南開科技大學圖書館 |

Language: English

Help

南開科技大學

圖書館首頁

編目中圖書申請

Back

Switch To: Labeled | MARC Mode | ISBD

Cognitive training with video games ...

Belchior, Patricia Da Cunha.

Cognitive training with video games to improve driving skills and driving safety among older adults.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cognitive training with video games to improve driving skills and driving safety among older adults./
Author:	Belchior, Patricia Da Cunha.
Description:	209 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 5897.
Contained By:	Dissertation Abstracts International68-09B.
Subject:	Psychology, Psychobiology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3281502
ISBN:	9780549236009

Cognitive training with video games to improve driving skills and driving safety among older adults.
Belchior, Patricia Da Cunha.

Cognitive training with video games to improve driving skills and driving safety among older adults. - 209 p.

Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 5897.

Thesis (Ph.D.)--University of Florida, 2007.

Visual attention is one of the most important cognitive skills required for driving an automobile. Although this skill declines with aging, training in older ages has been shown to boost visual attention. Today the most approach for training older adults' visual attention is the UFOV. A practical drawback of using this training, however, is that equipment demands require that the training be done in a laboratory or clinical setting, which can be expensive and inaccessible for the general population. Given the importance of visual attention for driving performance and given the lack of widely available approaches to train this skill, there is a need to explore more inexpensive alternatives for training visual attention. One possible option for training visual attention in older individuals involves video games. Previous research with younger adults has shown positive effects of video game in training on the visual attention of college students, including in useful field of view tasks.

ISBN: 9780549236009Subjects--Topical Terms:

1000006609
Psychology, Psychobiology.

Cognitive training with video games to improve driving skills and driving safety among older adults.
LDR:04479nmm 2200337 4500 001 1000005351
005 20091102114812.5
008 091102s2007 ||||||||||||||||| ||eng d
020 $a 9780549236009
035 $a (UMI)AAI3281502
035 $a AAI3281502
040 $a UMI $c UMI{me_controlnum}
100 1 $a Belchior, Patricia Da Cunha. $3 1000006699
245 1 0 $a Cognitive training with video games to improve driving skills and driving safety among older adults.
300 $a 209 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: B, page: 5897.
500 $a Advisers: William Mann; Michael Marsiske.
502 $a Thesis (Ph.D.)--University of Florida, 2007.
520 $a Visual attention is one of the most important cognitive skills required for driving an automobile. Although this skill declines with aging, training in older ages has been shown to boost visual attention. Today the most approach for training older adults' visual attention is the UFOV. A practical drawback of using this training, however, is that equipment demands require that the training be done in a laboratory or clinical setting, which can be expensive and inaccessible for the general population. Given the importance of visual attention for driving performance and given the lack of widely available approaches to train this skill, there is a need to explore more inexpensive alternatives for training visual attention. One possible option for training visual attention in older individuals involves video games. Previous research with younger adults has shown positive effects of video game in training on the visual attention of college students, including in useful field of view tasks.
520 $a The current study investigated the impact of video game training on older adult's visual attention performance; in addition, it was investigated if such improvements would transfer to improved performance in a driving simulator task. Fifty-eight participants. Forty-five participants were assigned to one of the three intervention groups (action video game (Medal of Honor), Useful Field of View (UFOV), placebo control video game (Tetris)) and thirteen participants were assigned to a no contact control group. Before training and immediately after training participants from the intervention groups were evaluated in a UFOV test and in a driving simulator test. The intervention was composed of 6 training sessions, each of 1.5 hour duration.
520 $a Overall, the results suggest that the UFOV training improved visual attention significantly more than any other group. It was noted, however, that the two video game conditions (Medal of Honor and Tetris) experienced (non-significantly) more visual attention gain than the no contact control group; indeed, on one subtask (Selective attention), the Tetris group experienced significantly more gain than the no-contact control group, even though Tetris had been construed as a no-contact control. Despite general practice-related gain in driving simulator performance for all study groups, the results of the study further indicated that the visual attention gains were not transferred to a simulator driving performance.
520 $a In contrast, differential effects of the three training conditions were observed in participant Flow, an indicator of participant enjoyment and engagement. Participant's self-rated flow experience suggested that enjoyment improved over time for the two video game conditions (Medal of Honor, Tetris), but decreased for the more traditional computer-based UFOV training group. In a final study aim, consumer-oriented analyses of participants' opinions about the games they played were conducted. Results of these analyses suggested that video game were acceptable to this older adult population, and that many saw the games as a valid tool for mental exercise. Thus, although more work is needed to establish appropriate dosages, outcome measures, and to identify which games best improve visual attention, the positive evaluations of the games and positive Flow results lend preliminary support that video games can be acceptable and promising intervention tool.
590 $a School code: 0070.
650 4 $a Psychology, Psychobiology. $3 1000006609
650 4 $a Gerontology. $3 168436
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1000006131
690 $a 0349
690 $a 0351
690 $a 0382
710 2 $a University of Florida. $3 1000005466
773 0 $t Dissertation Abstracts International $g 68-09B.
790 1 0 $a Mann, William, $e advisor
790 1 0 $a Marsiske, Michael, $e advisor
790 $a 0070
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3281502