ライフサイエンスコーパス: video game

1 ared with an active control (playing on-line video games).

2 s and by performance tasks such as playing a video game.

3 during a goal-directed motor task, namely a video game.

4 rgical patients playing a virtual-navigation video game.

5 otion discrimination task, and (3) a control video game.

6 gnificant amount of violence in some E-rated video games.

7 have these characteristics simply play more video games.

8 d educational impact similar to robotics and video games.

9 the potential health benefits of active-play video games.

10 ss of three training regimens: (1) an action video game, (2) a psychophysical task that combined atte

11 To examine the influence active-play video gaming (also referred to as exergaming, exertainme

12 Training with both the action video game and modified attentional tracking yielded imp

13 outcomes that could result from active-play video games and considered how these games could potenti

14 mputer engines that simulate rich physics in video games and graphics, but that uses approximate, pro

15 (CL) sensorimotor interfaces, such as action video games and musical instruments, can impart a broad

16 ough adolescents have embraced the Internet, video games and smart phones, with their extraordinary p

17 the current state of research on active-play video gaming and its potential to serve as a gateway exp

18 -to-end in tasks such as object recognition, video games, and board games, achieving performance that

19 nformal learning environments of television, video games, and the Internet are producing learners wit

20 enue for feature films, first-month sales of video games, and the rank of songs on the Billboard Hot

21 Active video games (AVGs) have been shown to acutely increase e

22 thalamic connectivity changes after use of a video game-based cognitive rehabilitation program, as th

23 ents in the intervention group performed the video game-based cognitive rehabilitation program, while

24 for cognitive improvement associated with a video game-based cognitive rehabilitation program.

25 To test the expertise hypothesis, we used a video-game-based paradigm that tacitly trained listeners

26 , to our knowledge, of how a custom-designed video game can be used to assess cognitive abilities acr

27 y stimulating environments within modern-day video games can act as a human correlate of environmenta

28 oved visuomotor skills and whether excessive video gaming causes conduct problems, or whether childre

29 ies are needed to determine whether moderate video gaming causes improved visuomotor skills and wheth

30 f public health concern; however, content in video games commonly played by children has not been qua

31 triatum was significantly reduced during the video game compared with baseline levels of binding, con

32 n than during the resting control and seated video game conditions; however, no significant differenc

33 E-rated video games released for major home video game consoles between 1985 and 2000.

34 Robotic and video game design challenges have been particularly effe

35 l in its infancy, results can be surprising: video games designed to be reasonably mindless result in

36 ek spent reading or using a computer/playing video games did not differ between the groups before myo

37 kills can be seen in school children playing video games, even with relatively small amounts of use.

38 Active video games (exergames) may provide short-term increase

39 t study shows for the first time that action video game experience does indeed improve probabilistic

40 Playing video games for 1 hour per week was associated with fast

41 healthy young adults above those of standard video games for measures of brain activity, choice behav

42 step towards the goal of designing and using video games for more definite purposes.

43 Video games have enormous mass appeal, reaching audience

44 energy expenditure when compared with seated video games; however, the influence of AVGs on compensat

45 ut encouraging data on learning outcomes for video games in science, technology, engineering, and mat

46 e debate, the proposed benefits and risks of video gaming in young people remain to be empirically cl

47 hers, and professionals from the active-play video game industry to discuss the potential health bene

48 Video games, initially developed for entertainment, appe

49 ly one such intervention being identified: a video game intervention focusing on behavioural issues r

50 Incorporating active video gaming into an evidence-based pediatric weight man

51 ally stimulating virtual environments within video games is a human correlate of environmental enrich

52 ults, although evidence in support of active video games is increasing.

53 social problem is the prevalence of violent video games, leading to desensitization, aggressive beha

54 Daphne Bavelier show that playing an action video game markedly improved subjects performance on a r

55 parents should be aware that popular T-rated video games may be a source of exposure to a wide range

56 rents should understand that popular E-rated video games may be a source of exposure to violence and

57 Active video games may offer an effective strategy to increase

58 Our results suggest that modern day video games may provide meaningful stimulation to the hu

59 Motion-controlled video games (MC) may be a healthier alternative to seden

60 nd controlled study has found that playing a video game modeled from sensory foraging behavior can im

61 sed with a custom-designed three-dimensional video game (NeuroRacer), exhibits a linear age-related d

62 imately 1 year later to assess the impact of video gaming on brain structure and function.

63 ernatives: time to spend playing a hand-held video game or time to spend reading magazines or complet

64 g for pleasure, watching television, playing video games or working on the computer), hours per week

65 age daily hours of self-reported television, video game, or computer use.

66 laying distribution, with 9 hours or more of video gaming per week.

67 deo gamers who specifically favor complex 3D video games performed better on a demanding recognition

68 Here we ask whether video game play also alters temporal processing in the a

69 ing demonstrated that the effects of violent video game play are mediated primarily by aggressive cog

70 Action video game play benefits performance in an array of sens

71 markable increase in plasticity after action video game play by amblyopic subjects.

72 ers, and we confirm a causal role for action video game play in inducing such improvements through a

73 Video game play induces a generalized recovery of a rang

74 Embedding such training in video game play is appealing, given the astounding amoun

75 complex training environments such as action video game play may actually foster brain plasticity and

76 Here, we review how video game play may be leveraged for enhancing attention

77 udies have demonstrated an effect of violent video game play on later aggressive behavior, little is

78 mblyopia before and after 40 hours of active video game play, using a rapid serial visual presentatio

79 ide range of improvements noted after action video game play.

80 that certain activities such as gambling or video-game play may be considered addictive in the absen

81 However, content in video games played by older children and adolescents has

82 Based on analysis of the 672 current E-rated video games played on home consoles, 77% were in sports,

83 We show that action video game players make use of improved perceptual templ

84 rent aspects of visual attention in habitual video-game players as compared with non-video-game playe

85 lder individuals and preschool children, and video-game players outperform non-players on some tests

86 tual video-game players as compared with non-video-game players.

87 We found that the very act of action video game playing also enhanced contrast sensitivity, p

88 provides a general mechanism for why action video game playing enhances performance in a wide variet

89 trial), but rather the true effect of action video game playing may be to enhance the ability to lear

90 The data suggest that video game playing modifies visual processing on differe

91 As video-game playing has become a ubiquitous activity in t

92 Here we show, by contrast, that action-video-game playing is capable of altering a range of vis

93 ontrolling for television and movie viewing, video-game playing, parenting, age, sex, race or ethnici

94 st decade has shown that training on 'action video games' produces learning that transfers well beyon

95 ontent of a convenience sample of 55 E-rated video games released for major home video game consoles

96 naive video gamers in a rich 3D, but not 2D, video game, resulted in a significant improvement in hip

97 yads, as did a shared gaming experience (the video game Rock Band) in human strangers.

98 experiment, non-players trained on an action video game show marked improvement from their pre-traini

99 und that dyslexic children trained on action video games show significant improvements on basic measu

100 ddition, after 2 weeks of training on the 3D video game Super Mario 3D World, naive video gamers show

101 challenges--cold pressor, star tracing, and video game tasks--were measured.

102 rom experimental data, and become experts in video games - tasks that would have been deemed impossib

103 ased cognitive training program or web-based video games that do not specifically target executive fu

104 Sophisticated video games that integrate engaging cognitive training w

105 s a significant amount of content in T-rated video games that might surprise adolescent players and t

106 Television, DVDs, video games, the Internet, and smart phones all play a f

107 We randomly sampled 80 video game titles (which included 81 games because 1 tit

108 tent descriptors assigned to the 396 T-rated video game titles showed 373 (94%) received content desc

109 Inspired by recent findings that action video game training can impart a broader spectrum of ben

110 ggest that well-documented effects of action video-game training might be due to the sustained deploy

111 ts following attentional tracking and action video-game training suggest that well-documented effects

112 Given that more than 90% of youths play video games, understanding the psychological mechanisms

113 Reducing television, videotape, and video game use may be a promising, population-based appr

114 we investigated relationships between weekly video game use, selected cognitive abilities, and conduc

115 riculum to reduce television, videotape, and video game use.

116 Television watching and playing of video games (VGs) are associated with higher energy inta

117 els, whereas the diastolic BP effect for the video game was apparent for men.