Numerical Reasoning Ability and Irrational Beliefs in Problem Gambling

Numerous studies have shown that pathological gamblers are particularly prone to various cognitive biases that may explain why they continue to gamble despite having occurred substantial losses. A common explanation advanced to account for this finding is that pathological gamblers may have poorer numerical or statistical knowledge than other people. Addressing these deficits is therefore seen as one possible way in which to assist pathological gamblers or prevent the development of problematic behaviour within the broader community. The aim of this study was test this assumption by assessing the numerical reasoning skills, objective gambling knowledge and tendency towards biased reasoning in a sample of 90 regular poker-machine gamblers (pathological and non-pathological) and a non-gambling comparison group (n = 45). Analyses based on both group comparisons and regression analyses controlling for differences in educational attainment showed that pathological gamblers scored significantly higher on the cognitive biases measure than other gamblers. However, this difference could not be attributed to poorer knowledge of gambling odds or limited numerical ability among pathological gamblers. The findings suggest that educating pathological gamblers with greater knowledge about the odds of gambling is unlikely to be an effective harm minimisation strategy.     

Knowledge and Beliefs About Gambling in Australian Secondary School Students and their Implications for Education Strategies

This study investigated the nature of gambling-related knowledge and beliefs in a survey study of 2,669 students aged 13–17 years in South Australia. Students were classified as pathological gamblers, at risk, or not at risk based upon the DSM-IV-J, and their responses to questions relating to objective odds, probabilities, and common misperceptions were compared. The study confirmed previous studies which have shown that pathological gamblers are more susceptible to erroneous beliefs concerning randomness and chance, but do not differ in terms of their knowledge of objective odds. These findings were discussed in terms of Ladouceur’s notion of “cognitive switching” and the distinction drawn between “hot” and “cold” cognitions in clinical outcome studies. The implications for school-based education programs are examined with attention given to the potential value of role-playing and simulations in encouraging student reflection and self-awareness.     

Is Video-Game Playing a Risk Factor for Pathological Gambling in Australian Adolescents?

Very little research has been conducted to examine the relationship between video-game playing and gambling in adolescence. In this study, 2,669 adolescents aged 13–17 years were surveyed to obtained details of their involvement in gambling and video-game playing as well as a measure of pathological gambling (the DSM-IV-J). The results showed that, the frequency of video game playing was significantly related to pathological gambling, but that the effect size was very small and largely accounted for by the greater popularity of both activities amongst boys. There was some evidence for stronger associations between technologically similar activities, namely arcade video games and an interest in gaming machines, but other factors discussed in the paper may also account for this association. In summary, the findings suggested that playing video-games is unlikely to be a significant risk factor for pathological gambling during adolescence.