Video Games Names

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Van Ravenzwaaij et al (2014)
We need to be certain that VGs result in tangible benefit
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Thorndike and Woodward (1901)
Transfer only takes place if common element are shared between environments
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Klausmeier (1985)
Has implications for how we teach skills at skill to encourage near and far transfer
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Miyake et al (2000): Different Tasks associated with EF skills
Inhibtion: Stroop task, switching: Wisconsin Card sorting task, updating: N back task
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Parong et al, 2017
Switching: The objective of the present study was to determine whether it is possible to design a video game that could help students imprvoe their excutive function skill of shifting between competition tasks
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What was used?
Alien Game: required executive skill of shifting between competing tasks, they played for 2 hours over 4 sessions they developed sig better performance on cognitive shifting testings.
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What was found?
Students who played Alien game at a high level of challenge developed significantly better performance on cognitive shifting tests compared to controls
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Buelow et al (2015)
o 288 students played one of five different video games or were part of a separate, no game control condition. o 3 tasks were compared IOWA gambling task, BART task and Wisconsin Card Sorting Task
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What was found?
o People were compared after playing dead island or call of duty. People were better at decision making task such as IOWA gambling task, however not risk decision tasks such as the BART task
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What were other main findings regarding IOWA and BART?
Following active video game play, pps decided more advantageously on the Iowa GT and made fewer errors and completed more categories on the WCST o No group differences emerged on the BART. o It appears that active video game play may have positive
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Strobach et al (2012)
Examined the relationship between action video game practice and EC optimisation, VG are like real life situations and complex in nature and include numerous concurrent actions they may generate an ideal environement for practicing these skills
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What tasks did these participants do?
Medal of honour: 15 hours of training and treated their control group with tetrus, after 15 hours of training, improved dual tasking
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When was the advantage absent?
o This advantage was absent in single-task situations. These findings indicate optimized executive control skills in video gamers.
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Serious games
A game designed for reasons other than entertainment. Children have increased motivation to learn.
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Rosas et al (2003)
Made their own gameboy game for children learning mathematics, sometimes just watching shows evidence of transfer
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Van deVenter and White (2002)
Children defined as video game 'experts' used a greater amount of critical thinking, recognition of constraints, and use more sources of information when teaching adults, played Super mario kart and Super mario world
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What was found?
- 7 highly proficient videogame playing 10 and 11 year old children were observed in the act of teaching adult foils how to play one of two popular home video games - The children were also debriefed after the teaching sessions
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Observation and debriefing transcripts were analysed and what was found?
evidence of expert behaviors such as self-monitoring, pattern recognition, principled decision making, qualitative thinking, and superior memory: Improvement in EC
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Problems
Small sample size
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Hartanto, Toh and Wang, 2016
Earlier age of gameplay= better switching benefits (Hartanto, Toh, & Wang, 2016) o Researchers classified you as early game player, if you played a game before the age of 12 o People who played in childhood, had better switching benefits
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De Sande, Segers and Verhoeven, 2015)
Need fewer scaffolds, better attentional control, educational game involves a rabbit, higher EF, better attention control and reading for those with dyslexia
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What do older adults have problems with?
Visual decline, cognitive decline, motor decline, wellbeing and quality of life
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McLaughlin et al (2018)
Big Brain Academy resulted in increases in executive attention and reductions in depression
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What was the method?
Method: 14 pps completed two-6 week training conditions using crossover (counterbalanced) design
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What were the two groups?
Experimental brain training condition and active control: Find answers to trivia questions online condition.
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What was administered to patients?
A comprehensive neurocognitive battery and a self-report measure of depression and anxiety were administered at baseline (first time point, before training) and after completing each training condition (second time point at 6 weeks, and third time po
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What was found?
Study completion and protocol adherence demonstrated good feasibility of this brain training protocol in healthy middle-aged adults. Exploratory analyses suggested that brain training was associated with neurocognitive improvements related to execu
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Wang et al (2017)
- PFC activation in older gamers (Wang et al., 2017). Cross sectional Design. People who were experts (People who played for 2 hours or so per week) and non-experts. o Better performance from video game players + Activation in PFC and parietal cortex
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Anguera et al (2013)
Played an adaptive version on NeuroRacer in multitasking training mode, older adults showed a reduced multitasking cost compared to both an active control group and a no contact control group, attaining levels beyond that of an untrained 20 year old
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How long did the gains persist?
6 months
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What did this training result in?
performance benefits that extended to untrained cognitive control abilities (i.e., enhanced sustained attention and working memory), with an increase in midline frontal theta power predicting the training-induced boost in sustained attention
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What do these results highlight?
The robust plasticity of the prefrontal cognitive control system in the aging brain, and provide the first evidence of how custom designed video games can be used to assess cognitive abilities across the lifespan
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Prosperini et al (2015)
Trained older adults on a WII balance board, improve motor skills, and transfered to cognitive domain
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Basak et al (2008)
Training on a strategy based game was found to improve EF, evidence of transfer on EC tasks. Results showed sig transfer of training to processing speed tasks.
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What did the results demonstratE?
significant benefits of exergame training on executive control and processing speed tasks from before to after training. Out of six measures of executive functions, we found significant transfer of exergame training on all measures (η² = 0.80)
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Basak Quote
A substantial and growing body of evidence shows that certain cognitive-training regimens can significantly improve cognitive function, including in ways that generalize to everyday life
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Temporal discounting?
 Further something becomes in the future, the less the reward seem essential  If you were training on something for a year, you might not perceive improved cognition straight away, therefore you are less committed to the game
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What would be more engaging?
10 hours over a few weeks
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Parong et al (2017)
Found greater learning due to longer in session training periods
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Boot et al (2013)
Older adults become fustrated with action games due to arthiritis and eye strain
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Toril et al (2016_
o Being part of a social community of gaming which is why older people might be more motivated to play the game. - Supports research suggesting motivations for playing are social, not cognitive (Whitbourne et al., 2013).
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Ballesteros et al (2015)
No far improvements in working memory and attention, any effects due to game non existent after 3 months, well being consistent over 3 months
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Sala et al (2018) meta analysises
The first meta-analysis (k = 310) examined the correlation between video game skill and cognitive ability. The second meta-analysis (k = 315) dealt with the differences between video game players and nonplayers in cognitive ability
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Third meta analysis?
The third meta-analysis (k = 359) investigated the effects of video game training on participants' cognitive ability. Small or null overall effect sizes were found in all three models
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What did these outcomes show?
- These outcomes show that overall cognitive ability and video game skill are only weakly related. Importantly, we found no evidence of a causal relationship between playing video games and enhanced cognitive ability
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Benoit et al (2018)
The present meta analyses focus on one specific game genre that has been of particular interestt to the scientific community - action video games and cover period 2000-2015
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What did they find?
publication bias: A threat with average effects in the published literature estimated to be 30% larger than in full literature
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Other cards in this set

Card 2

Front

Thorndike and Woodward (1901)

Back

Transfer only takes place if common element are shared between environments

Card 3

Front

Klausmeier (1985)

Back

Preview of the front of card 3

Card 4

Front

Miyake et al (2000): Different Tasks associated with EF skills

Back

Preview of the front of card 4

Card 5

Front

Parong et al, 2017

Back

Preview of the front of card 5
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HelenFlanagan

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