of conduct, 2) it alters restraints over aggressive behavior,3) it desensitizes and habituate people to violence and 4) it shapes people’s image of reality. The environment also allows people to learn through another person’s experience. For example, students don’t cheat on exams (at least no openly) because they know the consequences of it, even if they never experienced the consequences themselves