COMPUTER GAMES AND INFORMATION-PROCESSING SKILLS

To assess the association of past use of computer games and parallel-p rocessing skills as measured by tests of discrimination perception usi ng computers 46 boys and girls in kindergarten, aged 4 to 6 years, wer e classified into 17 player and 17 nonplayer groups by their enthusias m for computer games. There were no significant differences between th e two groups in correct responses; however, RTs of players were signif icantly faster than those of nonplayers. RTs were different to color a nd shape. Experiences with computer games might develop information-pr ocessing skills.