The virtual brain: 30 years of video-game play and cognitive abilities
- 1School of Psychology, The University of Auckland, Auckland, New Zealand
- 2Centre for Brain Research, The University of Auckland, Auckland, New Zealand
Forty years have passed since video-games were first made widely available to the public and subsequently playing games has become a favorite past-time for many. Players continuously engage with dynamic visual displays with success contingent on the time-pressured deployment, and flexible allocation, of attention as well as precise bimanual movements. Evidence to date suggests that both brief and extensive exposure to video-game play can result in a broad range of enhancements to various cognitive faculties that generalize beyond the original context. Despite promise, video-game research is host to a number of methodological issues that require addressing before progress can be made in this area. Here an effort is made to consolidate the past 30 years of literature examining the effects of video-game play on cognitive faculties and, more recently, neural systems. Future work is required to identify the mechanism that allows the act of video-game play to generate such a broad range of generalized enhancements.
Keywords: video games, expertise, cognitive training, transfer of training, perceptual learning
Citation: Latham AJ, Patston LLM and Tippett LJ (2013) The virtual brain: 30 years of video-game play and cognitive abilities. Front. Psychol. 4:629. doi: 10.3389/fpsyg.2013.00629
Received: 24 May 2013; Accepted: 25 August 2013;
Published online: 13 September 2013.
Copyright © 2013 Latham, Patston and Tippett. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Andrew J. Latham, School of Psychology, The University of Auckland, Level 6 Human Sciences Building, 10 Symonds Street, Private Bag 92019, Auckland, New Zealand e-mail: email@example.com