The purpose of this paper is to classify violent TV programs into some types by employing gratification types. To attain this purpose, two surveys were conducted. In the first survey, 73 junior high-school students and 58 high-school students were asked 1) to list up to three programs which they often watched and 2) to write an essay on how they felt after watching them. After analyzing these essays, 33 gratification items were derived from them, which were used in the second survey. In the second survey, 389 students were asked 1) to list up to three programs which they often saw and 2) to answer 33 questions on a 5 point scale. The result was factor-analyzed and the following seven gratification types were obtained. 1) diversion of the mind 2) identification with characters in the program 3) acquirment of knowledge 4) empathy 5) laughter 6) longing 7) emotional diversion By employing these gratification types, violent TV programs were classified as follows. 1) moving, violent programs 2) empathetic, violent programs 3) funny, violent programs Among these types of violent programs, a baneful influence was anticipated in the second and the third types of programs, that is, modeling of violent behavior was anticipated in both the second and the third programs, and a desensitization to violent behavior was predicted in the case of the third type of program.

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In the study of the effects of TV violence on regular television viewers, the main theme has been the relation between the amount of violence viewed on TV and viewers' aggressiveness. However, Gerbner et al. (1977) asserted that the relation between the amount of TV violence viewed and viewers' perception of the real world was more important. They substantiated the hypothesis that the more people watched TV, the more they confused the 'reality' in the program with that in the real world. They further claimed that heavy viewing mostly affected viewers' perception of safety in society and of trust in other people. This is not merely a follow-up to Gerbner's Study. He tried to find out the relation between the number of viewing hours and viewers' enculturation. However, in this study, the auther emphasized the type of program as well as the number of viewing hours. Thus, the purpose of this study was to clarify the relation between 1) the amount of TV viewing and viewers' perception of safety in the real world and of trust in other people, and 2) the number of crime-depicting programs viewed and viewers' perception of safety in the real world and of trust in other people in the case of Japan. 504 junior high school students were asked 1) to choose TV programs they often saw from the one-week program (from 7:00 p.m. to 10:00 p.m.) list, 2) to state how many hours a day they watched TV, and 3) to answer five questions about their perception of safety in the real world and three questions about their perception of trust in other people. The results indicated that there was no relation between the amount of TV viewing and viewers' perception of safety in the real world and of trust in other people. However, there was some relation between the number of crime-depicting programs viewed and perception of safety in the real world. This indicates that some types of programs affect viewers' perception of safety while others do not. The fact suggests that in considering the effects of TV viewing, types of program, should be considerd, thougt they were overlooked in the past study.

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he purpose of this study is to examine the effects of the expressive and contextual characteristics of violent videos on affective reactions. Expressive characteristics are concerned with the way by which violence is represented visually, and contextual characteristics are concerned with the story in which violence happens. Fifty undergraduates (male=24, female=26) evaluated their impressions of 20 violent videos and rated their affective reactions to these videos. Two judges evaluated each contextual characteristic. Results showed that although the expressive characteristics influenced viewers' affective reactions, the contextual characteristics did not. The effects of violent videos on aggressive behavior were discussed from two perspectives, one associated with the affective effects of the expressive characteristics on hostile aggression and the other with the learning effects of the contextual characteristics on imitative aggression.

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