Abstract
Introduction. Computer applications are important for the development of preschoolers’ executive functions. This paper is the first study to overview foreign studies of computer game-based methods for the development of executive functions.
Theoretical Basis. The study describes (a) A. Miyake’s model of executive functions and (b) the cultural-historical approach.
Results. The study revealed the main reasons for the use and development of serious videogames. Their advantages over standard methods were as follows: (a) Some data indicated the developmental effect of the existing games. (b) Such a format of training tasks had a positive impact on motivation. (c) The game adapted flexibly to a trainee’s level. (d) Such tasks had a high ecological compatibility. The review analyzed the existing programs and applications for the development of preschoolers’ executive functions, which required the participation of parents or teachers in the process of training and organized peer interaction. The paper described the basic principles of creating serious games, which can not only adapt to the user’s development level, but also maintain motivation when training executive functions. The literature on the creation of serious video games showed the importance of a subject’s learning of certain sets of actions and their use in appropriate situations for the development of memory and inhibition. Timely actions were important for the development of cognitive flexibility.
Discussion. The comparison of the analyzed computer game-based methods made it possible to distinguish the most significant features, which can develop executive functions at preschool age. The findings can be successfully used for evaluating the existing applications and creating new videogames, aimed at the development of executive functions.
References
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Miyake A., Friedman N. P., Emerson M. J., Witzki A. H., Howerter A., Wager T. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 2000, V. 41, pp. 49–100.
Almazova O. V., Bukhalenkova D. A., Veraksa A. N. Proizvol'nost' v doshkol'nom vozraste: sravnitel'nyi analiz razlichnykh podkhodov i diagnosticheskogo instrumentariya. Natsional'nyi psikhologicheskii zhurnal – National Psychological Journal, 2016, no. 4 (24), pp. 14–22 (in Russian).
Diamond A., Lee K. Interventions shown to aid executive function development in children 4–12 years old. Science, 2011, V. 333, pp. 959–964.
Lehto J., Juujarvi P., Kooistra L., Pulkkinen L. Dimensions of executive functioning: evidence from children. The British Journal of Developmental Psychology, 2003, V. 21, pp. 59–80.
Mondéjar T., Hervás R., Johnson E., Gutierrez C., Latorre J. M. Correlation between Videogame Mechanics and Executive Functions through EEG analysis. Journal of Biomedical Informatics, 2016, V. 63, pp. 131–140.
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Sastre-Riba S. Early development and learning conditions: the role of the executive functions. Revue Neurologique, 2006, V. 42 (2), pp. 43–51.
Vygotsky L. S. Play and its role in the mental development of the child. In: Psikhologiya razvitiya rebenka [Psychology of child development]. Moscow, Smysl Publ., Eksmo Publ., 2004, pp. 200–235.
Axelsson A., Andersson R., Gulz A. Scaffolding executive function capabilities via play-&-learn software for preschoolers. Journal of Educational Psychology, 2016, V. 108 (7), pp. 969–981.
Montani V., De Filippo De Grazia M., Zorzi M. A new adaptive videogame for training attention and executive functions: design principles and initial validation. Frontiers in Psychology, 2014, V. 5 (409). DOI: 10.3389/fpsyg.2014.00409
Schuck S., Emmerson N., Ziv H., Collins P., Arastoo S., Warschauer M., et al. Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies. PLoS ONE, 2016, V. 11(10), e0164229. DOI: 10.1371/journal.pone.0164229
Lumsden J., Edwards E. A., Lawrence N. S., Coyle D., Munafò M. R. Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy. JMIR Serious Games, 2016, V. 4 (2), e11. DOI: 10.2196/games.5888
Hawkins G. E., Rae B., Nesbitt K. V., Brown S. D. Gamelike features might not improve data. Behavioral Research Methods, 2013, V. 45 (2), pp. 301–318.
Anderberg E., Axelsson A., Bengtsson S., Håkansson M., Lindberg L. Exploring the use of a teachable agent in a mathematical computer game for preschoolers. In: C. Balkenius, A. Gulz, M. Haake, B. Johansson. Intelligent, socially oriented technology, 2013, V. 154, pp. 161–171.
Holmes J., Gathercole S. E., Dunning D. L. Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 2009, V. 12, pp. F9–F15. DOI: 10.1111/j.1467-7687.2009.00848.x
Sirály E., Szabó Á., Szita B., Kovács V., Fodor Z., Marosi C., et al. Monitoring the early signs of cognitive decline in elderly by computer games: an MRI study. PLoS ONE, 2015, V. 10 (2), e0117918. DOI: 10.1371/journal.pone.0117918
Boot W. R., Blakely D. P., Simons D. J. Do action video games improve perception and cognition? Frontiers in Psychology, 2011, V. 2, 226, pp. 1–6. DOI: 10.3389/fpsyg.2011.00226
Hubert-Wallander B., Green C. S., Bavelier D. Stretching the limits of visual attention: the case of action videogames. Wiley Interdisciplinary Reviews: Cognitive Science, 2011a, V. 2, pp. 222–230. DOI: 10.1002/wcs.116
Kulikova T. I., Maliy D. V. The correlation between a passion for computer games and the school performance of younger schoolchildren. Psychology in Russia: State of the Art, 2015, V. 8 (3), pp. 124–136.
Latham A. J., Patston L. L., Tippett L. J. The virtual brain: 30 years of video-game play and cognitive abilities. Frontiers in Psychology, 2013, V. 4 (629), pp. 1–10. DOI: 10.3389/fpsyg.2013.00629
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