Enhanced Implicit Sequence Learning in College‐age Video Game Players and Musicians
By Jennifer C. Romano Bergstrom, James H. Howard Jr., Darlene V. Howard. 2012
96 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/2334bbfe28aa9e70a126f4e6e9e6703007938b17
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Thomas Hainey
- T. Connolly
- Elizabeth A. Boyle
- Shawn C. Green
- Daphne Bavelier
- Theodore Lim
- Michela Ott
- Richard E. Mayer
In Experimental and Cognitive Psychology
- Daphne Bavelier
- Shawn C. Green
- Thomas Hainey
- Richard E. Mayer
- Elizabeth Tipton
- T. Connolly
- Elizabeth A. Boyle
- Roxana Moreno
In Statistics and Probability
- Shawn C. Green
- Richard E. Mayer
- Benoit Bediou
- Deanne Adams
- Daphne Bavelier
- Elizabeth Tipton
- James Pustejovsky
- Katharine M. Conn
Citations in the corpus
- Meta-Analysis of Action Video Game Impact on Perceptual, Attentional, and Cognitive Skills (2018, background): “Studies involving clinical populations were systematically excluded (R. W. Li et al., 2011), as were studies comparing action video game players to particular populations such as musicians or bilinguals (Bergstrom, Howard, & Howard, 2012; Bialystok, 2006).”
- An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games (2016, background): “Romano Bergstrom, Howard, and Howard (2012) found that both game players and musicians showed significantly greater implicit learning of sequential context than a control group on both speed and accuracy measures.”