***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: The authors investigated the effect of action gaming  on the spatial distribution of attention . The authors used the flanker compatibility effect to separately assess center and peripheral attentional re sources in  gamers versus nongamers . Gamers exhibited an enhancement in attentional re sources compared with nongamers , not only in the periphery but also in central vision . The authors then used a target localization task to unambiguously establish that gaming enhances the spatial distribution of visual attention over a wide field of view . Gamers were more accurate than nongamers at all eccentricities tested , and the advantage held even when a concurrent center task was added , ruling out a trade-off between central and peripheral attention . By establishing the causal role of gaming through training studies , the authors demonstrate that  action gaming  enhances visuospatial attention throughout the visual field Increased preference for immediate over delayed rewards and for risky over certain rewards has been associated with unhealthy behavioral choices . Motivated by evidence that enhanced cognitive control can shift choice behavior away from immediate and risky rewards , we tested whether training executive cognitive function could influence choice behavior and brain responses . In this r and omized controlled trial , 128 young adults ( 71 male , 57 female ) participated in 10 weeks of training with either a commercial web-based cognitive training program or web-based video games that do not specifically target executive function or adapt the level of difficulty throughout training . Pretraining and post-training , participants completed  cognitive assessment s and  functional magnetic resonance imaging  during performance of the following vali date d decision-making tasks : delay discounting ( choices between smaller rewards now vs larger rewards in the future ) and risk sensitivity ( choices between larger riskier rewards vs smaller certain rewards ) . Contrary to our hypothesis , we found no evidence that cognitive training influences neural activity during decision-making ; nor did we find effects of cognitive training on measures of delay discounting or risk sensitivity . Participants in the commercial training condition improved with practice on the specific tasks they performed during training , but participants in both conditions showed similar improvement on st and ardized cognitive measures over time . Moreover , the degree of improvement was comparable to that observed in individuals who were reassessed without any training whatsoever . Commercial adaptive cognitive training appears to have no benefits in healthy young adults above those of st and ard video games for measures of brain activity , choice behavior , or cognitive performance . SIGNIFICANCE STATEMENT Engagement of neural regions and circuits important in executive cognitive function can bias behavioral choices away from immediate rewards . Activity in these regions may be enhanced through adaptive cognitive training . Commercial brain training programs cl aim to improve a broad range of mental processes ; however , evidence for transfer beyond trained tasks is mixed . We undertook the first r and omized controlled trial of the effects of commercial adaptive cognitive training ( Lumosity ) on neural activity and decision-making in young adults ( N = 128 ) compared with an active control ( playing on-line video games ) . We found no evidence for relative benefits of cognitive training with respect to changes in decision-making behavior or brain response , or for cognitive task performance beyond those specifically trained Background Previous evidence points to a causal link between playing action video games and enhanced cognition and perception . However , benefits of playing other video games are under-investigated . We examined whether playing non-action games also improves cognition . Hence , we compared transfer effects of an action and other non-action types that required different cognitive dem and s. Methodology /Principal Findings We instructed 5 groups of non-gamer participants to  play one game each on a mobile device ( iPhone/iPod Touch )  for one hour a day/five days a week over four weeks ( 20 hours ) . Games included action , spatial memory , match-3 , hidden- object , and an agent-based life simulation . Participants performed four behavioral tasks before and after video game training to assess for transfer effects . Tasks included an attentional blink task , a spatial memory and visual search dual task , a visual filter memory task to assess for multiple object tracking and cognitive control , as well as a complex verbal span task .  Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking . Match-3 , spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory . Complex verbal span improved after match-3 and action game training . Conclusion / Significance Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition . We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying dem and s. Overall , these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control , but instead due to frequent utilization of specific cognitive processes during game play . Thus , many video game training related improvements to cognition may be attributed to near-transfer effects The idea that video games or computer-based applications can improve cognitive function has led to a proliferation of programs cl aim ing to " train the brain . " However , there is often little scientific basis in the development of commercial training programs , and many research -based programs yield inconsistent or weak results . In this study , we sought to better underst and the nature of cognitive abilities tapped by casual video games and thus reflect on their potential as a training tool . A moderately large sample of participants ( n=209 ) played 20 web-based casual games and performed a battery of cognitive tasks . We used cognitive task analysis and multivariate statistical techniques to characterize the relationships between performance metrics . We vali date d the cognitive abilities measured in the task battery , examined a task analysis -based categorization of the casual games , and then characterized the relationship between game and task performance . We found that games categorized to tap working memory and reasoning were robustly related to performance on working memory and fluid intelligence tasks , with fluid intelligence best predicting scores on working memory and reasoning games . We discuss these results in the context of overlap in cognitive processes engaged by the cognitive tasks and casual games , and within the context of assessing near and far transfer . While this is not a training study , these findings provide a methodology to assess the validity of using certain games as training and assessment devices for specific cognitive abilities , and shed light on the mixed transfer results in the computer-based training literature . Moreover , the results can inform design of a more theoretically-driven and method ologically-sound cognitive training program OBJECTIVE The aim of the present study was to determine whether aerobic exercise involving an active video game system improved asthma control , airway inflammation and exercise capacity in children with moderate to severe asthma . DESIGN A r and omized , controlled , single-blinded clinical trial was carried out . Thirty-six children with moderate to severe asthma were r and omly allocated to either a video game group ( VGG ; N = 20 ) or a treadmill group ( TG ; n = 16 ) . Both groups completed an eight-week supervised program with two weekly 40-minute sessions . Pre-training and post-training evaluations involved the Asthma Control Question naire , exhaled nitric oxide levels ( FeNO ) , maximum exercise testing ( Bruce protocol ) and lung function . RESULTS No differences between the VGG and TG were found at the baseline . Improvements occurred in both groups with regard to asthma control and exercise capacity . Moreover , a significant reduction in FeNO was found in the VGG ( p < 0.05 ) . Although the mean energy expenditure at rest and during exercise training was similar for both groups , the maximum energy expenditure was higher in the VGG . CONCLUSION The present findings strongly suggest that aerobic training promoted by an active video game had a positive impact on children with asthma in terms of clinical control , improvement in their exercise capacity and a reduction in pulmonary inflammation . TRIAL REGISTRATION Clinical trials.gov NCT01438294 Research ers have studied whether some youth are “ addicted ” to video games , but previous studies have been based on regional convenience sample s. Using a national sample , this study gathered information about video-gaming habits and parental involvement in gaming , to determine the percentage of youth who meet clinical -style criteria for pathological gaming . A Harris poll surveyed a r and omly selected sample of 1,178 American youth ages 8 to 18 . About 8 % of video-game players in this sample exhibited pathological patterns of play . Several indicators documented convergent and divergent validity of the results : Pathological gamers spent twice as much time playing as nonpathological gamers and received poorer grade s in school ; pathological gaming also showed comorbidity with attention problems . Pathological status significantly predicted poorer school performance even after controlling for sex , age , and weekly amount of video-game play . These results confirm that pathological gaming can be measured reliably , that the construct demonstrates validity , and that it is not simply isomorphic with a high amount of play CONTEXT Cognitive function in older adults is related to independent living and need for care . However , few studies have addressed whether improving cognitive functions might have short- or long-term effects on activities related to living independently . OBJECTIVE To evaluate whether 3 cognitive training interventions improve mental abilities and daily functioning in older , independent-living adults . DESIGN R and omized , controlled , single-blind trial with recruitment conducted from March 1998 to October 1999 and 2-year follow-up through December 2001 . SETTING AND PARTICIPANTS Volunteer sample of 2832 persons aged 65 to 94 years recruited from senior housing , community centers , and hospital/clinics in 6 metropolitan areas in the United States . INTERVENTIONS Participants were r and omly assigned to 1 of 4 groups : 10-session group training for memory ( verbal episodic memory ; n = 711 ) , or reasoning ( ability to solve problems that follow a serial pattern ; n = 705 ) , or speed of processing ( visual search and identification ; n = 712 ) ; or a no-contact control group ( n = 704 ) . For the 3 treatment groups , 4-session booster training was offered to a 60 % r and om sample 11 months later . MAIN OUTCOME MEASURES Cognitive function and cognitively dem and ing everyday functioning . RESULTS Thirty participants were incorrectly r and omized and were excluded from the analysis . Each intervention improved the targeted cognitive ability compared with baseline , durable to 2 years ( P<.001 for all ) . Eighty-seven percent of speed- , 74 % of reasoning- , and 26 % of memory-trained participants demonstrated reliable cognitive improvement immediately after the intervention period . Booster training enhanced training gains in speed ( P<.001 ) and reasoning ( P<.001 ) interventions ( speed booster , 92 % ; no booster , 68 % ; reasoning booster , 72 % ; no booster , 49 % ) , which were maintained at 2-year follow-up ( P<.001 for both ) . No training effects on everyday functioning were detected at 2 years . CONCLUSIONS Results support the effectiveness and durability of the cognitive training interventions in improving targeted cognitive abilities . Training effects were of a magnitude equivalent to the amount of decline expected in elderly persons without dementia over 7- to 14-year intervals . Because of minimal functional decline across all groups , longer follow-up is likely required to observe training effects on everyday function Background Do brain training games work ? The beneficial effects of brain training games are expected to transfer to other cognitive functions . Yet in all honesty , beneficial transfer effects of the commercial brain training games in young adults have little scientific basis . Here we investigated the impact of the brain training game ( Brain Age ) on a wide range of cognitive functions in young adults . Methods We conducted a double-blind ( de facto masking ) r and omized controlled trial using a popular brain training game ( Brain Age ) and a popular puzzle game ( Tetris ) .  Thirty-two volunteers were recruited through an advertisement in the local newspaper and r and omly assigned to either of two game groups ( Brain Age , Tetris ) . Participants in both the Brain Age and the Tetris groups played their game for about 15 minutes per day , at least 5 days per week , for 4 weeks . Measures of the cognitive functions were conducted before and after training . Measures of the cognitive functions fell into eight categories ( fluid intelligence , executive function , working memory , short-term memory , attention , processing speed , visual ability , and reading ability ) . Results and Discussion Our results showed that commercial brain training game improves executive functions , working memory , and processing speed in young adults . Moreover , the popular puzzle game can engender improvement attention and visuo-spatial ability compared to playing the brain training game . The present study showed the scientific evidence which the brain training game had the beneficial effects on cognitive functions ( executive functions , working memory and processing speed ) in the healthy young adults . Conclusions Our results do not indicate that everyone should play brain training games . However , the commercial brain training game might be a simple and convenient means to improve some cognitive functions . We believe that our findings are highly relevant to applications in educational and clinical fields . Trial Registration UMIN Clinical Trial Registry 000005618 Background A variety of studies have demonstrated gains in cognitive ability following  cognitive training interventions . However , other studies have not shown such gains , and questions remain regarding the efficacy of specific cognitive training interventions . Cognitive training research often involves programs made up of just one or a few exercises , targeting limited and specific cognitive endpoints . In addition , cognitive training studies typically involve small sample s that may be insufficient for reliable measurement of change . Other studies have utilized training periods that were too short to generate reliable gains in cognitive performance . Methods The present study evaluated an online cognitive training program comprised of 49  exercises  targeting a variety of cognitive capacities . The cognitive training program was compared to an active control condition in which participants completed crossword puzzles .  All participants were recruited , trained , and tested online ( N = 4,715 fully evaluable participants ) . Participants in both groups were instructed to complete one approximately 15-minute session at least 5 days per week for 10 weeks . Results Participants r and omly assigned to the treatment group improved significantly more on the primary outcome measure , an aggregate measure of neuropsychological performance , than did the active control group ( Cohen ’s d effect size = 0.255 ; 95 % confidence interval = [ 0.198 , 0.312 ] ) . Treatment participants showed greater improvements than controls on speed of processing , 
    Output:
    
The majority of the retrieved studies used commercial video games , and action games in particular , which result ed to be the most commonly used , closely followed by puzzle games .
Conclusion : Overall , findings give evidence s of benefits of video games training on cognitive and emotional skills in relation to the healthy adult population , especially on young adults .
Efficacy has been demonstrated not only for non-commercial video games or commercial brain-training programs , but for commercial video games as well