Do video games affect children in anyway? I believe that video games can help children learn but I do not believe that any video games can have a negative effect on a child. I have a few sources that say nothing but how helpful games can be in a child’s learning experience. Certain kinds of games can even prepare child for school. I have only one source that speaks almost only negatively about video games.
Games are coercive activities since they specify the roles a person shall take, the goals they shall seek, and the other areas of behavior which many non-game activities leave to the choice of the participants. The ingredients of games differ widely and these differences may be expected to generate parallel variations in the experience of behavior and their participants. An investigation was held to study this. The investigation was supported by research grant M-550 from the National Institute of Mental Health, of the National Institutes of Health, Public Health Service.
It is believed that all the time that a child is with their parent can be spent on teaching and learning since the child is with their parent all of the time. By doing this, the child will be getting prepared for schoolwork. A study was held involving children going into school who also had parents who had taught them in their household.
Computer games can be a very strong motivating force for kids in learning about computers. The countless hours that children spend playing video games on computers can provide a start in the fascination of computers. Kids can become too involved and too passionate about video games. Kids can speak about games with such intensity and they describe their experiences in the game with great detail.
Many games depict an individual acting aggressively and alone against an evil force. Games contain stereotypical racial and gender depictions and it is believed that this can cause kids to have certain racist and sexist attitudes. With this said, there is no evidence that certain games produce long term behavioral changes in those exposed to them.
In some instances, games can be looked upon as a positive thing in children’s lives. Different types of games can be used to teach young children certain things. Games can also be looked upon as a very negative thing in a child’s life. I do not think games are bad. I do not believe that games cause people to do bad things. I believe that bad people play games and coincidently may do something awful. That does not mean that games have anything to do with that person’s actions. It just so happened that that person liked video games and if that person was interested in guns and shooting people, it is a good chance that they will pick out a violent game to play.
I know I would rather have a person play a violent video game than to go out and make their twisted fantasies a reality. Sometimes a game isn’t enough and they take it to the next level. In this case, the game has nothing to do with it. The game only delays their actions. This is just one scenario which could be possible, involving the playing of violent games by a potentially dangerous person.
It has been observed that boys prefer direct competition and physical action motifs and that girls tended toward more complex themes such as adventure narratives or puzzle-solving. Boys are more physical in their interaction with games, particularly joysticks, pads, and mouse. The majority of games that boys play enable them to enter into simulated versions of worlds where they are normally spectators; sports and games with a fighting content. It is thought that these types of games cause the boys that play them to act out and fight.
It is obvious that that there are real educational advantages to playing games like “Theme Park” and “Sim City” and even adventure games which incorporate text and image or “Tetris” type games which encourage the development of spatial awareness. There is even evidence that video games give children the experience of success and completion, often denied them in the classroom. Teachers were introduced to some video games that children played and were astonished at the quality of the graphics, the skills that were being demanded and the heady nature of the experience. The teachers were able to define educational benefits in even the more action-oriented software, notwithstanding reservations about implicit gender bias or concerns about violence. Parents have a skeptical view of the content value of some games, believing them to be too violent or superficial.
Video games are frequently viewed as a sinister thing in a child’s world which displaces more traditional and, therefore, more acceptable forms of play. Some teachers were given a survey by the Professional Association of Teachers dealing with the effect that video games had on children in their class. Some of the teachers who took the survey also gave comments. One teacher said, “The perseverance of ‘living-in’ the game prevents children’s attention and imagination being caught even by exciting school activities” and another teacher said, “Children do not converse or play as they used to”. One teacher noticed that a number of students showed real enthusiasm only for computer type activities and labeled anything else as ‘boring’.
A study was also held dealing with parents. The parents thought that children, who played games, period, should be doing something more constructive. Some did not like their children playing video games just for the fact that they get so into the games and get upset if they do not win and they want to keep at it for so long. Some parents thought that video games were just a waste of time. Parents believe that the childhood experience has been diminished.
In a 1995 article, Elizabeth Stutz published in an article, “Is electronic entertainment hindering children’s play and social skills development?”. Elizabeth Stutz laments the demise of traditional games such as leapfrog, hopscotch and marbles, which she felt not only afforded children opportunities for fun and good exercise but also contributed to their social development. Children see computer games and compute based activities as fun, whether the activities took place at home or in school. Teachers and children, ages 4 to 7, were interviewed about the purpose of computers in the classroom. The answers given by them clearly showed the confused understandings of both the children and the teachers concerning the use of screen-based technologies in supporting and developing the curriculum in the classroom. There was no confusion however about the role of computer games in a domestic environment, which is entertainment.
A study of 280 video game players was held in 1983 dealing with personality dimensions of children. These personality dimensions were self-esteem/self-degradation, social deviance/social conformity, hostility/kindness, social withdrawal/gregariousness, obsessiveness and compulsiveness, and achievement motivation. There was no significant relationship between these measures and the amount of time people spent playing video games. Another study in 1983 concluded that video game playing was a social activity and not as addictive or compulsive as it appeared. Most youths spent less than half of the time that they were in an arcade actually playing games; the rest of the time was spent talking to friends and engaging in other social activities.
In another study, 151 males and females in three video game arcades were interviewed. Approximately ten percent of the subjects were identified as eliciting some sort of compulsive behavior in the amount of time they devoted to playing video games. It was concluded that in most instances video games played a relatively minor part in the lives of the people interviewed. Little support could be found for the idea that video game playing reduced participation in active sports. There was no support found for the idea that video game playing was related to poor school performance.
In a qualitative study of family interaction and video games, it was concluded that video games brought families closer together in common recreational interaction more than any other activity in recent memory. Although video game playing is mostly male dominated, more than fifty percent of the females included in this study indicated a sense of growing competence and pride. There was a study held in 1984 by Kestenabum and Weinstein, dealing with personality, psychopathology, and developmental issues in video game use. They argue that in the case of heavy video game users that games provide “an arena for modulating the different needs and conflicts which they are experiencing, some of which may be exacerbated by the transition into adolescence”. They further went on to say that they hypothesize that video games play a homeostatic role in the process of development and adaptation, rather than an inflammatory or pathogenic one.
Kestenabum and Weinstein believed that video game playing may be an example of a “narcissistic guardian”, which is turned to during periods of developmental stress, and which provides an arena for conflict resolution in fantasy akin to the role of transitional objects in infancy and of imaginary friends in childhood. Kestenbaum and Weinstein later confirmed all of this through a survey of nearly 500 junior high school students in an urban and middle-class neighborhood. Experiments comparing the use of biofeedback mechanisms and video games with incarcerated youths conducted by Kappes and Thompson in 1985 also confirm Kestenbaum and Weinsteins’s conclusions.
is it comprehensible.....
http://www.painfulpleasures.com/xcart/customer/product.php?productid=2467&cat=184&page=1
(OFF TOPIC: The site name looks like it could be S&M, but it's for piercings, I'm trying to find a new pair.)
Are P.D.A the new chastity?
As I was leaving the pub last night I stumbled upon two young’uns engaging in unseemly behaviour. They were holding hands in public! To make matters worse it wasn’t even after sunset. Little Madame Tourey up Rabbit Lane almost had a heart spasm after she encountered them mere seconds after me.
Spirit
Thursday, Dec 1 8/7c
A stunned Chloe (Allison Mack) is nominated for Prom Queen and tries to talk a reluctant Clark (Tom Welling) and Lana (Kristin Kreuk) into attending the dance with her. However, after her rival Dawn (guest star), a wannabe Prom queen, crashes her car into a ravine filled with kryptonite, Dawn's spirit is released and she enters the bodies of the others making them act out of character. As a result, Lana asks Clark to be her date, Lois (Erica Durance) attends the Prom and Chloe sets the school on fire. Lex (Michael Rosenbaum) gives the seniors a special gift by having the band Lifehouse play at the dance.
meh a damn rerun 😠
tru_n_sweet: im tryin to figure out what i wanna warch
tru_n_sweet: shouooould i watch girl fight, clear and present danger, or deep blue sea
Devil: have u seen n e of them?
Devil: what r u n the mood for?
Devil: annie?
tru_n_sweet: what
Devil: u asked me a ? and then I asked follow up ?s
tru_n_sweet: u asked what i was in the mood 4 and i said iono
