Enhanced disengagement of auditory attention and phonological skills in action video gamers

Mancarella, Martina; Antzaka, Alexia; Bertoni, Sara; Facoetti, Andrea; Lallier, Marie

doi:10.1016/j.chb.2022.107344

Cited by 11 publications

(5 citation statements)

References 81 publications

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“…Mastery of metadiscourse can support learners in formulating their speech in a coherent structure and articulating their views assertively and respectfully. These abilities underline the significance of metadiscourse instruction in EFL learning and highlight its profound impact on EFL learners' overall development, particularly within the Chinese context (Doiz & Lasagabaster, 2022;Englebretson, 2007;Eysenck & Keane, 2015;Mancarella et al, 2022;Yang, 2014). The subsequent sections of this work delve into the role of metadiscourse in the EFL context in China.…”

Section: Metadiscourse and Its Importance In Efl Learningmentioning

confidence: 83%

“…In the domain of writing, the judicious employment of metadiscourse elements can significantly improve the coherence and persuasiveness of students' arguments. This ability becomes particularly crucial for Chinese EFL learners who must adeptly make a transition from the characteristically circular argumentative style of Mandarin to the linear, explicitly articulated discourse seen in English (Mancarella et al, 2022). Thus, metadiscourse provides the tools to bridge these stylistic divides, enabling learners to construct clear, cogent arguments in their second language.…”

Section: Role Of Metadiscourse In Improving Reading Comprehension And...mentioning

confidence: 99%

“…Working memory allows for temporarily storing and manipulating information, a pivotal role in reading comprehension. Attention aids in prioritizing relevant information for effective processing, while a comprehensive understanding of language-including components such as vocabulary, syntactic awareness, and phonological skills-heavily influences the ability to decipher and understand a text (Mancarella et al, 2022;Eysenck & Keane, 2015;Stanovich, 1980;Vygotsky, 1978).…”

Section: Reading Comprehension In the Context Of Efl Learningmentioning

confidence: 99%

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Unveiling the Role of Explicit Metadiscourse Instruction, Language Proficiency, and Content Familiarity in EFL Reading Comprehension: A Comprehensive Review

Chen,

Krish,

Velarde

2023

WJEL

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This review comprehensively explores the integral role of explicit metadiscourse instruction and language proficiency and content familiarity in the context of reading comprehension among learners of English as a Foreign Language (EFL). Drawing upon a wide-ranging analysis of empirical studies spanning two decades (2003-2023), the review illuminates the intricate dynamics between these key components. It underscores how metadiscourse markers, as vital linguistic devices, significantly impact the learners' processing, comprehension, and retention of information. The importance of language proficiency emerges as a decisive factor, shaping the degree to which EFL learners can effectively utilize metadiscourse markers to enhance their reading comprehension skills. Moreover, the review accentuates the critical synergistic relationship between content familiarity and the efficacy of metadiscourse instruction, shedding light on how prior knowledge can optimize learning outcomes. It identifies significant gaps in existing research, emphasizing the need for a more integrated approach that simultaneously considers metadiscourse instruction, language proficiency, and content familiarity. The review concludes by advocating for greater emphasis on explicit metadiscourse instruction in EFL pedagogy, positioning this work as a synthesis of current knowledge and a guidepost for future research and instructional innovation in EFL reading comprehension.

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Section: Metadiscourse and Its Importance In Efl Learningmentioning

confidence: 83%

Section: Role Of Metadiscourse In Improving Reading Comprehension And...mentioning

confidence: 99%

Section: Reading Comprehension In the Context Of Efl Learningmentioning

confidence: 99%

See 1 more Smart Citation

Unveiling the Role of Explicit Metadiscourse Instruction, Language Proficiency, and Content Familiarity in EFL Reading Comprehension: A Comprehensive Review

Chen,

Krish,

Velarde

2023

WJEL

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show abstract

“…Accordingly, their ability to focus visual attention and concentrate on the task in hand increases. Indeed, not only is the direction of visual attention improved, but also that of auditory attention ( Mancarella et al, 2022 ) consequently these changes are followed by impressive improvements in their reading ( Peters et al, 2019 ).…”

Section: Action Video Gamesmentioning

confidence: 99%

The visual basis of reading and reading difficulties

Stein

2022

Front. Neurosci.

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Most of our knowledge about the neural networks mediating reading has derived from studies of developmental dyslexia (DD). For much of the 20th C. this was diagnosed on the basis of finding a discrepancy between children’s unexpectedly low reading and spelling scores compared with their normal or high oral and non-verbal reasoning ability. This discrepancy criterion has now been replaced by the claim that the main feature of dyslexia is a phonological deficit, and it is now argued that we should test for this to identify dyslexia. However, grasping the phonological principle is essential for all learning to read; so every poor reader will show a phonological deficit. The phonological theory does not explain why dyslexic people, in particular, fail; so this phonological criterion makes it impossible to distinguish DD from any of the many other causes of reading failure. Currently therefore, there is no agreement about precisely how we should identify it. Yet, if we understood the specific neural pathways that underlie failure to acquire phonological skills specifically in people with dyslexia, we should be able to develop reliable means of identifying it. An important, though not the only, cause in people with dyslexia is impaired development of the brain’s rapid visual temporal processing systems; these are required for sequencing the order of the letters in a word accurately. Such temporal, “transient,” processing is carried out primarily by a distinct set of “magnocellular” (M-) neurones in the visual system; and the development of these has been found to be impaired in many people with dyslexia. Likewise, auditory sequencing of the sounds in a word is mediated by the auditory temporal processing system whose development is impaired in many dyslexics. Together these two deficits can therefore explain their problems with acquiring the phonological principle. Assessing poor readers’ visual and auditory temporal processing skills should enable dyslexia to be reliably distinguished from other causes of reading failure and this will suggest principled ways of helping these children to learn to read, such as sensory training, yellow or blue filters or omega 3 fatty acid supplements. This will enable us to diagnose DD with confidence, and thus to develop educational plans targeted to exploit each individual child’s strengths and compensate for his weaknesses.

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“…However, a number of video games, including puzzles or turn-based strategy games which do not need rapid decision making and focus on long-term planning, apply smaller loads on the attention system [10]. Mancarella et al (2022) [13] assessed two adult groups, namely a group with experience in playing action video games (AVG) and another one with no such experience (NVAG), in an attention orientation task, a set of phonological tasks, and a reading task. In the end, the AVG players generally exhibited faster spatial localization of auditory targets and faster attentional disengagement.…”

Section: Introductionmentioning

confidence: 99%

Effects of Electronic Sports on the Cognitive Skills of Attention, Working Memory, and Cognitive Flexibility

Imanian,

Khatibi,

Heydarinejad

et al. 2024

Preprint

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Increasing popularity of electronic sports (esports) prompted the authors of this paper to explore the effects of esports in the cognitive skills of attention, working memory, and cognitive skills among gamers. A total of 40 undergraduate physical education students with no history of playing esports participated in this study. The students were randomly assigned to two groups, namely Singe Players and CO-Players. The two groups played the esport FIFA in single player and co-player modes for a period of eight weeks. Stroop task was used to assess changes in attention while working memory was assessed through N-back task and cognitive flexibility was explored using Wisconsin card test. In addition, paired sample t-test was used to evaluate changes in both single-players and co-players while potential variations between the two groups were analyzed using two-way ANOVA. The findings suggested that FIFA can improve attention and working memory in both single-player and co-player groups. However, cognitive flexibility was only improved for the co-player group. These findings show that esports can improve a number of cognitive skills such as attention, working memory, and cognitive flexibility and that these techniques can be used towards different goals including learning and instruction.

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Enhanced disengagement of auditory attention and phonological skills in action video gamers

Cited by 11 publications

References 81 publications

Unveiling the Role of Explicit Metadiscourse Instruction, Language Proficiency, and Content Familiarity in EFL Reading Comprehension: A Comprehensive Review

Unveiling the Role of Explicit Metadiscourse Instruction, Language Proficiency, and Content Familiarity in EFL Reading Comprehension: A Comprehensive Review

The visual basis of reading and reading difficulties

Effects of Electronic Sports on the Cognitive Skills of Attention, Working Memory, and Cognitive Flexibility

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