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Bullying02:04

Bullying

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A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
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Socioemotional Experience and Gender Development01:30

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

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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...
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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...
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Social Foundations of Self I: Play and Game01:24

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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...
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Relationship with Other Adult Family Members and Siblings01:29

Relationship with Other Adult Family Members and Siblings

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Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or...
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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
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亲社会视频游戏降低了中国儿童的攻击性认知和攻击性行为.

JingYa Gao1,2, Qian Zhang1

  • 1Research Center for Education and Psychology of Ethnic Minorities in Southwest Region & Division of Early Childhood Education, College of Education at Southwest University, Chongqing, China.

Journal of interpersonal violence
|September 28, 2025
PubMed
概括
此摘要是机器生成的。

玩亲社会视频游戏 (PVG) 减少了儿童的攻击性. 这种效应在男孩中更为明显,亲社会游戏减少了侵略性的想法和行为.

关键词:
攻击性行为 攻击性行为.积极的认知 积极的认知亲社会视频游戏是什么意思年轻的中国儿童.

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科学领域:

  • 儿童心理学 儿童心理学
  • 媒体心理学 媒体心理学
  • 发展心理学 发展心理学

背景情况:

  • 儿童早期的侵略性是一个重大问题.
  • 了解侵略性行为的干预措施至关重要.

研究的目的:

  • 调查亲社会视频游戏 (PVG) 与中性视频游戏 (NVG) 对幼儿攻击性认知和行为的影响.
  • 探索对PVG干预措施的反应中的性别差异.

主要方法:

  • 在中国西南地区招募了208名有侵略性的幼儿园生.
  • 参与者被分配每天玩PVG或NVG,持续5天.
  • 在干预之前和之后测量了侵略性认知和行为.

主要成果:

  • 与NVG相比,玩PVG的儿童表现出较低的侵略性认知和行为.
  • 在PVG条件下,男性参与者表现出比女性参与者更低的侵略性.
  • 攻击性认知部分调解了PVG对攻击性行为的影响,特别是在男孩身上.

结论:

  • 反复接触PVG可以有效地减少儿童的侵略性认知和行为.
  • 亲社会视频游戏为缓解童年侵略提供了一个有希望的途径.
  • 干预措施可能需要考虑性别特定的方法,以获得最佳的有效性.