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Breath-taking YouTube videos (about history, psychology & more), Videogames: dangerous or not? (Part 2)

Videogames: dangerous or not? (Part 2)

And now, play! What most surprised Roxanne Tonuitti about the results? "Though many studies claim the opposite, our study showed that the violent content had no effect on the children. In our case, there were no differences between the young people who played the violent video game and the ones who played the non-violent game. This observation is reassuring (for parents as well): it shows that a single variable is not enough to create this type of negative impact. It shows that the subject is not passive -he thinks about and interprets what he sees. The game doesn't imprint upon the child as if he were a blank page,” she says. Among the other interesting results: before playing the game, the hostile attribution bias test didn't show any differences between at-risk youth and the others. In fact, they all interpreted a peer's ambiguous behaviour in the same way, both in instrumental and relational terms. And after having played? A double whammy! In fact, all of the children had a more hostile perception of a peer's ambiguous intentions after playing a video game for only 15 minutes, no matter what the game was...

"It goes against common sense, but the violent video game content itself doesn't seem to have any significant impact on the hostile attribution bias; it's actually just playing any kind of video game that does," explains Roxanne Toniutti. “Furthermore, according to the study, this is also true for groups that are at risk for social maladjustment. However, for this target group, the violent video game content could have a negative impact if it is associated with other risk factors (such as a disadvantaged socio-economic-cultural context); however it's only a trend within the study. If the study had included a larger sample of young people, this interaction would likely have been more visible.” According to Cécile Mathys, some results are really on the borderline of a significant threshold: with more subjects per group - though for a graduate dissertation with this kind of research protocol, there was already a large sample size - other elements would probably have emerged and more conclusive results would probably have accentuated some trends that could already be detected, or could have confirmed some results that were just below the surface.

A critical look. In addition to the limited number of participants (and lack of diversity and identical playing conditions in each school), the author puts her study in perspective: "We noticed that a majority of our participants didn't usually respect the age ratings for these kinds of games. In fact, 67 % of the young people explained that they usually played games with much more violent content - with decapitated heads, blood spurts, and guns and knives. In that case, maybe the game we used was not violent enough to generate a significant increase in hostility?" Cécile Mathys mentions that none of them expected that so many children would be used to playing games with levels of violence that are much higher than those recommended for their age group. "Parents probably need to be made aware of this," she says. Roxanne Tonuitti also raises another issue: it's possible that there weren't enough noticeable differences between the two games used in the study. After all, football tackles are not very mild-mannered or civilised… "Games that we may perceive as 'neutral' may not actually be that neutral," says Cécile Mathys. "We should probably look more deeply into the issue and talk about what a violent game is, what is 'tolerated' violence, and think about the image of violence in the game, before we even try to determine whether violent games lead to violent behaviour." Lastly, Roxanne Toniutti explains that young people may view the test questions on hostile attribution bias as relatively transparent. "You're studying how mean we are," some students told her... the risk being that they will then give answers that make them seem like "nice boys"...

The dangers of frustration. Despite the author's reservations, what can we deduce from her results? The first significant conclusion: "It's not the content of the game itself that counts, but the game as a particular medium," she analyses. “The type of medium is more important than the content. In itself, the video game has an impact." This is most likely due to the fact that the game exacerbates feelings of frustration and competition, as other authors have shown. In this case, the frustration can stem from several causes: the children didn't choose the game they were assigned, they had to stop playing whether the game was finished or not, and in many cases, some of them were losing or had lost. And it has been demonstrated that frustration increases the likelihood of aggressive behaviour. Similarly, an increase in hostile attribution bias can occur in children who compete with a form of artificial intelligence, whether they are trying to win a game or beat a record.

However, other authors who have worked on these subjects claim that aggressive and hostile feelings borne out of frustration and competition can be counteracted when there is a human adversary: companionship and laughter among the players can suffice to lessen the tension aroused by the game. "Further studies on the influence of video game that examine hostile attribution bias could verify this affective component by testing a group playing a violent game, another group playing a non-violent game, and a third group playing a board game against a peer. Another option would be to have two players or a team play the game together," adds Roxanne Toniutti.

Here's to video games! In the end, Roxanne Toniutti's study has several strong points. "First of all, this research adds further information to a debate that is not always clear, and allows us to better understand the mechanisms that can contribute to aggressiveness. This study also adds some nuance to the discussion, by avoiding the too-hasty conclusions or linear connections that are sometimes made," observes Cécile Mathys. Furthermore, the results provide the opportunity to deliver an important message: there is no point in demonising video games, at least in a certain context. Indeed, the situation is clearly complex: an adolescent who plays video games is not necessarily different before and after, just because of the game. "In light of these results, it's now harder to say: that young person plays video games - or violent video games - therefore they will be aggressive! Other elements also have an impact: some of them are related to social background, others are related to still other factors, and there are probably cumulative effects as well," suggests Cécile Mathys. By shedding light upon this debate, this research also contributes to discussions about potential prevention methods, says Cécile Mathys. "Prevention will most likely occur through universal recommendations, with the objective being to help young people better understand the possible effects of hostile attribution bias or aggressiveness related to violent video games. But a secondary form of prevention should also be directed at populations that are more at risk and more vulnerable to these images, in order to raise their awareness, including on the subject of video games,” she explains. Of course this approach does not preclude addressing fundamental messages to parents - quite the opposite.

Who's baby-sitting tonight? Other reflections have emerged as a result of this study, thought they were not examined as such. For example, "Adults need to understand the importance of respecting the video game age ratings, in addition to showing interest in the games or even playing with their child, and thus creating a bond around the game," adds Roxanne Toniutti. “In fact, most studies show that parental supervision protects young people. The trap for parents is to view the game as a sort of ‘baby-sitter', which they don't need to think about. We need to tell adults over and over again that they must remain invested in their child and maintain their parental role, including in regards to this type of medium." Cécile Mathys adds, "when parents are interested in their child's life and development they have to focus even more on the time spent playing video games, and be attentive to their child's behaviour before and after they play. Video games don't have the same impact on everyone, and all individuals don't have the same level of sensitivity. Games can lead to more impulsive and even aggressive behaviour depending on the young person's background and environment. But they can also serve a protective function and as a means to release impulses and tension.” In any case, the advice for parents (and/or educators and teachers) is the same for all young people: talk and communicate with the child or adolescent, show interest in them, and encourage them to talk about their feelings and experiences. In short, maintain your connection with the child, don't shut yourself out of the video game universe. Even though we now know that violent video games in themselves don't necessarily inspire young people to pick up machine guns.


Videogames: dangerous or not? (Part 2) ألعاب الفيديو: خطيرة أم لا؟ (الجزء 2) Videospiele: gefährlich oder nicht? (Teil 2) Βιντεοπαιχνίδια: επικίνδυνα ή όχι; (Μέρος 2) Videogames: dangerous or not? (Part 2) Videojuegos: ¿peligrosos o no? (Parte 2) Jeux vidéo : dangereux ou non ? (Partie 2) Videogiochi: pericolosi o no? (Parte 2) ビデオゲーム:危険か否か?(パート2) Vaizdo žaidimai: pavojingi ar ne? (2 dalis) Gry wideo: niebezpieczne czy nie? (Część 2) Jogos de vídeo: perigosos ou não? (Parte 2) Видеоигры: опасно или нет? (Часть 2) Video oyunları: tehlikeli mi değil mi? (Bölüm 2) Відеоігри: небезпечні чи ні? (Частина 2) 电子游戏:危险与否? (第2部分) 电子游戏:危险还是不危险?(第二部分)

And now, play! Und jetzt spielen! And now, play! А теперь играй! What most surprised Roxanne Tonuitti about the results? ¿Qué fue lo que más sorprendió a Roxanne Tonuitti de los resultados? Co najbardziej zaskoczyło Roxanne Tonuitti w wynikach? O que mais surpreendeu Roxanne Tonuitti nos resultados? Что больше всего удивило Роксану Тонуитти в результатах? "Though many studies claim the opposite, our study showed that the violent content had no effect on the children. «Хотя во многих исследованиях утверждается обратное, наше исследование показало, что содержание насилия не повлияло на детей. In our case, there were no differences between the young people who played the violent video game and the ones who played the non-violent game. В нашем случае не было различий между молодыми людьми, которые играли в жестокую видеоигру, и теми, кто играл в ненасильственную игру. This observation is reassuring (for parents as well): it shows that a single variable is not enough to create this type of negative impact. Это наблюдение обнадеживает (в том числе и родителей): оно показывает, что одной переменной недостаточно для создания такого рода негативного воздействия. It shows that the subject is not passive -he thinks about and interprets what he sees. Mostra que o sujeito não é passivo - ele pensa e interpreta o que vê. Это показывает, что субъект не пассивен — он думает и интерпретирует то, что видит. The game doesn't imprint upon the child as if he were a blank page,” she says. O jogo não marca a criança como se fosse uma página em branco”, afirma. Игра не отпечатывается на ребенке, как на чистой странице», — говорит она. Among the other interesting results: before playing the game, the hostile attribution bias test didn't show any differences between at-risk youth and the others. Entre os outros resultados interessantes: antes de jogar o jogo, o teste de viés de atribuição hostil não mostrou nenhuma diferença entre os jovens em risco e os outros. Среди других интересных результатов: перед игрой тест на предвзятость враждебной атрибуции не показал никаких различий между молодежью из группы риска и остальными. In fact, they all interpreted a peer's ambiguous behaviour in the same way, both in instrumental and relational terms. Na verdade, todos eles interpretaram o comportamento ambíguo de um colega da mesma maneira, tanto em termos instrumentais quanto relacionais. На самом деле все они одинаково интерпретировали двусмысленное поведение сверстника как в инструментальном, так и в реляционном плане. Aslında, hepsi bir akranın belirsiz davranışını hem araçsal hem de ilişkisel terimlerle aynı şekilde yorumladı. And after having played? А после игры? Peki ya oynadıktan sonra? A double whammy! Двойной удар! Çifte darbe! In fact, all of the children had a more hostile perception of a peer's ambiguous intentions after playing a video game for only 15 minutes, no matter what the game was... Tatsächlich hatten alle Kinder eine feindseligere Wahrnehmung der mehrdeutigen Absichten eines Gleichaltrigen, nachdem sie nur 15 Minuten lang ein Videospiel gespielt hatten, egal um welches Spiel es sich handelte … Na verdade, todas as crianças tiveram uma percepção mais hostil das intenções ambíguas de um colega depois de jogar um videogame por apenas 15 minutos, não importando qual fosse o jogo... На самом деле все дети более враждебно воспринимали двусмысленные намерения сверстников после того, как поиграли в видеоигру всего 15 минут, независимо от того, что это была за игра... Aslında, oyun ne olursa olsun, tüm çocuklar sadece 15 dakika video oyunu oynadıktan sonra akranlarının belirsiz niyetlerine karşı daha düşmanca bir algıya sahip oldular...

"It goes against common sense, but the violent video game content itself doesn't seem to have any significant impact on the hostile attribution bias; it's actually just playing any kind of video game that does," explains Roxanne Toniutti. "Isso vai contra o senso comum, mas o conteúdo violento do videogame em si não parece ter nenhum impacto significativo no viés de atribuição hostil; na verdade, é apenas jogar qualquer tipo de videogame que tenha", explica Roxanne Toniutti. «Это противоречит здравому смыслу, но сам по себе жестокий контент в видеоиграх, похоже, не оказывает существенного влияния на предвзятость враждебной атрибуции; на самом деле это просто игра в любую видеоигру», — объясняет Роксана Тониутти. Roxanne Toniutti, "Sağduyuya aykırı ama şiddet içeren video oyunu içeriğinin kendisinin düşmanca atıf önyargısı üzerinde önemli bir etkisi yok gibi görünüyor; aslında bunu yapan sadece herhangi bir tür video oyunu oynamak" diyor. “Furthermore, according to the study, this is also true for groups that are at risk for social maladjustment. “Além disso, de acordo com o estudo, isso também é verdade para grupos que correm risco de desajuste social. «Более того, согласно исследованию, это справедливо и для групп, подверженных риску социальной дезадаптации. "Ayrıca, çalışmaya göre, bu durum sosyal uyumsuzluk riski taşıyan gruplar için de geçerlidir. However, for this target group, the violent video game content could have a negative impact if it is associated with other risk factors (such as a disadvantaged socio-economic-cultural context); however it's only a trend within the study. No entanto, para este grupo-alvo, o conteúdo violento do videojogo pode ter um impacto negativo se estiver associado a outros fatores de risco (como um contexto socioeconómico-cultural desfavorecido); no entanto, é apenas uma tendência dentro do estudo. Однако для этой целевой группы видеоигры, содержащие насилие, могут иметь негативное влияние, если они связаны с другими факторами риска (такими как неблагоприятный социально-экономический и культурный контекст); однако это только тенденция в рамках исследования. Bununla birlikte, bu hedef grup için şiddet içeren video oyunu içeriği, diğer risk faktörleriyle (dezavantajlı bir sosyo-ekonomik-kültürel bağlam gibi) ilişkilendirilirse olumsuz bir etkiye sahip olabilir; ancak bu sadece çalışma içindeki bir eğilimdir. If the study had included a larger sample of young people, this interaction would likely have been more visible.” According to Cécile Mathys, some results are really on the borderline of a significant threshold: with more subjects per group - though for a graduate dissertation with this kind of research protocol, there was already a large sample size - other elements would probably have emerged and more conclusive results would probably have accentuated some trends that could already be detected, or could have confirmed some results that were just below the surface. Если бы исследование включало большую выборку молодых людей, это взаимодействие, вероятно, было бы более заметным». По словам Сесиль Матис, некоторые результаты действительно находятся на границе значительного порога: при большем количестве субъектов в группе — хотя для дипломной работы с таким протоколом исследования уже был большой размер выборки — вероятно, появились бы другие элементы и более убедительные результаты, вероятно, подчеркнули бы некоторые тенденции, которые уже могли быть обнаружены, или могли бы подтвердить некоторые результаты, которые были чуть ниже поверхности. Çalışma daha geniş bir genç örneklemini kapsasaydı, bu etkileşim muhtemelen daha görünür olacaktı." Cécile Mathys'e göre, bazı sonuçlar gerçekten de önemli bir eşiğin sınırındadır: grup başına daha fazla denekle - bu tür bir araştırma protokolüne sahip bir yüksek lisans tezi için zaten büyük bir örneklem büyüklüğü vardı - muhtemelen başka unsurlar ortaya çıkacak ve daha kesin sonuçlar muhtemelen zaten tespit edilebilen bazı eğilimleri vurgulayacak veya yüzeyin hemen altındaki bazı sonuçları doğrulayabilirdi.

A critical look. Критический взгляд. In addition to the limited number of participants (and lack of diversity and identical playing conditions in each school), the author puts her study in perspective: "We noticed that a majority of our participants didn't usually respect the age ratings for these kinds of games. Помимо ограниченного числа участников (а также отсутствия разнообразия и одинаковых условий игры в каждой школе), автор рассматривает свое исследование в перспективе: «Мы заметили, что большинство наших участников обычно не соблюдали возрастные ограничения для этих видов спорта. игр. In fact, 67 % of the young people explained that they usually played games with much more violent content - with decapitated heads, blood spurts, and guns and knives. In that case, maybe the game we used was not violent enough to generate a significant increase in hostility?" In diesem Fall war das von uns verwendete Spiel vielleicht nicht gewalttätig genug, um eine signifikante Zunahme der Feindseligkeit zu erzeugen?" В таком случае, может быть, игра, которую мы использовали, была недостаточно жестокой, чтобы вызвать значительный рост враждебности?» Cécile Mathys mentions that none of them expected that so many children would be used to playing games with levels of violence that are much higher than those recommended for their age group. Сесиль Матис упоминает, что никто из них не ожидал, что так много детей привыкнут играть в игры с уровнем насилия, который намного выше рекомендованного для их возрастной группы. "Parents probably need to be made aware of this," she says. «Родители, вероятно, должны быть осведомлены об этом», — говорит она. Roxanne Tonuitti also raises another issue: it's possible that there weren't enough noticeable differences between the two games used in the study. Роксана Тонуитти также поднимает другую проблему: возможно, между двумя играми, использованными в исследовании, не было достаточно заметных различий. After all, football tackles are not very mild-mannered or civilised… "Games that we may perceive as 'neutral' may not actually be that neutral," says Cécile Mathys. Schließlich sind Zweikämpfe im Fußball nicht sehr sanftmütig oder zivilisiert … „Spiele, die wir vielleicht als ‚neutral‘ empfinden, sind vielleicht gar nicht so neutral“, sagt Cécile Mathys. В конце концов, футбольные подкаты не отличаются мягкостью или цивилизованностью… «Игры, которые мы можем воспринимать как «нейтральные», на самом деле могут быть не такими уж нейтральными», — говорит Сесиль Матис. "We should probably look more deeply into the issue and talk about what a violent game is, what is 'tolerated' violence, and think about the image of violence in the game, before we even try to determine whether violent games lead to violent behaviour." «Нам, вероятно, следует более глубоко изучить проблему и поговорить о том, что такое жестокая игра, что такое «терпимое» насилие, и подумать об образе насилия в игре, прежде чем мы даже попытаемся определить, приводят ли жестокие игры к агрессивному поведению. ." Lastly, Roxanne Toniutti explains that young people may view the test questions on hostile attribution bias as relatively transparent. Abschließend erklärt Roxanne Toniutti, dass junge Menschen die Testfragen zur feindlichen Attributionsverzerrung als relativ transparent ansehen könnten. Наконец, Роксана Тониутти объясняет, что молодые люди могут рассматривать тестовые вопросы о предвзятости враждебной атрибуции как относительно прозрачные. "You're studying how mean we are," some students told her... the risk being that they will then give answers that make them seem like "nice boys"... «Ты изучаешь, какие мы подлые», — сказали ей некоторые ученики… рискуя, что затем они дадут ответы, которые выставят их «хорошими мальчиками»…

The dangers of frustration. Опасности разочарования. Despite the author's reservations, what can we deduce from her results? Was können wir trotz der Vorbehalte der Autorin aus ihren Ergebnissen ableiten? Что мы можем сделать из ее результатов, несмотря на оговорки автора? The first significant conclusion: "It's not the content of the game itself that counts, but the game as a particular medium," she analyses. Erstes signifikantes Fazit: „Nicht der Inhalt des Spiels an sich zählt, sondern das Spiel als besonderes Medium“, analysiert sie. Первый важный вывод: «Важно не содержание самой игры, а игра как особый носитель», — анализирует она. “The type of medium is more important than the content. «Тип носителя важнее содержания. In itself, the video game has an impact." Сама по себе видеоигра оказывает влияние». This is most likely due to the fact that the game exacerbates feelings of frustration and competition, as other authors have shown. Скорее всего, это связано с тем, что игра обостряет чувства разочарования и конкуренции, как показали другие авторы. In this case, the frustration can stem from several causes: the children didn't choose the game they were assigned, they had to stop playing whether the game was finished or not, and in many cases, some of them were losing or had lost. In diesem Fall kann die Frustration mehrere Ursachen haben: Die Kinder haben das ihnen zugewiesene Spiel nicht gewählt, sie mussten aufhören zu spielen, ob das Spiel beendet war oder nicht, und in vielen Fällen verloren oder verloren einige von ihnen . В этом случае разочарование может быть вызвано несколькими причинами: дети не выбрали игру, которую им назначили, им пришлось прекратить играть независимо от того, была игра закончена или нет, и во многих случаях некоторые из них проигрывали или проиграли. . And it has been demonstrated that frustration increases the likelihood of aggressive behaviour. Было продемонстрировано, что фрустрация увеличивает вероятность агрессивного поведения. Similarly, an increase in hostile attribution bias can occur in children who compete with a form of artificial intelligence, whether they are trying to win a game or beat a record. Точно так же увеличение враждебной предвзятости атрибуции может произойти у детей, которые соревнуются с формой искусственного интеллекта, пытаются ли они выиграть игру или побить рекорд.

However, other authors who have worked on these subjects claim that aggressive and hostile feelings borne out of frustration and competition can be counteracted when there is a human adversary:  companionship and laughter among the players can suffice to lessen the tension aroused by the game. Andere Autoren, die sich mit diesen Themen beschäftigt haben, behaupten jedoch, dass aggressiven und feindseligen Gefühlen, die aus Frustration und Konkurrenz entstehen, entgegengewirkt werden kann, wenn es einen menschlichen Gegner gibt: Kameradschaft und Lachen unter den Spielern können ausreichen, um die durch das Spiel erzeugte Spannung abzubauen. Однако другие авторы, работавшие над этими темами, утверждают, что агрессивным и враждебным чувствам, вызванным разочарованием и конкуренцией, можно противодействовать, когда есть противник-человек: товарищеских отношений и смеха между игроками может быть достаточно, чтобы уменьшить напряжение, вызванное игрой. "Further studies on the influence of video game that examine hostile attribution bias could verify this affective component by testing a group playing a violent game, another group playing a non-violent game, and a third group playing a board game against a peer. «Дальнейшие исследования влияния видеоигр, в которых изучается предвзятость враждебной атрибуции, могут подтвердить этот аффективный компонент путем тестирования группы, играющей в жестокую игру, другой группы, играющей в ненасильственную игру, и третьей группы, играющей в настольную игру против сверстника. Another option would be to have two players or a team play the game together," adds Roxanne Toniutti. Другим вариантом было бы, чтобы два игрока или команда играли вместе», — добавляет Роксана Тониутти.

Here's to video games! Вот видеоигры! In the end, Roxanne Toniutti's study has several strong points. В конце концов, исследование Роксаны Тониутти имеет несколько сильных сторон. "First of all, this research adds further information to a debate that is not always clear, and allows us to better understand the mechanisms that can contribute to aggressiveness. «Прежде всего, это исследование добавляет дополнительную информацию к спору, который не всегда ясен, и позволяет нам лучше понять механизмы, которые могут способствовать агрессивности. This study also adds some nuance to the discussion, by avoiding the too-hasty conclusions or linear connections that are sometimes made," observes Cécile Mathys. Это исследование также добавляет некоторые нюансы в обсуждение, избегая слишком поспешных выводов или линейных связей, которые иногда делаются», — отмечает Сесиль Матис. Furthermore, the results provide the opportunity to deliver an important message: there is no point in demonising video games, at least in a certain context. Кроме того, результаты дают возможность донести важное сообщение: нет смысла демонизировать видеоигры, по крайней мере, в определенном контексте. Indeed, the situation is clearly complex: an adolescent who plays video games is not necessarily different before and after, just because of the game. Действительно, ситуация явно сложная: подросток, который играет в видеоигры, не обязательно отличается до и после, только из-за игры. "In light of these results, it's now harder to say: that young person plays video games - or violent video games - therefore they will be aggressive! «В свете этих результатов теперь труднее сказать: этот молодой человек играет в видеоигры — или жестокие видеоигры — поэтому он будет агрессивным! Other elements also have an impact: some of them are related to social background, others are related to still other factors, and there are probably cumulative effects as well," suggests Cécile Mathys. Другие элементы также оказывают влияние: некоторые из них связаны с социальным происхождением, другие связаны с другими факторами, и, вероятно, также имеют место кумулятивные эффекты», — предполагает Сесиль Матис. By shedding light upon this debate, this research also contributes to discussions about potential prevention methods, says Cécile Mathys. По словам Сесиль Матис, проливая свет на эту дискуссию, это исследование также способствует обсуждению потенциальных методов профилактики. "Prevention will most likely occur through universal recommendations, with the objective being to help young people better understand the possible effects of hostile attribution bias or aggressiveness related to violent video games. „Prävention wird höchstwahrscheinlich durch allgemeine Empfehlungen erfolgen, mit dem Ziel, jungen Menschen dabei zu helfen, die möglichen Auswirkungen von feindseliger Attributionsverzerrung oder Aggressivität im Zusammenhang mit gewalttätigen Videospielen besser zu verstehen. "Lo más probable es que la prevención ocurra a través de recomendaciones universales, con el objetivo de ayudar a los jóvenes a comprender mejor los posibles efectos del sesgo de atribución hostil o la agresividad relacionada con los videojuegos violentos. «Предотвращение, скорее всего, будет происходить с помощью универсальных рекомендаций, цель которых состоит в том, чтобы помочь молодым людям лучше понять возможные последствия враждебной предвзятости атрибуции или агрессивности, связанных с жестокими видеоиграми. But a secondary form of prevention should also be directed at populations that are more at risk and more vulnerable to these images, in order to raise their awareness, including on the subject of video games,” she explains. Но вторичная форма профилактики также должна быть направлена на группы населения, подверженные большему риску и более уязвимые к этим изображениям, чтобы повысить их осведомленность, в том числе о видеоиграх», — объясняет она. Of course this approach does not preclude addressing fundamental messages to parents - quite the opposite. もちろん、このアプローチは、保護者の方への基本的なメッセージの発信を妨げるものではありませんし、その逆でもあります。 Конечно, такой подход не исключает адресации основных сообщений родителям — как раз наоборот.

Who's baby-sitting tonight? Кто сегодня присмотрит за детьми? Other reflections have emerged as a result of this study, thought they were not examined as such. この研究の結果、他の反省点が浮かび上がりましたが、そのような検証はしていません。 В результате этого исследования возникли и другие размышления, хотя они и не рассматривались как таковые. For example, "Adults need to understand the importance of respecting the video game age ratings, in addition to showing interest in the games or even playing with their child, and thus creating a bond around the game," adds Roxanne Toniutti. Например, «взрослые должны понимать важность соблюдения возрастных рейтингов видеоигр, а также проявлять интерес к играм или даже играть со своим ребенком и, таким образом, создавать связь вокруг игры», — добавляет Роксана Тониутти. “In fact, most studies show that parental supervision protects young people. «На самом деле, большинство исследований показывают, что родительский надзор защищает молодых людей. The trap for parents is to view the game as a sort of ‘baby-sitter', which they don't need to think about. Ловушка для родителей состоит в том, чтобы рассматривать игру как своего рода «няньку», о которой им не нужно думать. We need to tell adults over and over again that they must remain invested in their child and maintain their parental role, including in regards to this type of medium." Нам нужно снова и снова говорить взрослым, что они должны продолжать вкладываться в своего ребенка и сохранять свою родительскую роль, в том числе в отношении этого типа среды». Cécile Mathys adds, "when parents are interested in their child's life and development they have to focus even more on the time spent playing video games, and be attentive to their child's behaviour before and after they play. Сесиль Матис добавляет: «Когда родители интересуются жизнью и развитием своего ребенка, они должны еще больше сосредоточиться на времени, проведенном за видеоиграми, и быть внимательными к поведению своего ребенка до и после игры. Video games don't have the same impact on everyone, and all individuals don't have the same level of sensitivity. Games can lead to more impulsive and even aggressive behaviour depending on the young person's background and environment. Игры могут привести к более импульсивному и даже агрессивному поведению в зависимости от происхождения и окружения подростка. But they can also serve a protective function and as a means to release impulses and tension.” In any case, the advice for parents (and/or educators and teachers) is the same for all young people: talk and communicate with the child or adolescent, show interest in them, and encourage them to talk about their feelings and experiences. Но они также могут выполнять защитную функцию и снимать импульсы и напряжение». В любом случае совет родителям (и/или воспитателям и учителям) одинаков для всех молодых людей: разговаривайте и общайтесь с ребенком или подростком, проявляйте к ним интерес, побуждайте их говорить о своих чувствах и переживаниях. In short, maintain your connection with the child, don't shut yourself out of the video game universe. Короче говоря, поддерживайте связь с ребенком, не закрывайтесь от вселенной видеоигр. Even though we now know that violent video games in themselves don't necessarily inspire young people to pick up machine guns. Хотя теперь мы знаем, что жестокие видеоигры сами по себе не обязательно вдохновляют молодых людей брать в руки автоматы.