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Conflict is an unavoidable feature of life, but the development of conflict resolution management skills can facilitate the parties involved in resolving their conflicts in a positive manner. The goal of our research is to develop a serious game in which children may experiment with conflict resolution strategies and learn how to work towards positive(More)
Games offer a compelling medium for learning. However, designing a successful learning game that features engagement alongside its educational objectives is a craft that is still underway. Our research adapts a user-centered approach toward designing a game that will teach children conflict resolution skills. By involving users of the game, namely teachers(More)
Learning environments must weave content and practice from different areas of expertise to achieve success in the end. In this paper, we describe the approach taken in the design of a serious game aimed at teaching children about conflict resolution. We address the issue of including users, both teachers and children, in the design process and the(More)
This article describes the use of evolutionary psychology to inform the design of a serious computer game aimed at improving 9-12-year-old children's conflict resolution skills. The design of the game will include dynamic narrative generation and emotional tagging, and there is a strong evolutionary rationale for the effect of both of these on conflict(More)
Adult humans are characterized by low rates of intra-group physical aggression. Since children tend to be more physically aggressive, an evolutionary developmental account shows promise for explaining how physical aggression is suppressed in adults. I argue that this is achieved partly through extended dominance hierarchies, based on indirect reciprocity(More)
In focusing on gender differences in anger expression, Trnka (2013) provides a useful complement to the article by Ingram et al., (2012) analyzing gender differences in children's narratives about peer conflict. I agree that gender differences in anger are more likely to be the result of differential socialization processes regarding the expression of anger(More)
Newell & Shanks' (N&S's) conceptualization of the unconscious is overly restrictive, compared to standard social psychological accounts. The dichotomy between distal and proximal cues is a weak point in their argument and does not circumvent the existence of unconscious influences on decision making. Evidence from moral and developmental psychology(More)
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