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Related Concept Videos

Social Scripts02:10

Social Scripts

People tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). Essentially, scripts are a particular kind of schema, one containing default values for the features within an event. In the restaurant example, the script's features include the props (e.g., tables, menu, food, and money), the roles to be played (e.g., customer and waiter), the opening...
Robbers Cave04:49

Robbers Cave

During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension could be...
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
Group Design02:01

Group Design

The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Aggression01:47

Aggression

Humans engage in aggression when they seek to cause harm or pain to another person. Aggression takes two forms depending on one’s motives: hostile or instrumental. Hostile aggression is motivated by feelings of anger with intent to cause pain; a fight in a bar with a stranger is an example of hostile aggression. In contrast, instrumental aggression is motivated by achieving a goal and does not necessarily involve intent to cause pain (Berkowitz, 1993); a contract killer who murders for hire...

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Related Experiment Video

Updated: May 21, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

Video games: good, bad, or other?

Sara Prot1, Katelyn A McDonald, Craig A Anderson

  • 1Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA 50011-3180, USA. sprot@iastate.edu

Pediatric Clinics of North America
|May 31, 2012
PubMed
Summary
This summary is machine-generated.

This review examines the positive and negative effects of video games on children and adolescents. It offers guidance for caregivers to mitigate risks and enhance benefits associated with gaming.

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Measuring Engagement of Spectators of Social Digital Games
14:02

Measuring Engagement of Spectators of Social Digital Games

Published on: July 3, 2021

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Last Updated: May 21, 2026

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
13:40

Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking

Published on: December 16, 2010

Measuring Engagement of Spectators of Social Digital Games
14:02

Measuring Engagement of Spectators of Social Digital Games

Published on: July 3, 2021

Area of Science:

  • Child Psychology
  • Media Studies
  • Developmental Science

Background:

  • Video games are a widespread activity for children and adolescents.
  • Their increasing prevalence sparks debate on potential harms and benefits.

Purpose of the Study:

  • To review research on the positive and negative impacts of video games on youth.
  • To provide an evidence-based answer to whether video games are beneficial or detrimental.
  • To offer practical guidelines for managing video game use in children.

Main Methods:

  • Literature review of empirical research findings.
  • Synthesis of studies on video game effects.
  • Analysis of research addressing both positive and negative outcomes.

Main Results:

  • Video games can have both beneficial effects (e.g., cognitive skills) and harmful effects (e.g., addiction, aggression).
  • The impact varies based on game type, duration of play, and individual child factors.
  • Research indicates a complex relationship, not a simple 'good' or 'bad' dichotomy.

Conclusions:

  • Video games present a mixed impact on child development.
  • Caregivers should be informed to guide children towards positive gaming experiences.
  • Strategies are needed to balance potential risks and rewards of video game engagement.