使用可变优先级训练来检验与电子游戏相关的认知提升。
Using Variable Priority Training to Examine Video Game-Related Gains in Cognition.
作者信息
Zhang Shenghao, Grenhart William C M, Sprufera John F, McLaughlin Anne Collins, Allaire Jason C
机构信息
Department of Psychology, North Carolina State University.
Epic Games Inc.
出版信息
J Cogn Enhanc. 2020 Sep;4(3):274-284. doi: 10.1007/s41465-019-00148-1. Epub 2019 Aug 28.
OBJECTIVES
Identify mechanisms associated with video-game-related gains in cognitive functioning.
METHOD
Seventy-nine older adults (Mean age = 72.72, = 7.16) participated in a pretest-posttest intervention study. A video game that required four cognitive abilities was developed. The game had two modes: (1) variable priority training (VPT) and (2) single priority training (SPT). After a pretest session, participants completed a battery of cognitive tasks and 'were randomly assigned to either the VPT ( = 42) or the SPT mode ( = 37) for an average of 15.94 ( = 2.15) one-hour game play sessions. Post-testing was administrated within one week after completion of training.
RESULTS
Time (pretest/posttest) by game mode (VPT/SPT) interactions were examined using Multivariate Repeated Measure ANOVAs. No significant multivariate training effects were observed.
DISCUSSION
Results suggest that VPT may not be the underlying mechanism responsible for video-game-related gains in cognition. Our results also cast doubts on whether playing video games could lead to cognitive enhancements in older adults.
目的
确定与电子游戏相关的认知功能提升相关的机制。
方法
79名老年人（平均年龄 = 72.72，标准差 = 7.16）参与了一项前后测干预研究。开发了一款需要四种认知能力的电子游戏。该游戏有两种模式：（1）可变优先级训练（VPT）和（2）单一优先级训练（SPT）。在进行前测后，参与者完成了一系列认知任务，并被随机分配到VPT组（n = 42）或SPT模式组（n = 37），平均进行15.94次（标准差 = 2.15）一小时的游戏环节。训练结束后一周内进行后测。
结果
使用多变量重复测量方差分析检验游戏模式（VPT/SPT）与时间（前测/后测）的交互作用。未观察到显著的多变量训练效果。
讨论
结果表明，VPT可能不是电子游戏相关认知提升的潜在机制。我们的结果也对玩电子游戏是否能提高老年人的认知能力提出了质疑。
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