2 nieuwe onderzoeken over games: impulsiviteit en WOW en het brein van ouderen

26 02 2012

Even aandacht voor 2 nieuwe onderzoeken over games die de voorbije dagen werden gepubliceerd.

Eerst een onderzoek naar de link tussen impulsiviteit en gaming, samengevat: “Impulsive children with attention problems tend to play more video games, while kids in general who spend lots of time video gaming may also develop impulsivity and attention difficulties” (bron).

Abstract van het onderzoek:

The present study examines video game playing as it relates to attention problems and impulsiveness in a sample of 3,034 children and adolescents from Singapore measured over 3 years. Consistent with previous research, those who spend more time playing video games subsequently have more attention problems, even when earlier attention problems, sex, age, race, and socioeconomic status are statistically controlled. Violent content may have a unique effect on attention problems and impulsiveness, but total time spent with video games appears to be a more consistent predictor. Individuals who are more impulsive or have more attention problems subsequently spend more time playing video games, even when initial video game playing is statistically controlled, suggesting bidirectional causality between video game playing and attention problems/impulsiveness.
Ref: Video game playing, attention problems, and impulsiveness: Evidence of bidirectional causality. Gentile, Douglas A.;Swing, Edward L.;Lim, Choon Guan;Khoo, Angeline Psychology of Popular Media Culture, Vol 1(1), Jan 2012, 62-70. doi: 10.1037/a0026969

Verder een onderzoek waaruit blijkt dat World of Warcraft het brein van ouderen een boost kan geven. (bron)

Abstract van het onderzoek Individual differences in response to cognitive training: Using a multi-modal, attentionally demanding game-based intervention for older adults:

The effectiveness of a game-based cognitive training intervention on multiple abilities was assessed in a sample of 39 older adults aged 60–77. The intervention task was chosen based on a cognitive task analysis designed to determine the attentional and multi-modal demands of the game. Improvements on a measure of attention were found for the intervention group compared to controls. Furthermore, for the intervention group only, initial ability scores predicted improvements on both tests of attention and spatial orientation. These results suggest cognitive training may be more effective for those initially lower in ability.

Highlights:

► We provided a multi-modal game intervention to older adults of varying abilities.
► We examined changes in several abilities compared to a control group.
► Older adults with initially worse abilities appear to benefit more from cognitive training.
► Future investigations should include study of individual differences in training benefit from cognitive training interventions.


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