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Relationship between Developmental Stages and Video Game Uses and Gratifications, Game Preference and Amount of Time spent in Play
Unformatted Document Text:  Video game U&G 7 classes, relations and numbers. The child also learns other operations such as conservation of liquid quantity, mass and length. However, these new skills can still only be applied to concrete objects and events. Furthermore, much practice is required in order to apply each new skill correctly and efficiently to new problems (Ault, 1977). This stage corresponds to the preadolescent phase of development. When individuals move to the formal operations stage they become able to deal with hypothetical reasoning and with many variables simultaneously. In short, the ability for abstract thinking has increased immensely. With this new ability to consider hypothetical abstract problems the adolescent is led to consider his own beliefs and thoughts as valid objects of inquiry. Another notable aspect of formal operational thinking is the systematic checking of all possible alterative solutions to a problem. The child is able to deal with many different aspects of a problem at one time and he/she is also able to examine the logic of a set of beliefs (Ault, 1977). Thus we see that as a healthy individual moves from the stage of preadolescence to adolescence and adulthood, he/she is more able to process information, is less dependent on immediate perceptions and is more able to deal with multiple phenomena that may be abstract in nature. According to Rosengren & Windahl (1989) cognitive development is extremely important from a media point of view because it determines the type of media the individual might use. For example Brown, Cramond & Wilde (1974) state that it is not enough that the child has access to the medium, but that he/she must possess the ability to make use of the medium and its content. Thus one of the determinants of media use is an individual’s ability to read the content and understand the grammar and conventions of the medium (Brown et al, 1974), which is largely a function of cognitive development.

Authors: Sherry, John., Desouza, Rebecca., Greenberg, Bradley. and Lachlan, Ken.
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Video game U&G
7
classes, relations and numbers. The child also learns other operations such as conservation of
liquid quantity, mass and length. However, these new skills can still only be applied to concrete
objects and events. Furthermore, much practice is required in order to apply each new skill
correctly and efficiently to new problems (Ault, 1977). This stage corresponds to the
preadolescent phase of development. When individuals move to the formal operations stage they
become able to deal with hypothetical reasoning and with many variables simultaneously. In
short, the ability for abstract thinking has increased immensely. With this new ability to consider
hypothetical abstract problems the adolescent is led to consider his own beliefs and thoughts as
valid objects of inquiry. Another notable aspect of formal operational thinking is the systematic
checking of all possible alterative solutions to a problem. The child is able to deal with many
different aspects of a problem at one time and he/she is also able to examine the logic of a set of
beliefs (Ault, 1977).
Thus we see that as a healthy individual moves from the stage of preadolescence to
adolescence and adulthood, he/she is more able to process information, is less dependent on
immediate perceptions and is more able to deal with multiple phenomena that may be abstract in
nature. According to Rosengren & Windahl (1989) cognitive development is extremely
important from a media point of view because it determines the type of media the individual
might use. For example Brown, Cramond & Wilde (1974) state that it is not enough that the
child has access to the medium, but that he/she must possess the ability to make use of the
medium and its content. Thus one of the determinants of media use is an individual’s ability to
read the content and understand the grammar and conventions of the medium (Brown et al,
1974), which is largely a function of cognitive development.


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