Video-game play and mind-brain training literatures suggest the possibility of training selective attention¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Recent literatures on video-game play and mind-brain training are taken to support the possibility of training selective attention. → Stevens 2012

Evidence¶

Stevens 2012¶

Stevens, Courtney; Bavelier, Daphné. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental cognitive neuroscience, vol. 2S, p. S30–S48. https://doi.org/10.1016/j.dcn.2011.11.001

q2 · i? · review · r?

The review's fourth section draws on recent literatures on video-game play and mind-brain training to "discuss the possibility of training selective attention." The abstract presents this as a discussed possibility based on prior literatures, not a new experiment.

"Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention."

Discussion¶

Related Claims¶

• Selective attention processes are hypothesized to relate to language, literacy, and mathematics, three domains important to early academic skills
• Action video game training causally improves cognitive skills relative to active control training (small effect, g = 0.30) — a narrower finding that bears on this claim
• Cross-sectional advantages are largest for perception, multitasking, spatial cognition, and top-down attention — related
• Brain games produce statistically significant cognitive performance gains in older adults, but gains are modest and do not detect improvements over control tasks or produce far transfer — related
• Attention and self-regulation skills are trainable in children, with reported behavioral and neural changes across curricula and intervention programs — a broader claim this one bears on