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      Effects of Action Video Game Play on Cognitive Skills: A Meta-Analysis

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          Abstract

          The possibility that playing action video games is associated with enhancements in certain aspects of cognitive function has attracted significant interest from researchers in education, psychology, and neuroscience. Previous meta-analyses indicated an overall positive relationship between action video game play and cognitive skills. However, follow-up to this previous work is warranted, not only because the amount of data has grown significantly since previous meta-analyses were conducted, but also because previous work left several issues unresolved (e.g., certain meta-analytic procedures). We conducted a literature search using predefined keywords and inclusion criteria to identify studies that examined the relationship between action video game play and cognitive skills. Data from (a) 105 cross-sectional studies (221 effect sizes) and (b) 28 intervention studies with an active control group (91 effect sizes) were analyzed separately via meta-analytic models for dependent effect sizes with robust variance estimates for correlated and hierarchical effects (CHE) and small-sample corrections. Consistent with our hypotheses, action video game players outperformed nonvideo game players in the cross-sectional meta-analysis (large effect, g = 0.64, 95% CI [0.53, 0.74]). Action video game play was causally related to improvements in cognitive skills in the intervention meta-analysis (small effect, g = 0.30, 95% CI [0.11, 0.50]). Publication bias was detected in the cross-sectional data set, with sensitivity analysis showing high heterogeneous estimates of the average unbiased effect. Publication bias was not detected in the intervention data set, but sensitivity analyses also point to heterogeneity. No significant moderators were found for either data set; however, this may be limited by small sample sizes.

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          Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs

          Effect sizes are the most important outcome of empirical studies. Most articles on effect sizes highlight their importance to communicate the practical significance of results. For scientists themselves, effect sizes are most useful because they facilitate cumulative science. Effect sizes can be used to determine the sample size for follow-up studies, or examining effects across studies. This article aims to provide a practical primer on how to calculate and report effect sizes for t-tests and ANOVA's such that effect sizes can be used in a-priori power analyses and meta-analyses. Whereas many articles about effect sizes focus on between-subjects designs and address within-subjects designs only briefly, I provide a detailed overview of the similarities and differences between within- and between-subjects designs. I suggest that some research questions in experimental psychology examine inherently intra-individual effects, which makes effect sizes that incorporate the correlation between measures the best summary of the results. Finally, a supplementary spreadsheet is provided to make it as easy as possible for researchers to incorporate effect size calculations into their workflow.
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            Trim and Fill: A Simple Funnel-Plot-Based Method of Testing and Adjusting for Publication Bias in Meta-Analysis

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              The attention system of the human brain: 20 years after.

              Here, we update our 1990 Annual Review of Neuroscience article, "The Attention System of the Human Brain." The framework presented in the original article has helped to integrate behavioral, systems, cellular, and molecular approaches to common problems in attention research. Our framework has been both elaborated and expanded in subsequent years. Research on orienting and executive functions has supported the addition of new networks of brain regions. Developmental studies have shown important changes in control systems between infancy and childhood. In some cases, evidence has supported the role of specific genetic variations, often in conjunction with experience, that account for some of the individual differences in the efficiency of attentional networks. The findings have led to increased understanding of aspects of pathology and to some new interventions.
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                Author and article information

                Journal
                Technology, Mind, and Behavior
                American Psychological Association
                2689-0208
                March 7, 2023
                : 4
                : 1
                Affiliations
                [1]Faculty of Psychology and Education Science, University of Geneva
                [2]Fondation Campus Biotech, Geneva, Switzerland
                [3]Department of Educational Psychology, The University of Texas at Austin
                [4]American Institutes for Research, Arlington, Virginia, United States
                [5]Department of Statistics and Data Science, Northwestern University
                [6]Department of Psychological and Brain Sciences, University of California, Santa Barbara
                [7]Department of Psychology, University of Wisconsin-Madison
                Author notes
                Action Editor: Nicholas David Bowman was the action editor for this article.
                Acknowledgments: The authors are thankful to Claire Holman, Elisa Gallerne, and Hanna Gohlke for their help with the literature search, review, coding, and data extraction processes.
                Funding: This research was supported by funding from the Office of Naval Research Global Grant N00014-18-1-2633 and Office of Naval Research Grant N00014-20-1-2074 and from the European Research Council Grant ERC-2018-SyG and the Swiss National Fund (schweizerischer nationalfonds zur förderung der wissenschaftlichen forschung) Grant 100014_178814 awarded to Daphne Bavelier. Funding was partially provided by Grants N00014-17-1-2049 and N00014-22-1-2283 from the Office of Naval Research awarded to C. Shawn Green and Grants N000141612046 and N000142112047 from the Office of Naval Research awarded to Richard E. Mayer.
                Disclosures: Daphne Bavelier is a founder and scientific advisor to Akili Interactive Inc. Boston.
                Author Contributions: Benoit Bediou coordinated all aspects of the project including design, data collection, analyses, and write-up. Melissa A. Rodgers helped with the analyses and the write-up of the article. Elizabeth Tipton advised on all statistically related aspects of data analysis. Richard E. Mayer contributed to theoretical and conceptual aspects. C. Shawn Green and Daphne Bavelier contributed to design, analyses interpretation and write-up, review data extracted.
                Open Science Disclosures:

                The data are available at https://osf.io/3xdh8/ ( Bediou et al., 2020).

                The experimental materials are available at https://osf.io/3xdh8/.

                The preregistered design (transparent changes notation) is available at https://osf.io/6qpye.

                [*] Benoit Bediou, Faculty of Psychology and Education Science, University of Geneva, Boulevard Pont d’Arve 40, 1205 Geneva, Switzerland benoit.bediou@unige.ch
                Author information
                https://orcid.org/0000-0002-3477-7948
                https://orcid.org/0000-0001-5608-1282
                https://orcid.org/0000-0002-9290-0262
                https://orcid.org/0000-0002-5904-1240
                Article
                2023-49867-001
                10.1037/tmb0000102
                ead1b615-db53-4ebd-b7a6-564cec45a915
                © 2023 The Author(s)

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC-BY-NC-ND). This license permits copying and redistributing the work in any medium or format for noncommercial use provided the original authors and source are credited and a link to the license is included in attribution. No derivative works are permitted under this license.

                History

                Education,Psychology,Vocational technology,Engineering,Clinical Psychology & Psychiatry
                cognitive skills,meta-analysis,attention,action video games,perception

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