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Real-Time Strategy Game Training: Emergence of a Cognitive Flexibility Trait

Overview of attention for article published in PLOS ONE, August 2013
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Title
Real-Time Strategy Game Training: Emergence of a Cognitive Flexibility Trait
Published in
PLOS ONE, August 2013
DOI 10.1371/journal.pone.0070350
Pubmed ID
Authors

Brian D. Glass, W. Todd Maddox, Bradley C. Love

Abstract

Training in action video games can increase the speed of perceptual processing. However, it is unknown whether video-game training can lead to broad-based changes in higher-level competencies such as cognitive flexibility, a core and neurally distributed component of cognition. To determine whether video gaming can enhance cognitive flexibility and, if so, why these changes occur, the current study compares two versions of a real-time strategy (RTS) game. Using a meta-analytic Bayes factor approach, we found that the gaming condition that emphasized maintenance and rapid switching between multiple information and action sources led to a large increase in cognitive flexibility as measured by a wide array of non-video gaming tasks. Theoretically, the results suggest that the distributed brain networks supporting cognitive flexibility can be tuned by engrossing video game experience that stresses maintenance and rapid manipulation of multiple information sources. Practically, these results suggest avenues for increasing cognitive function.

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 445 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 8 2%
Spain 3 <1%
France 3 <1%
United Kingdom 2 <1%
Austria 1 <1%
Germany 1 <1%
Sweden 1 <1%
Brazil 1 <1%
Netherlands 1 <1%
Other 8 2%
Unknown 416 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 81 18%
Student > Master 69 16%
Student > Bachelor 67 15%
Researcher 56 13%
Student > Doctoral Student 31 7%
Other 82 18%
Unknown 59 13%
Readers by discipline Count As %
Psychology 160 36%
Computer Science 40 9%
Social Sciences 32 7%
Agricultural and Biological Sciences 20 4%
Neuroscience 18 4%
Other 91 20%
Unknown 84 19%