Going beyond video game consumption when considering Internet Gaming Disorder.

BACKGROUND: Recognizing the crucial importance of understanding the impact of video games on health in today's gaming-dominated world, our study aimed to investigate the relationship between gaming time and Internet Gaming Disorder (IGD). Despite the widespread assumption that a connection exists between both, previous studies have revealed highly variable associations, highlighting significant weaknesses in establishing a robust link. METHODS: To unravel this complex relationship, we recruited two independent samples of League of Legends players. We combined the collection of self-reported and actual gameplay data, together with assessments of mental health, personality traits, and cognitive abilities. RESULTS: Surprisingly, none of the gaming variables demonstrated a robust and stable association with IGD, regardless of whether players spent less than or more than 30 hours per week gaming-a threshold suggested by the American Psychiatric Association as a potential indicator of disordered gaming. Notably, mental health factors, such as anxiety, depression and ADHD, emerged as the most influential predictors of IGD. CONCLUSION: These findings, replicated across two independent samples, challenge the prevailing belief that limiting screen time alone effectively combats IGD. Instead, mental health factors play a crucial role in mitigating risks associated with gaming. Policies focusing solely on restricting screen time are insufficient in reducing the prevalence or symptoms of IGD. Rather, a comprehensive approach that considers mental health and key personality traits must be adopted to safeguard the well-being of individuals engaged in gaming.

The structure and development of explore-exploit decision making.

A critical component of human learning reflects the balance people must achieve between focusing on the utility of what they know versus openness to what they have yet to experience. How individuals decide whether to explore new options versus exploit known options has garnered growing interest in recent years. Yet, the component processes underlying decisions to explore and whether these processes change across development remain poorly understood. By contrasting a variety of tasks that measure exploration in slightly different ways, we found that decisions about whether to explore reflect (a) random exploration that is not explicitly goal-directed and (b) directed exploration to purposefully reduce uncertainty. While these components similarly characterized the decision-making of both youth and adults, younger participants made decisions that were less strategic, but more exploratory and flexible, than those of adults. These findings are discussed in terms of how people adapt to and learn from changing environments over time.Data has been made available in the Open Science Foundation platform (osf.io).

Childhood unpredictability and the development of exploration.

Early in development, the process of exploration helps children gather new information that fosters learning about the world. Yet, it is unclear how childhood experiences may influence the way humans approach new learning. What influences decisions to exploit known, familiar options versus trying a novel alternative? We found that childhood unpredictability, characterized by unpredictable caregiving and unstable living environments, was associated with reduced exploratory behavior. This effect holds while controlling for individual differences, including anxiety and stress. Individuals who perceived their childhoods as unpredictable explored less and were instead more likely to repeat previous choices (habitual responding). They were also more sensitive to uncertainty than to potential rewards, even when the familiar options yielded lower rewards. We examined these effects across multiple task contexts and via both in-person (N = 78) and online replication (N = 84) studies among 10- to 13-y-olds. Results are discussed in terms of the potential cascading effects of unpredictable environments on the development of decision-making and the effects of early experience on subsequent learning.

Robust within-session modulations of IAT scores may reveal novel dynamics of rapid change.

The Implicit Association Test (IAT) is employed in the domain of social psychology as a measure of implicit evaluation. Participants in this task complete blocks of trials where they are asked to respond to categories and attributes (e.g., types of faces and types of words). Reaction times in different blocks sharing certain response combinations are averaged and then subtracted from blocks with other response combinations and then normalized, the result of which is taken as a measure indicating implicit evaluation toward or away from the given categories. One assumption of this approach is stationarity of response time distributions, or at a minimum, that temporal dynamics in response times are not theoretically relevant. Here we test these assumptions, examine the extent to which response times change within the IAT blocks and, if so, how trajectories of change are meaningful in relation to external measures. Using multiple data sets we demonstrate within-session changes in IAT scores. Further, we demonstrate that dissociable components in the trajectories of IAT performance may be linked to theoretically distinct processes of cognitive biases as well as behaviors. The present work presents evidence that IAT performance changes within the task, while future work is needed to fully assess the implications of these temporal dynamics.

Multiple timescales of learning indicated by changes in evidence-accumulation processes during perceptual decision-making.

Evidence accumulation models have enabled strong advances in our understanding of decision-making, yet their application to examining learning has not been common. Using data from participants completing a dynamic random dot-motion direction discrimination task across four days, we characterized alterations in two components of perceptual decision-making (Drift Diffusion Model drift rate and response boundary). Continuous-time learning models were applied to characterize trajectories of performance change, with different models allowing for varying dynamics. The best-fitting model included drift rate changing as a continuous, exponential function of cumulative trial number. In contrast, response boundary changed within each daily session, but in an independent manner across daily sessions. Our results highlight two different processes underlying the pattern of behavior observed across the entire learning trajectory, one involving a continuous tuning of perceptual sensitivity, and another more variable process describing participants' threshold of when enough evidence is present to act.

Realistic and complex visual chasing behaviors trigger the perception of intentionality.

We not only perceive the physical state of the environment, but also the causal structures underlying the physical state. Determining whether an object has intentionality is a key component of this process. Among all possible intentions, the intention that has arguably been studied the most is chasing-often via a reasonably simple and stereotyped computer algorithm ("heat-seeking"). The current study investigated the perception of multiple types of chasing approaches and thus whether it is the intention of chasing that triggers the perception of chasing, whether the chasing agent and the agent being chased play equally important roles, and whether the perception of chasing requires the presence of both agents. We implemented a well-studied wolf chasing a sheep paradigm where participants viewed recordings of a disc (the wolf) chasing another disc (the sheep) among other distracting discs. We manipulated the types of chasing algorithms, the density of the distractors, the target agent in the task, and the presence of the agent being chased. We found that the participants could successfully identify the chasing agent in all conditions where both agents were present, albeit with different levels of performance (e.g., participants were best at detecting the chasing agent when the chasing agent engaged in a direct chasing strategy and were worst at detecting a human-controlled chasing agent). This work therefore extends our understanding of the types of cues that are and are not utilized by the visual system to detect the chasing intention.

Working memory is supported by learning to represent items as actions.

Working memory is typically described as a set of processes that allow for the maintenance and manipulation of information for proximal actions, yet the "action" portion of this construct is commonly overlooked. In contrast, neuroscience-informed theories of working memory have emphasized the hierarchical nature of memory representations, including both goals and sensory representations. These two representational domains are combined for the service of actions. Here, we tested whether, as it is commonly measured (i.e., with computer-based stimuli and button-based responses), working memory involved the planning of motor actions (i.e., specific button presses). Next, we examined the role of motor plan learning in successful working memory performance. Results showed that visual working memory performance was disrupted by unpredictable motor mappings, indicating a role for motor planning in working memory. Further, predictable motor mappings were in fact learned over the course of the experiment, thereby causing the measure of working memory to be partially a measure of participants' ability to learn arbitrary associations between visual stimuli and motor responses. Such learning was not highly specific to certain mappings; in sequences of short tasks, participants improved in their abilities to learn to represent items as actions in working memory. We discuss implications for working memory theories in light of hierarchical structure learning and ecological validity.

Expectation effects in working memory training.

There is a growing body of research focused on developing and evaluating behavioral training paradigms meant to induce enhancements in cognitive function. It has recently been proposed that one mechanism through which such performance gains could be induced involves participants' expectations of improvement. However, no work to date has evaluated whether it is possible to cause changes in cognitive function in a long-term behavioral training study by manipulating expectations. In this study, positive or negative expectations about cognitive training were both explicitly and associatively induced before either a working memory training intervention or a control intervention. Consistent with previous work, a main effect of the training condition was found, with individuals trained on the working memory task showing larger gains in cognitive function than those trained on the control task. Interestingly, a main effect of expectation was also found, with individuals given positive expectations showing larger cognitive gains than those who were given negative expectations (regardless of training condition). No interaction effect between training and expectations was found. Exploratory analyses suggest that certain individual characteristics (e.g., personality, motivation) moderate the size of the expectation effect. These results highlight aspects of methodology that can inform future behavioral interventions and suggest that participant expectations could be capitalized on to maximize training outcomes.

Assessing the functions underlying learning using by-trial and by-participant models: Evidence from two visual perceptual learning paradigms.

Inferred mechanisms of learning, such as those involved in improvements resulting from perceptual training, are reliant on (and reflect) the functional forms that models of learning take. However, previous investigations of the functional forms of perceptual learning have been limited in ways that are incompatible with the known mechanisms of learning. For instance, previous work has overwhelmingly aggregated learning data across learning participants, learning trials, or both. Here we approach the study of the functional form of perceptual learning on the by-person and by-trial levels at which the mechanisms of learning are expected to act. Each participant completed one of two visual perceptual learning tasks over the course of two days, with the first 75% of task performance using a single reference stimulus (i.e., "training") and the last 25% using an orthogonal reference stimulus (to test generalization). Five learning functions, coming from either the exponential or the power family, were fit to each participant's data. The exponential family was uniformly supported by Bayesian Information Criteria (BIC) model comparisons. The simplest exponential function was the best fit to learning on a texture oddball detection task, while a Weibull (augmented exponential) function tended to be the best fit to learning on a dot-motion discrimination task. The support for the exponential family corroborated previous by-person investigations of the functional form of learning, while the novel evidence supporting the Weibull learning model has implications for both the analysis and the mechanistic bases of the learning.

Testimony bias lingers across development under uncertainty.

Children have a powerful ability to track probabilistic information, but there are also situations in which young learners simply follow what another person says or does at the cost of obtaining rewards. This latter phenomenon, sometimes termed bias to trust in testimony, has primarily been studied in children preschool-age and younger, presumably because reasoning capacities improve with age. Less attention has been paid to situations in which testimony bias lingers-one possibility is that children revert to a testimony bias under conditions of uncertainty. Here, participants (4 to 9 years old) searched for rewards and received testimony that varied in reliability. We find support for testimony bias beyond preschool-age, particularly for uncertain testimony. Children were sensitive to trial-by-trial uncertainty (Experiment 1: N = 102, 59 boys, 43 girls; the sample included nine Hispanic/Latinx, 93 non-Hispanic/Latinx participants, of whom six were Black/African American, seven were Asian American, eight were multiracial, 77 were White, and four indicated "other" or did not respond), and with uncertainty defined as a one-time, unexpected change in the testimony (Experiment 3: N = 129; 68 boys, 61 girls; the sample included 12 Hispanic/Latinx, 117 non-Hispanic/Latinx [10 Black/African American, four Asian American, nine multiracial, 103 White, and three "other"]). However, the impact of the testimony bias decreased with age. These effects were specific to the testimony coming from another person as opposed to resulting from a computer glitch (Experiment 2: N = 89, 52 boys, 37 girls; five Hispanic/Latinx, 80 non-Hispanic/Latinx, of whom one was Black/African American, three were Asian American, 15 were multiracial, 66 were White, and four did not report race). Taken together, these experiments provide evidence of a disproportionate influence of testimony, even in children with more advanced reasoning skills. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Trajectories of performance change indicate multiple dissociable links between working memory and fluid intelligence.

Many areas of psychology assume that performance on tasks of interest is stable through time. Here, using time-sensitive modeling of working memory task performance, we show not only was this assumption incorrect, but that certain components of the performance trajectory (e.g., final task performance; rate of change) were independently predictive of fluid intelligence. This fact has clear implications for theoretical frameworks linking working memory and fluid intelligence, and beyond.

Action video game play facilitates "learning to learn".

Previous work has demonstrated that action video game training produces enhancements in a wide range of cognitive abilities. Here we evaluate a possible mechanism by which such breadth of enhancement could be attained: that action game training enhances learning rates in new tasks (i.e., "learning to learn"). In an initial controlled intervention study, we show that individuals who were trained on action video games subsequently exhibited faster learning in the two cognitive domains that we tested, perception and working memory, as compared to individuals who trained on non-action games. We further confirmed the causal effect of action video game play on learning ability in a pre-registered follow-up study that included a larger number of participants, blinding, and measurements of participant expectations. Together, this work highlights enhanced learning speed for novel tasks as a mechanism through which action video game interventions may broadly improve task performance in the cognitive domain.

Individual difference predictors of learning and generalization in perceptual learning.

Given appropriate training, human observers typically demonstrate clear improvements in performance on perceptual tasks. However, the benefits of training frequently fail to generalize to other tasks, even those that appear similar to the trained task. A great deal of research has focused on the training task characteristics that influence the extent to which learning generalizes. However, less is known about what might predict the considerable individual variations in performance. As such, we conducted an individual differences study to identify basic cognitive abilities and/or dispositional traits that predict an individual's ability to learn and/or generalize learning in tasks of perceptual learning. We first showed that the rate of learning and the asymptotic level of performance that is achieved in two different perceptual learning tasks (motion direction and odd-ball texture detection) are correlated across individuals, as is the degree of immediate generalization that is observed and the rate at which a generalization task is learned. This indicates that there are indeed consistent individual differences in perceptual learning abilities. We then showed that several basic cognitive abilities and dispositional traits are associated with an individual's ability to learn (e.g., simple reaction time; sensitivity to punishment) and/or generalize learning (e.g., cognitive flexibility; openness to experience) in perceptual learning tasks. We suggest that the observed individual difference relationships may provide possible targets for future intervention studies meant to increase perceptual learning and generalization.

The Search Patterns of Abdominal Imaging Subspecialists for Abdominal Computed Tomography: Toward a Foundational Pattern for New Radiology Residents.

OBJECTIVES: The routine search patterns used by subspecialty abdominal imaging experts to inspect the image volumes of abdominal/pelvic computed tomography (CT) have not been well characterized or rendered in practical or teachable terms. The goal of this study is to describe the search patterns used by experienced subspecialty imagers when reading a normal abdominal CT at a modern picture archiving and communication system workstation, and utilize this information to propose guidelines for residents as they learn to interpret CT during training. MATERIAL AND METHODS: Twenty-two academic subspecialists enacted their routine search pattern on a normal contrast-enhanced abdominal/pelvic CT study under standardized display parameters. Readers were told that the scan was normal and then asked to verbalize where their gaze centered and moved through the axial, coronal, and sagittal image stacks, demonstrating eye position with a cursor as needed. A peer coded the reported eye gaze movements and scrilling behavior. Spearman correlation coefficients were calculated between years of professional experience and the numbers of passes through the lung bases, liver, kidneys, and bowel. RESULTS: All readers followed an initial organ-by-organ approach. Larger organs were examined by drilling, while smaller organs by oscillation or scanning. Search elements were classified as drilling, scanning, oscillation, and scrilling (scan drilling); these categories were parsed as necessary. The greatest variability was found in the examination the body wall and bowel/mesentery. Two modes of scrilling were described, and these classified as roaming and zigzagging. The years of experience of the readers did not correlated to number of passes made through the lung bases, liver, kidneys, or bowel. CONCLUSION: Subspecialty abdominal radiologists negotiate through the image stacks of an abdominal CT study in broadly similar ways. Collation of the approaches suggests a foundational search pattern for new trainees.

Emotion perception in habitual players of action video games.

Action video game players (AVGPs) display superior performance in various aspects of cognition, especially in perception and top-down attention. The existing literature has examined these performance almost exclusively with stimuli and tasks devoid of any emotional content. Thus, whether the superior performance documented in the cognitive domain extend to the emotional domain remains unknown. We present 2 cross-sectional studies contrasting AVGPs and nonvideo game players (NVGPs) in their ability to perceive facial emotions. Under an enhanced perception account, AVGPs should outperform NVGPs when processing facial emotion. Yet, alternative accounts exist. For instance, under some social accounts, exposure to action video games, which often contain violence, may lower sensitivity for empathy-related expressions such as sadness, happiness, and pain while increasing sensitivity to aggression signals. Finally, under the view that AVGPs excel at learning new tasks (in contrast to the view that they are immediately better at all new tasks), the use of stimuli that participants are already experts at predicts little to no group differences. Study 1 uses drift-diffusion modeling and establishes that AVGPs are comparable to NVGPs in every decision-making stage mediating the discrimination of facial emotions, despite showing group difference in aggressive behavior. Study 2 uses the reverse inference technique to assess the mental representation of facial emotion expressions, and again documents no group differences. These results indicate that the perceptual benefits associated with action video game play do not extend to overlearned stimuli such as facial emotion, and rather indicate equivalent facial emotion skills in AVGPs and NVGPs. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Modulation of compatibility effects in response to experience: Two tests of initial and sequential learning.

Attentional control is a key component of goal-directed behavior. Modulation of this control in response to the statistics of the environment allows for flexible processing or suppression of relevant and irrelevant items in the environment. Modulation occurs robustly in compatibility-based attentional tasks, where incompatibility-related slowing is reduced when incompatible events are likely (i.e., the proportion compatibility effect; PCE). The PCE implicates dynamic changes in the measured compatibility effects that are central to fields of study such as attention, executive functions, and cognitive control. In these fields, stability in compatibility effects are generally assumed, which may be problematic if individual or group differences in measured compatibility effects may arise from differences in statistical learning speed or magnitude. Further, the sequential nature of many studies may lead the learning of certain statistics to be inadvertently applied to future behaviors. Here, we report tests of learning the PCE across conditions of task statistics and sequential blocks. We then test for the influence of feedback on the development of the PCE. We find clear evidence for the PCE, but no conclusive evidence for its slow development through experience. Initial experience with more incompatible trials selectively mitigated performance decreases in a subsequent block. Despite the lack of behavioral changes associated with patterns of learning, systematic within-task changes in compatibility effects remain an important possible source of variation in a wide range of attention research.

Auditory cognition and perception of action video game players.

A training method to improve speech hearing in noise has proven elusive, with most methods failing to transfer to untrained tasks. One common approach to identify potentially viable training paradigms is to make use of cross-sectional designs. For instance, the consistent finding that people who chose to avidly engage with action video games as part of their normal life also show enhanced performance on non-game visual tasks has been used as a foundation to test the causal impact of such game play via true experiments (e.g., in more translational designs). However, little work has examined the association between action video game play and untrained auditory tasks, which would speak to the possible utility of using such games to improve speech hearing in noise. To examine this possibility, 80 participants with mixed action video game experience were tested on a visual reaction time task that has reliably shown superior performance in action video game players (AVGPs) compared to non-players (≤ 5 h/week across game categories) and multi-genre video game players (> 5 h/week across game categories). Auditory cognition and perception were tested using auditory reaction time and two speech-in-noise tasks. Performance of AVGPs on the visual task replicated previous positive findings. However, no significant benefit of action video game play was found on the auditory tasks. We suggest that, while AVGPs interact meaningfully with a rich visual environment during play, they may not interact with the games' auditory environment. These results suggest that far transfer learning during action video game play is modality-specific and that an acoustically relevant auditory environment may be needed to improve auditory probabilistic thinking.

Perceptual Learning of Appendicitis Diagnosis in Radiological Images.

A sizeable body of work has demonstrated that participants have the capacity to show substantial increases in performance on perceptual tasks given appropriate practice. This has resulted in significant interest in the use of such perceptual learning techniques to positively impact performance in real-world domains where the extraction of perceptual information in the service of guiding decisions is at a premium. Radiological training is one clear example of such a domain. Here we examine a number of basic science questions related to the use of perceptual learning techniques in the context of a radiology-inspired task. On each trial of this task, participants were presented with a single axial slice from a CT image of the abdomen. They were then asked to indicate whether or not the image was consistent with appendicitis. We first demonstrate that, although the task differs in many ways from standard radiological practice, it nonetheless makes use of expert knowledge, as trained radiologists who underwent the task showed high (near ceiling) levels of performance. Then, in a series of four studies we show that (1) performance on this task does improve significantly over a reasonably short period of training (on the scale of a few hours); (2) the learning transfers to previously unseen images and to untrained image orientations; (3) purely correct/incorrect feedback produces weak learning compared to more informative feedback where the spatial position of the appendix is indicated in each image; and (4) there was little benefit seen from purposefully structuring the learning experience by starting with easier images and then moving on to more difficulty images (as compared to simply presenting all images in a random order). The implications for these various findings with respect to the use of perceptual learning techniques as part of radiological training are then discussed.