Cognitive Functioning

Several cross-section and training studies have shown that video game play can improve cognitive functions such as visual attention, cognitive control, visual short-term memory, and general processing speed. Unfortunately the replication of these effects is not always successful, even when using similar cognitive tests to measure performance. We investigated an important aspect of this field that has not yet been empirically addressed: the role of video game genre. Our comparison of two video game player groups of specific genres (first-person shooter and real-time strategy) indicates that cognitive abilities (measured by task switching and multiple object tracking) may be differentially enhanced depending on the genre of video game being played. This result is significant as research to this point has focused on “action video games”, a loosely defined category that encompasses several video game genres, without controlling for effects potentially stemming from differences in mechanics between these video games. It also provides some evidence for the specificity of video game play benefits as a function of actions performed within the game, which is not in line with a generalized “learning to learn” accounting of these enhancements.

The impact of video game playing on cognitive abilities has been the focus of numerous studies over the last 10 years. Some cross-sectional comparisons indicate the cognitive advantages of video game players (VGPs) over non-players (NVGPs) and the benefits of video game trainings, while others fail to replicate these findings. Though there is an ongoing discussion over methodological practices and their impact on observable effects, some elementary issues, such as the representativeness of recruited VGP groups and lack of genre differentiation have not yet been widely addressed. In this article we present objective and declarative gameplay time data gathered from large samples in order to illustrate how playtime is distributed over VGP populations. The implications of this data are then discussed in the context of previous studies in the field. We also argue in favor of differentiating video games based on their genre when recruiting study samples, as this form of classification reflects the core mechanics that they utilize and therefore provides a measure of insight into what cognitive functions are likely to be engaged most. Additionally, we present the Covert Video Game Experience Questionnaire as an example of how this sort of classification can be applied during the recruitment process.

Early and precise identification of neurodevelopmental disorders together with provision of adequate and timely interventions remain increasingly important tasks for multidisciplinary clinical teams. А central component in this process of comprehensive clinical evaluation is the assessment of children's intellectual functioning. Intelligence test results represent a central component in the decision making process of determining a child's future in terms of: qualification for special education, access to social welfare support, placement in therapeutic programs, etc. Clinical results yielded through the application of standardized intelligence assessment instruments (WISC, K-ABC, RPM), and especially the overall quantitative measure of cognitive ability (IQ) have become a central, and sometimes the only measure taken into consideration when determining a child's level of functioning. Together with some distinct benefits, this practice places many children at risk of being underestimated and calls for revision and modification of standard assessment procedures. In line with these considerations, authors raise for discussion traditional approaches to diagnostics of intellectual functioning, highlighting some challenges, emerging from the constitutive particularities in the cognitive functioning of children with neurodevelopmental disorders. An attempt for identifying areas for further improvement alongside with research-informed recommendations for a contemporary, individualized and sensitive to the specifications of children with neurodevelopmental disorders assessment practice are outlined at the end of this paper. According to the authors' opinion, exploration of the topic provides an important opportunity to advance the understanding of clinicians, primary healthcare professionals, educators and other professionals involved in supporting children with developmental deficits.