Although previous meta-analyses have documented the efficacy of computerassisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage (d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors' analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction.

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While a well-established body of empirical work indicates that engaging in mentally stimulating activities is linked to positive physical and mental health outcomes, relatively few studies have specifically examined the impact that video game training can have on cognitive functioning and well-being. Given the substantial implications that such work has for an ever-growing older adult population, this area of research has begun to pique the interest of researchers world-wide.The present study employed an experimental paradigm to explore the impact of a Nintendo DS video game, Brain Age, on the cognitive functioning, self-efficacy, self-esteem, and video game attitudes of adults aged 65 and older. A total of 35 participants were recruited from various Senior Centers located in the San Fernando Valley and were randomly assigned to an intervention group that played Brain Age for five weeks (three hours of supervised training per week) or a control group that was only required to complete an assessment battery before and after a five week period. Findings stemming from ANCOVA analyses in which pre-test scores (and in the case of cognitive outcome variables, a separate cognitive screener) served as covariates indicated significant group differences with regards to brief arithmetic and syllable count assessments, and marginally significant differences on the basis of the Stroop Interference Test. While all the effects for self-efficacy, self-esteem, and a newly developed video game attitudes scale were in the predicted direction, no statistically significant group differences were found. Findings across the 16 examined outcome variables also indicate larger effects among cognitive outcome variables that are directly practiced via the intervention. Such findings also indicate larger effects among timed over nontimed cognitive measures, and among cognitive over affective/attitudinal variables. Notwithstanding limitations concerning the transferability of trained skills to a broader set of cognitive abilities, the current study's evidence suggests that playing a simple, inexpensive, and easily accessible videogame can enhance some aspects of cognitive functioning. These findings hold significant implications for the millions of older Americans looking for technologicallyoriented avenues by which to sharpen their cognitive skills. DedicationTo GodThe only one I know that does not need confidence intervals to understand the world we live in.vi Acknowledgement