Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vided real-time feed­back on their brain­wave activ­ity and taught to alter their typ­i­cal EEG pat­tern to one that is con­sis­tent with a focused and atten­tive state. Accord­ing to neu­ro­feed­back pro­po­nents, this often results in improved atten­tion and reduced hyperactive/impulsive behavior.

Sev­eral years ago I sum­ma­rized the sci­en­tific sup­port for neu­ro­feed­back treat­ment — see here - and noted that Read the rest of this entry »

There were a few inter­est­ing research papers pre­sented at the last  Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion con­ven­tions around the theme:

Play­ing Video Games Offers Learn­ing Across Life Span, Say Stud­ies
– Skills Trans­fer to Class­room, Sur­gi­cal Pro­ce­dures, Sci­en­tific Think­ing (press release).

Prob­a­bly the most inter­est­ing study was that of 303 laparo­scopic sur­geons, which “showed that sur­geons who played video games requir­ing spa­tial skills and hand dex­ter­ity and then per­formed a drill test­ing these skills were sig­nif­i­cantly faster at their first attempt and across all 10 tri­als than the sur­geons who did not the play video games first.”

The note goes fur­ther to explain the impli­ca­tions from this research:

“The big pic­ture is that there are sev­eral dimen­sions on which games have effects, includ­ing the amount they are played, the con­tent of each game, what you have to pay atten­tion to on the screen, and how you con­trol the motions,” said Gen­tile. “This means that games are not “good’ or bad,’ but are pow­er­ful edu­ca­tional tools and have many effects we might not have expected they could.”

Very thought­ful quote. Please note a few ele­ments about Read the rest of this entry »