Steven B. Silvern

The effects of video game play on young children's aggression, fantasy, and prosocial behavior

Abstract From the ecological perspective of human development the emergence of significant media may affect childrens behavior. It has been suggested that the home computer has the potential to affect young childrens behavior, but no published data currently exist to support this hypothesis. However, home computer games have features similar to television. In that vein, research on television and aggression lends itself as a paradigm for studying the effects of video games on young childrens behavior. From past television research it may be hypothesized that exposure to violent video games will increase childrens aggressive behavior. Twenty-eight children, age 4 to 6 years were observed in a free play setting at baseline, after watching a violent cartoon and after playing “Space Invaders”. Results indicated significant differences in aggressive behavior, relative to baseline behaviors, after watching television and after playing video games. There was no difference between the television and video game conditions. It was concluded that violent video games arouse children in much the same way as violent television cartoons.

You Can't Be Grandma; You're a Boy: Events within the Thematic Fantasy Play Context That Contribute to Story Comprehension.

Abstract The present study examined the relative contribution of play, metaplay, and productive language competence, within the thematic-fantasy play context, to comprehension of familiar and unfamiliar stories. One hundred twenty lower-middle-class kindergarten children with a mean age of 73.08 months were assigned to 30 play groups (2 boys and 2 girls in each). Each group heard, discussed, and reenacted three familiar fairy tales over a 3-day period with virtually no adult tuition. Videotapes were made during play sessions to measure amounts of play and metaplay. Immediately after the third reenactment, comprehension was measured using a retelling task, a picture sequence task, and a 10-item criterion-referenced test. On day 4, subjects were read an unfamiliar story and similarly tested. A task to measure productive language competence was also administered on day 4. Maintenance of comprehension was measured 1 week later with the same tests. Multiple regression analyses indicated that metaplay and productive language competence are independent constructs, and both contribute to comprehension while play does not. Additionally, only one component of metaplay—directing—contributed significantly to comprehension.

Young Children's Interaction with a Microcomputer

While research on the effects of computers in classrooms and the effects of teaching computer languages is burgeoning, the question of how children interact “naturally” with a computer has not been researched. In order to observe childrens interaction with a computer, an Apple II was placed in a university laboratory school classroom. Thirty‐nine children were allowed free access to the computer during center time and detailed observational logs were kept of the childrens interaction with the computer. It was determined from this base study that computer play for young children is an initial step in computer literacy.

The Effects of Play Training on the Story Comprehension of Upper Primary Children

Abstract Studies of play training have concluded that the beneficial effects of training diminish with increasing age. The present study (a re-analysis of selected data from a previous study) examined the effects of such training on a subset of older primary children who were identified as poor comprehenders. Results indicate that play training is effective for this subgroup of older children in facilitating story comprehension. Discussion suggests that in previous studies average and above average subjects may have masked the beneficial effects of play for the least able. Future research is described to more closely examine the relationship of play with age and ability.

Computer Learning and Appropriate Testing: A First Step in Validity Assessment

AbstractThis study looked for evidence that the type of test used to assess computer-mediated learning can influence research findings. The findings from much of the recently published research on computer-mediated learning have been based on pencil-and-paper evaluation of criterion variables. In the present study, 90 university undergraduates served as subjects in order to assess the effects of testing mode on paired-associate learning. A 3 x 2 design was used to examine the effect of testing mode congruence with presentation mode on learning outcomes. One third of the subjects were presented with simple line drawings and associated nonsense names on computer screens, and one third were presented the same information in study books. One half of each treatment group was tested using the computer. The remaining half of each group was tested using pencil and paper. One third of the subjects served as a control group and were tested without a learning session. The interaction between study mode and testing m...

Electronic games: Children controlling the cognitive environment

Adults have long recognized that games are interesting to both children and adults. However, games are generally relegated by adults to play time. Playing games interferes with work. Games are frequently seen as rewards for finishing work. The present article argues that electronic games contain features that can enhance the learning environment. That is, learning can take place whileplaying games. The argument continues that games do not have to be designed with a particular learning objective in mind. Rather, games that are self selected by children, by their very nature, will provide opportunities for complex learning.

Children's Conceptualization of Force: Experimenting and Problem Solving.

Abstract The purpose of this research was to examine the effects of constructivist instruction on childrens conceptualization of force as compared to instruction based on text and demonstration, and to further identify childrens reasoning patterns across levels of conceptualization. The sample consisted of 67 third-graders from four classrooms in two elementary schools in a southeastern state. The experimental group interacted with activities, which are closely bound to the development of the concept of force. The control group learned the same subject matter through lectures and demonstrations designed by the class teacher. Both groups were pre-tested and post-tested on a task instrument. Informal classroom observations were conducted to ensure that the teachers were implementing the treatment as expected. The data were analyzed using descriptive statistics and qualitative research procedures. A chi-square test of independent samples was employed to test the significance of the change. Results showed that constructivist instruction on childrens conceptualization of force was more effective than lecture and demonstration method. The chi-square value of change 9.66 (df = 2) was statistically significant (p < .01). Patterns of reasoning related to force were identified in levels of conceptualization.

Reviews of Research: Children and Nuclear War

Abstract Even though we may be on the edge of a new world order, the recent crisis in the Persian Gulf makes it imminently clear that we are continually on the edge of nuclear war. The following review provides information on childrens knowledge, feelings and fears about nuclear war. Implications for teachers to help address childrens concerns are also discussed.—S.B.S.

Parental Teaching Styles in an Open-Ended Teaching-Learning Environment.

Abstract The present study extends earlier work on parental teaching style by making the task to be completed less structured, extending parent-child interaction over a 2 week time period, and equalizing the expertise of the parent relative to the child. Additionally, the study examines the effects of parental intrusiveness on a subsequent task. Subjects were 22 Caucasian middle class parent-child dyads. Audiorecordings were taped over a 2-week period while dyads were learning aspects of Logo computer programming. Even in this prolonged nonspecific learning situation, in which parents were encouraged to proceed at the childs pace, parents were overwhelmingly directive. Additionally, children of directive parents performed best on a subsequent generalization task.

The Role of Racial Identity Constancy on Children's Perceptions

Summary Cognitive developmental theory suggests that young children are egocentric and lack an objective view of reality. Thus, they typically report what they see as being real. This study examined young childrens beliefs about the race of the “real” Santa Claus. Twenty-four children were questioned about his race prior to and immediately following a visit by a black Santa. Results indicated that significantly more children who prior to the visit identified the “real” Santa Claus as white said after the visit that the “real” Santa was black. The results support the view held by Piaget and others regarding the young childs unique and variable perception of reality.