title: Boys' and girls' use of cognitive strategy when learning to play video games.
abstract: The authors examined gender differences in the cognitive strategies that children use when they learn how to play a video game. They interviewed 2nd- and 5th-grade boys and girls about how often they played video games and what they did "when learning how to play a video game." The children's responses to the latter question were categorized as either internally or externally oriented (i.e., reading a manual vs. asking for help, respectively). The results indicated that more frequent players and older children were more likely to cite internally based strategies. No main effects of gender were found for the proportions of the internally vs. externally based strategies that were cited.
authors.affiliation: Division of Psychological and Educational Services, Graduate School of Education, Fordham University, New York, NY 10023, USA. blumberg@fordham.edu
authors.forename: Fran C
authors.initials: FC
authors.lastname: Blumberg
authors.forename: Lori M
authors.initials: LM
authors.lastname: Sokol
mesh_terms: D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D012737:Sex Factors; D018910:Video Games