Answer:
Video games are a ubiquitous part of almost all children’s
and adolescents’ lives, with 97% playing for at least one
hour per day in the United States. The vast majority of
research by psychologists on the effects of “gaming” has
been on its negative impact: the potential harm related to
violence, addiction, and depression. We recognize the
value of that research; however, we argue that a more
balanced perspective is needed, one that considers not only
the possible negative effects but also the benefits of playing
these games. Considering these potential benefits is important, in part, because the nature of these games has
changed dramatically in the last decade, becoming increasingly complex, diverse, realistic, and social in nature.
A small but significant body of research has begun to
emerge, mostly in the last five years, documenting these
benefits. In this article, we summarize the research on the
positive effects of playing video games, focusing on four
main domains: cognitive, motivational, emotional, and social. By integrating insights from developmental, positive,
and social psychology, as well as media psychology, we
propose some candidate mechanisms by which playing
video games may foster real-world psychosocial benefits.
Our aim is to provide strong enough evidence and a theoretical rationale to inspire new programs of research on
the largely unexplored mental health benefits of gaming.
Finally, we end with a call to intervention researchers and
practitioners to test the positive uses of video games, and
we suggest several promising directions for doing so.
Keywords: video games, mental health, adolescents, social,
motivation
The game of Chess is not merely an idle amusement. Several very
valuable qualities of the mind, useful in the course of human life,
are to be acquired or strengthened by it, so as to become habits,
ready on all occasions . . . we learn by Chess the habit of not being
discouraged by present bad appearances in the state of our affairs,
the habit of hoping for a favourable change, and that of persevering in the search of resources.
—Benjamin Franklin, “The Morals of Chess”
Today, in the United States, 91% of children between
the ages of 2 and 17 play video games (NPD Group,
2011), and a nationally representative study of U.S.
teenagers found that up to 99% of boys and 94% of girls
play these games (Lenhart et al., 2008). In the United States
alone, video games brought in over $25 billion in 2010,
more than doubling Hollywood’s 2010 box office sales of
$10.8 billion in the United States and Canada (Motion
Picture Association of America, 2011). Against this backdrop of nearly ubiquitous play, the popular press regularly
Explanation:
Vani and Sandhya are partner sharing profits and losses in the proposition of three is five and two East five their balance sheet as on 31/3/2018 was as follows
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Answers & Comments
Answer:
Video games are a ubiquitous part of almost all children’s
and adolescents’ lives, with 97% playing for at least one
hour per day in the United States. The vast majority of
research by psychologists on the effects of “gaming” has
been on its negative impact: the potential harm related to
violence, addiction, and depression. We recognize the
value of that research; however, we argue that a more
balanced perspective is needed, one that considers not only
the possible negative effects but also the benefits of playing
these games. Considering these potential benefits is important, in part, because the nature of these games has
changed dramatically in the last decade, becoming increasingly complex, diverse, realistic, and social in nature.
A small but significant body of research has begun to
emerge, mostly in the last five years, documenting these
benefits. In this article, we summarize the research on the
positive effects of playing video games, focusing on four
main domains: cognitive, motivational, emotional, and social. By integrating insights from developmental, positive,
and social psychology, as well as media psychology, we
propose some candidate mechanisms by which playing
video games may foster real-world psychosocial benefits.
Our aim is to provide strong enough evidence and a theoretical rationale to inspire new programs of research on
the largely unexplored mental health benefits of gaming.
Finally, we end with a call to intervention researchers and
practitioners to test the positive uses of video games, and
we suggest several promising directions for doing so.
Keywords: video games, mental health, adolescents, social,
motivation
The game of Chess is not merely an idle amusement. Several very
valuable qualities of the mind, useful in the course of human life,
are to be acquired or strengthened by it, so as to become habits,
ready on all occasions . . . we learn by Chess the habit of not being
discouraged by present bad appearances in the state of our affairs,
the habit of hoping for a favourable change, and that of persevering in the search of resources.
—Benjamin Franklin, “The Morals of Chess”
Today, in the United States, 91% of children between
the ages of 2 and 17 play video games (NPD Group,
2011), and a nationally representative study of U.S.
teenagers found that up to 99% of boys and 94% of girls
play these games (Lenhart et al., 2008). In the United States
alone, video games brought in over $25 billion in 2010,
more than doubling Hollywood’s 2010 box office sales of
$10.8 billion in the United States and Canada (Motion
Picture Association of America, 2011). Against this backdrop of nearly ubiquitous play, the popular press regularly
Explanation:
Verified answer
Answer:
Vani and Sandhya are partner sharing profits and losses in the proposition of three is five and two East five their balance sheet as on 31/3/2018 was as follows