Year-end Sale % OFF 
Abstract
Numerous research studies have been conducted on the use of videogames as tools to improve one’s cognitive abilities. While meta-analyses and qualitative reviews have provided evidence that some aspects of cognition such as spatial imagery are modified after exposure to videogames, other evidence has shown that matrix reasoning measures of fluid intelligence do not show evidence of transfer from videogame training. In the current work, we investigate the available evidence for transfer specifically to nonverbal intelligence and spatial ability measures, given recent research that these abilities may be most sensitive to training on cognitive and working memory tasks. Accordingly, we highlight a few studies that on the surface provide evidence for transfer to spatial abilities, but a closer look at the pattern of data does not reveal a clean interpretation of the results. We discuss the implications of these results in relation to research design and statistical analysis practices.
Highlights
Numerous research studies have been conducted on the use of videogames as tools to improve one’s cognitive abilities
Our current work investigates the effect of videogame training on spatial ability transfer outcomes, given recent research that argues these spatial ability tests may be most sensitive to cognitive training (Colom et al, 2013)
In pre- and post-test sessions, all participants completed a battery of cognitive assessment tasks—we focus here on the matrix reasoning test, a mental rotation task, and a directional headings test, all measures of spatial ability
Summary
Videogame training studies such as Maillot et al (2012), van Muijden et al (2012), and Cherney (2008) are more difficult to interpret, because the pattern of transfer results is not similar to the Basak et al (2008) example above. Note that our discussion in the current manuscript focuses on interactions and how strongly one can interpret the results as support for the efficacy of videogame interventions; recent articles have discussed many other methodological and measurement issues in videogame and brain training studies (e.g., Boot et al, 2011, 2013; Shipstead et al, 2012; Green et al, 2013).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
