The Playing Brain. The Impact of Video Games on Cognition and Behavior in Pediatric Age at the Time of Lockdown: A Systematic Review.

A growing number of children and adolescents play video games (VGs) for long amounts of time. The current outbreak of the Coronavirus pandemic has significantly reduced outdoor activities and direct interpersonal relationships. Therefore, a higher use of VGs can become the response to stress and fear of illness. VGs and their practical, academic, vocational and educational implications have become an issue of increasing interest for scholars, parents, teachers, pediatricians and youth public policy makers. The current systematic review aims to identify, in recent literature, the most relevant problems of the complex issue of playing VGs in children and adolescents in order to provide suggestions for the correct management of VG practice. The method used searches through standardized search operators using keywords related to video games and the link with cognition, cognitive control and behaviors adopted during the pandemic. Ninety-nine studies were reviewed and included, whereas twelve studies were excluded because they were educationally irrelevant. Any debate on the effectiveness of VGs cannot refer to a dichotomous approach, according to which VGs are rigidly ‘good’ or ‘bad’. VGs should be approached in terms of complexity and differentiated by multiple dimensions interacting with each other

Pokemon GO and Mental Health

Pokémon GO is a new type of game that emphasizes physical activity and social interaction. In the literature, both physical activity and social interactions have been shown to be positively correlated with mental health. Much research has been conducted on the effects of gaming on mental health, but to date no research has been done on the possible correlations of the game Pokémon GO and mental health. The present study was conducted to determine whether Pokémon GO players scored significantly lower than a control group of traditional garners on scales of depression, anxiety, and pathological gaming, and if they reported more positive coping styles. Results indicated that Pokémon GO players did not score significantly lower on depression, anxiety, and pathological gaming inventories, but they did have trends toward better coping skills. Additionally, 39.6% of Pokémon GO players reported that they felt their mental health is either better or much better since playing the game, and 50.5% reported that they felt their physical health is either better or much better. While causation was not determined, the present study could open the door to discovering new coping interventions

Elements of a theory of social competence : socio-cognitive and behavioral contributions in typical development

L’être humain évolue quotidiennement au cœur d’un monde social hautement complexe auquel il est singulièrement adapté d’un point de vue évolutif. L’individu qui navigue de façon adéquate, parmi les situations et les interactions sociales, y parvient grâce à une machinerie cognitive sophistiquée et spécialisée connue sous le terme de « cognition sociale », composée d’un ensemble de fonctions acquises durant le développement et permettant la perception, le traitement, l’interprétation et la réaction à des stimuli sociaux dynamiques et nuancés. Le développement social serait sous-tendu par le fonctionnement cognitif global (p. ex. le fonctionnement intellectuel, le langage, la mémoire, l’attention, les habiletés visuoperceptuelles), ainsi que par des habiletés sociocognitives spécifiques (p. ex. la théorie de l’esprit, l’empathie, la reconnaissance des émotions faciales, la prise de perspective, l’attribution d’intentions, le raisonnement moral), le tout assuré par un ensemble de structures et réseaux neuronaux connu sous le terme « cerveau social ». Malgré les connaissances empiriques suggérant une association entre les facteurs neuronaux, cognitifs et environnementaux du développement social, notre compréhension des interactions dynamiques et complexes entre les habiletés sociocognitives, l’influence externe de facteurs environnementaux, ainsi que leurs impacts individuels et combinés sur le développement social typique demeure préliminaire. L’objectif général de cette thèse était d’étudier deux corrélats principaux qui sous-tendent la compétence sociale durant le développement, soient la cognition sociale et le comportement social. Le modèle SOCIAL (Beauchamp & Anderson, 2010) est utilisé comme cadre théorique et empirique pour explorer de multiples facettes du développement de la compétence sociale et des liens entre les habiletés sociocognitives (p.ex. le raisonnement moral et la prise de perspective) et le comportement social global. La première étude explore la contribution des aspects cognitifs (théorie de l’esprit) et affectifs (empathie) de la prise de perspective au raisonnement moral et au comportement social des enfants et des adolescents neurotypiques. Un outil novateur d’évaluation du raisonnement moral, le Socio-Moral Reasoning Aptitude Level (So-Moral), fut utilisé pour rehausser la valeur écologique du construit. Ainsi, des dilemmes sociomoraux quotidiens ont été présentés aux participants, qui ont également complété des mesures de théorie de l’esprit, d’empathie, et de comportement social. Les résultats suggèrent que les aspects cognitifs (théorie de l’esprit) et affectifs (empathie) de la prise de perspective contribuent conjointement à prédire la maturité morale chez les enfants, mais pas chez les adolescents. Par ailleurs, certaines lacunes au plan du raisonnement moral seraient associées à des instances plus fréquentes de comportements externalisés, mais aucun lien entre la maturité morale et les comportements prosociaux n’a été détecté. La théorie de l’esprit contribuerait de manière significative à la maturité du raisonnement moral chez les enfants, suggérant l’importance d’une évaluation cognitive d’une situation sociomorale. Comme les facteurs prédictifs du raisonnement moral différeraient chez les enfants et les adolescents, il est possible que des mécanismes sous-jacents distincts soient impliqués. La deuxième étude documente l’association entre les facteurs externes, tels qu’opérationnalisés par le temps hebdomadaire passé à jouer à des jeux vidéo, et le comportement social. Cette étude vise également à comprendre les liens entre l’usage des jeux vidéo, la cognition sociale et l’adaptation sociale chez des enfants du primaire. L’étude révèle que les enfants qui passent moins de temps à jouer à des jeux vidéo par semaine tendent à exhiber plus de comportements prosociaux. Toutefois, aucun lien n’a été identifié entre la fréquence d’usage de jeux vidéo et les comportements mésadaptés. Il est donc possible que les interactions sociales complexes, réelles et face-à-face soient particulièrement importantes au développement des compétences sociales chez les enfants. De façon globale, les données de la thèse contribuent à établir un portrait plus complet des relations complexes et dynamiques entre la cognition sociale, les expériences sociales et le comportement social lors du développement typique. Les résultats offrent des pistes novatrices quant à l’approfondissement des connaissances théoriques, empiriques et cliniques au sujet du développement social, et fournissent des fondements empiriques pour soutenir l’élaboration de programmes d’intervention et d’outils d’évaluation de la cognition et de la compétence sociale.Humans are characterized by species-specific social skills and interactions, which direct much of their behaviors, dictate thought processes and form the foundations of human consciousness and reality. These social abilities are highly complex and intricate, involving a large range of developmentally acquired skills allowing the perception, processing, interpretation and response to dynamic social stimuli. The fine-tuning of these diverse abilities across the lifespan contributes to an individual’s social competence, allowing the navigation of the social world. Smooth and adaptive social development is supported by core cognitive functions (e.g. intellectual ability, language, memory, attention, visual-perceptive skills), as well as by specific skills (e.g. theory of mind, empathy, emotion recognition, perspective taking, intent attribution, moral reasoning) referred to under the umbrella of “social cognition” and subsumed by neural structures and networks of the “social brain”. Despite strong evidence supporting the associations between neural, cognitive and social functioning, much remains to be learned about the interplay between socio-cognitive abilities during development, the external influence of environmental factors, as well as their individual and additive impact on social behavior. The main objective of this dissertation was to study two manifestations of social competence in typical development, namely, social cognition and social behavior. The SOCIAL model (Beauchamp & Anderson, 2010) is used as the theoretical and empirical framework providing fertile ground for the investigation of multiple facets of the development of social competence and a better understanding of the global interplay of socio-cognitive skills (e.g., moral reasoning and perspective taking) and social behavior more broadly. The first study explores the contribution of cognitive (theory of mind) and affective (empathy) aspects of perspective taking to moral reasoning and social behavior in typically developing children and adolescents. An innovative neuropsychological tool for assessing moral reasoning, the Socio-Moral Reasoning Aptitude Level (So-Moral), was used to enhance the ecological value of the construct. Everyday socio-moral reasoning dilemmas were presented to children and adolescents to evaluate their moral maturity, and assessments of theory of mind, empathy and social behavior were also completed. Jointly, both aspects of perspective taking (theory of mind and empathy) predicted moral reasoning maturity in children, but not in adolescents. Poorer moral reasoning skills were associated with more externalizing behavior problems across the age span, but no associations were found with respect to prosocial behavior. Theory of mind skills were independent predictors of moral reasoning, suggesting that a cognitive understanding of the situation may be especially useful when children are asked to reason about a moral conflict. Contributing factors to moral reasoning differed in children and adolescents, suggesting differential underlying mechanisms. The second study investigates the contribution of external influences, as operationalized by time spent playing video games, to social behavior. A secondary objective was to add to the growing body of literature exploring associations between video game playing, social cognition and social behavior, in an age group less frequently focused on (elementary school-aged children). The main results of the study indicate that children who spend less time per week playing video games have greater prosocial tendencies, but no association was found with behavior problems. Findings highlight the possibility that real-life, complex, and nuanced social interactions outside screen-based play may be central to fostering social competence skills in children. Overall, the results of the studies presented in this dissertation contribute to building a more comprehensive picture of the complex interplay between social cognition, social experience and social competence during typical development. Findings offer new avenues for improving theoretical, empirical and clinical knowledge of social development and provide an empirical basis for the development of social skills intervention programs as well as social cognition assessment tools

Parental perceptions of technology and technology-focused parenting: Associations with youth screen time

In the present study we propose a model linking parental perceptions of technology to technology-related parenting strategies to youth screen time, and, finally, to internalizing and externalizing problem behaviors. Participants were 615 parents drawn from three community samples of families with children across three developmental stages: young childhood, middle childhood, and adolescence. The model was tested at each stage with the strongest support emerging in the young childhood sample. One component of parental perceptions of technology, perceived efficacy, was related to technology-related parenting strategies across developmental stages. However, the association of these strategies to child screen time and, in turn, problem behaviors, diminished as children increased in age. Implications for intervention are considered

Two-play game: Playing casual video games with outgroup members reduces prejudice towards that outgroup

Video games have traditionally held a dubious reputation in the media and have been linked to many antisocial behaviors. A large amount of research has borne out some of these concerns, linking video games with addiction and particularly aggression. However, recent work in this area has begun to examine the positive aspects of video gaming. In this work, we examine how playing casual, low-involvement video games with an outgroup member may reduce prejudice. In Study 1, participants played cooperatively or competitively with a (trivial) outgroup member or alone. In Studies 2 and 3, a meaningful social identity was used: students’ university affiliation. Participants played either cooperatively with a rival university student against the computer, or alone. Analyses of all three studies showed that attitudes toward the outgroup were more positive after playing with an outgroup member compared with control conditions. How these findings may be applied to real world groups and extensions for future research are then discussed

The Influence of Recreation Engagement on Adolescent Health-Risk Behaviors

The number of adolescents who engage in suicidality is staggering. Adolescence is a unique developmental period where engagement in health-risk behaviors is prominent. Factors influencing engagement in suicidality are vast and occur both internally and externally in the adolescent. Substance use during adolescence has shown an association with increased suicidality. Similarly, bullying, both cyberbullying and in-person bullying, have contributed to adolescent suicidality. Alternatively, recreation engagement has yielded benefits in both psychosocial and physical health for adolescents. However, limited research has identified that engaging in recreation can minimize suicidality. Therefore, the purpose of this study was to explore how substance use, age, race, recreation engagement, and bullying can influence suicidality in high school students. The study employed quantitative methods for each aim. Conditional process analyses were used to identify the mechanisms which operate within and outside of the adolescent and their environments that affect suicidality in high school students. Results revealed that suicidality is associated with alcohol and opioid use, and adolescent sex and sexual identity. Cyberbullying is more prevalent than in-person bullying but both are significant for high school students. Conversely, neither form of bullying influenced suicidality. Additionally, female and male students engaged on more sports teams with a reduction in suicidality. Implications for practice include the use of recreation as a program to support adolescents engaged in health-risk behaviors (e.g., substance use and suicidality). Another implication for practice is the need to identify barriers to engagement in recreation programs, and more diverse recreation programs for the unique needs of all adolescents. Opportunities for future research include identifying evidenced-based recreation that can promote a reduction to adolescent health-risk behavior engagement, intervention-based research on adolescents who are engaging in health-risk behaviors, and recreation opportunities and barriers to engagement for diverse adolescent communities

Unmasking a potential crisis: an exploration of gaming addiction and depression in adolescents and young adults through a cross-sectional survey

Introduction: Gaming disorder is defined as a pattern of gaming behaviour characterised by impaired control over gaming, prioritisation of gaming over other activities to the point where gaming takes precedence over other interests and daily activities, and persistence or escalation of gaming despite negative consequences. Given the increasing global interest in videogames, particularly among adolescents and young adults, this study investigated the prevalence of gaming disorder and its associated factors among Sri Lankan adolescents and young adults, with a focus on factors associated with gaming addiction. Materials and Methods: A cross-sectional survey was conducted involving 401 Sri Lankan adolescents and young adults who played video games, through an anonymous online survey using snowball sampling. The survey comprised four sections: demographic data, influencing factors for game playing, the seven-item Game Addiction Scale and a validated depression scale (nine-item Patient Health Questionnaire). SPSS IBM (version 27) was used for data analysis, which includes means, standard deviations, frequencies, percentages, Pearson’s correlation and chi-square tests. Results: A total of 401 gamers participated, comprising adolescents (10-18 years; 9.5%) and young adults (19-35 years; 90.5%). The majority were non-gaming addicts (71.57%), and among the gaming addicts, 8.48% were classified as monothetic gaming addicts, while 19.5% were classified polythetic gaming addicts. Slightly more males were game addicts (52.63%) than females. There was a low positive correlation between videogame addiction and depression (r=0.321). More than half of the sample believed that visual triggers (58.6%) and frequent reward systems (56.1%) influenced their gameplay. There was a significant association (p <0.05) between gaming addiction and the three observed characteristics: visual triggers, audio triggers, and frequent rewards. Conclusions: Just under one-tenth of the study population sampled was classified as having a gaming addiction, with males having a slightly higher prevalence than females. The positive correlation between gaming disorder and depression suggests a consequential and potentially life-threatening outcome, wherein depression emerges as a serious consequence of addiction to gaming. When the structural characteristics of videogames, such as auditory, visual and frequent reward systems were considered, game addicts were more influenced by them

A critical review on the moderating role of contextual factors in the associations between video gaming and well-being

The appeal of video gaming has undoubtedly withstood the test of time. In view of its increasing popularity, lay people and researchers alike have taken an interest in the psychological consequences of video gaming. However, there seems to be a paradox associated with the effect of video gaming on gamers' well-being—namely, while most video game players cite “fun” as their motivation to play video games, video games continue to hold a notorious reputation among some researchers for being detrimental to mental health and emotional well-being as measured by indicators such as happiness, perceived stress, anxiety, and depressive symptoms. We suggest that a significant contributor to the mixed literature is the oversight of contextual factors that may moderate this relationship. The current review highlights five important contextual factors that should be considered when studying the associations between the frequency of video gaming and well-being. Specifically, we suggest that unless the social context (who), type (what), motivation (why), time and day (when), and amount (how much) of video gaming activities are adequately considered, examinations of well-being outcomes in relation to video gaming will remain incomplete

Adolescent potential to harm and prevailing antecedents: exposure to mass media, substance use, and self-evaluation, 2000

This study examined the potential to commit harm by youth aged 11-16 in relation to the mass media, substance use, and self-evaluation. A questionnaire was designed to examine selected variables associated with youth who commit harm to others. The research sample consisted of 186 students who attended an elementary school and a middle school located in a southern metropolitan area. Analysis of variance was used to analyze the data collected. The research indicated that two of the three hypotheses tested were statistically significant including substance use and self-evaluation. There was no statistically significant relationship for self-evaluation and mass media. Although there was not a statistically significant relationship regarding mass media, it can be concluded from the data that adolescents' behaviors are somewhat affected by their daily viewing of television. An important implication of this study is not just the need for further research, but also the need for an enhanced focus on practical solutions to reverse the observed potential to harm others. Previous literature on adolescents and their potential to harm others has explored an array of factors; however, a decrease in youth violence continues to be a most challenging goal for all involved in juvenile rehabilitation and resocialization