Executive function is the set of cognitive skills needed for goal directed behavior and is a strong predictor of academic success (Best, 2014). The present study examines the effectiveness of a custom video game designed to train the executive function skill of shifting-being able to efficiently shift attention from 1 task to another. In Experiment 1, students who played Alien Game for 4 hr, mostly at home, improved shifting skill more than those who played a word-search control game (d ϭ .40). In Experiment 2, students who played All You Can ET (an updated version of Alien Game) for 2 hr improved shifting skill more than those who played a word-search control game (d ϭ .36), regardless of whether the aliens were designed to portray hot or cool emotions. In addition, playing All You Can ET, which targets shifting skill, did not cause an improvement on inhibition skill, which represents a different kind of executive function. These results extend previous findings (Parong et al., 2017), and highlight a somewhat rare case in which playing a focused computer game for a short duration causes improvements in a targeted executive function skill. Overall, the results support the theory of specific transfer of general skills, which suggests that game-based training of cognitive skills should focus on concentrated practice on a target skill to train the target skill rather than divided practice across multiple different skills in an attempt to improve the mind in general. Educational Impact and Implications StatementCan playing a video game improve your executive function skills-that is, skills for controlling your cognitive processing? To address this question, we designed a game (All You Can ET) based on cognitive principles of skill learning that targeted a specific cognitive skill-the ability to shift from one task to another (that can be called shifting). In 2 experiments, students who played the game for 4 hr (Experiment 1) or 2 hr (Experiment 2) showed greater gains on cognitive tests of shifting than students who played a control game. This is 1 of a few studies to show replicated evidence for positive consequences of playing video games.

Acute exposure to the pharmacological stressor yohimbine induces relapse to both food and drug seeking in a rat model. However, no systematic studies on the effects of chronic stress on relapse have been conducted. Because chronic stress causes changes in dopamine D1-like receptor-mediated transmission in prefrontal cortex (a relapse node), we tested the hypothesis that chronic exposure to stress increases vulnerability to relapse via dopamine-mediated mechanisms. Additionally, to determine the role of food-conditioned cues in reinstatement of food seeking, we made discrete food-paired cues either available (CS Present) or not available (CS Absent) during extinction and reinstatement testing. Rats responded for palatable food reinforcers in daily 3-hr sessions, and the behavior was extinguished. To model chronic stress, rats were injected daily with yohimbine (0.0, 2.5, or 5.0 mg/kg; i.p.) during the first 7 days of extinction. Injections were combined with SCH-23390 (0.0, 5.0, or 10.0 μg/kg; i.p.), a D1-like receptor antagonist. Rats were then tested for reinstatement of food seeking triggered by acute yohimbine (0.0, 1.0, or 2.0 mg/kg; i.p.) and pellet priming. Rats treated previously with chronic yohimbine displayed increased responding following acute yohimbine priming relative to non-chronically stressed rats, but in the CS Absent condition only. Conversely, the lower dose of chronic yohimbine caused an increase in pellet-primed reinstatement, but this effect was more pronounced in the CS Present condition. Importantly, SCH-23390 combined with repeated yohimbine injections attenuated these effects. Thus, chronic stress may increase vulnerability to relapse under specific circumstances via a dopamine D1-like receptor mediated mechanism.

How can we improve the instructional effectiveness of an online slideshow lesson?In the present study, college students received a 12-slide multimedia slideshow lesson on how a geographic information system works. In a 2 × 2 design, the lesson was presented one complete slide at a time (large segment) or added one section of the slide at a time (small segment) when the student pressed the CONTINUE key, and the words were presented in printed form (text) or spoken form (voice). Students performed significantly better on a transfer posttest when the lesson was paced in small segments rather than large segments (d = 0.34); there was no effect or interaction involving modality. The small-segment version was rated as less difficult than the large-segment version (d = 0.43). The segmenting principle was supported in the context of online slideshows.

The present study examines whether playing a video game can help improve cognitive skills needed for successful performance on cognitive tasks, such as updating, which involves continuous monitoring of incoming information that results in rapid addition or deletion of information in working memory. For example, in the n-back task, the participant sees a series of rapidly presented letters on a screen and must press a key each time the current letter is the same as one presented n trials previously (e.g., 3 trials back). Young adults were randomly assigned to play CrushStations (a desktop game the authors designed to teach updating skill) or Bookworm (a commercially available word search game used as a control) for 4 30-min sessions spread over 9 days. Consistent with specific transfer theory, CrushStations players improved on performing the target skill in the game context across the four sessions (the highest level achieved). Consistent with specific transfer of general skill theory, CrushStations players outscored Bookworm players on a posttest involving accurately performing the target skill in a non-game context (n-back task). In contrast to general transfer theory, CrushStations players did not differ from Bookworm players on posttests measuring skills not directly targeted in the game (visuospatial memory task). These results show the benefits of designing educational games in line with the cognitive theory of game-based training (Parong et al., 2020).