Psychol Bull. 2018 Sep;144(9):978-979. doi: 10.1037/bul0000168.
Reports an error in "Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills" by Benoit Bediou, Deanne M. Adams, Richard E. Mayer, Elizabeth Tipton, C. Shawn Green and Daphne Bavelier (, 2018[Jan], Vol 144[1], 77-110). In the article, a number of issues related to clustering in cases of partial overlap between participants were identified following publication. This document clarifies these issues and extends the original results by adding additional sensitivity analyses. Please see the erratum for the full correction. (The following abstract of the original article appeared in record 2017-52625-001.) The ubiquity of video games in today's society has led to significant interest in their impact on the brain and behavior and in the possibility of harnessing games for good. The present meta-analyses focus on one specific game genre that has been of particular interest to the scientific community-action video games, and cover the period 2000-2015. To assess the long-lasting impact of action video game play on various domains of cognition, we first consider cross-sectional studies that inform us about the cognitive profile of habitual action video game players, and document a positive average effect of about half a standard deviation (g = 0.55). We then turn to long-term intervention studies that inform us about the possibility of causally inducing changes in cognition via playing action video games, and show a smaller average effect of a third of a standard deviation (g = 0.34). Because only intervention studies using other commercially available video game genres as controls were included, this latter result highlights the fact that not all games equally impact cognition. Moderator analyses indicated that action video game play robustly enhances the domains of top-down attention and spatial cognition, with encouraging signs for perception. Publication bias remains, however, a threat with average effects in the published literature estimated to be 30% larger than in the full literature. As a result, we encourage the field to conduct larger cohort studies and more intervention studies, especially those with more than 30 hours of training. (PsycINFO Database Record
报告贝努瓦·贝迪乌、迪安妮·M·亚当斯、理查德·E·迈耶、伊丽莎白·蒂普顿、C·肖恩·格林和达芙妮·巴维利尔所著的《动作电子游戏对感知、注意力和认知技能影响的元分析》（，2018年[1月]，第144卷[1]，77 - 110页）中的一处错误。在文章发表后，发现了一些与参与者部分重叠情况下的聚类相关的问题。本文档澄清了这些问题，并通过添加额外的敏感性分析扩展了原始结果。完整更正请见勘误表。（以下是原始文章的摘要，出现在记录2017 - 52625 - 001中。）电子游戏在当今社会无处不在，这引发了人们对其对大脑和行为的影响以及利用游戏造福人类可能性的极大兴趣。本元分析聚焦于科学界特别感兴趣的一种特定游戏类型——动作电子游戏，并涵盖2000 - 2015年期间。为了评估动作电子游戏对各种认知领域的长期影响，我们首先考虑横断面研究，这些研究让我们了解习惯性动作电子游戏玩家的认知概况，并记录了约半个标准差的正向平均效应（g = 0.55）。然后我们转向长期干预研究，这些研究让我们了解通过玩动作电子游戏因果性地诱导认知变化的可能性，并显示出三分之一标准差的较小平均效应（g = 0.34）。由于仅纳入了使用其他商业可用游戏类型作为对照的干预研究，后一结果凸显了并非所有游戏对认知的影响都相同这一事实。调节分析表明，玩动作电子游戏有力地增强了自上而下的注意力和空间认知领域，对感知有令人鼓舞的迹象。然而，发表偏倚仍然是一个威胁，已发表文献中的平均效应估计比完整文献中的大30%。因此，我们鼓励该领域开展更大规模的队列研究和更多的干预研究，特别是那些训练时长超过30小时的研究。（《心理学文摘数据库记录》
