Its primary weakness is in situations where it cannot be place horizontally without covering empty space, or when building vertically is a risky endeavor. Still, the L Block can either provide vital closure in most scenarios, or create surfaces for S and Z Blocks to cleanly fit onto.
On an open field, the Square Block can be correctly placed almost anywhere — in either corner to build towards a four-line clear, or somewhere in the middle to begin a pyramid at ultra-high levels of play. The Square Block helps make this possible by being flat on all four sides, allowing it to consistently close gaps over disjointed rows. It also represents wholeness and unity through its perfect squareness, which can help the player achieve the sort of mental clarity needed to handle tense moments in Tetris.
Without it, players would be unable to clear more than three lines at a time, and at that point why even bother? People wanna hear an NES sound chip flip the F out as four perfect lines are erased from existence. The game also features player vs CPU and contains hidden extras based on the anime series. Tetris Elements Windows, Mac OS ImaginEngine Includes classic Tetris and five variations: Stratosphere, which features meteors that can either help or hurt in eliminating rows; Earthquake, where tremors shake the falling shapes and move them around; Tempest, a double Tetris game where players are switched back and forth between screens; Ice, which has falling icicles that will knock into the falling shapes and make them crash down; and Fire, where heat can cause a chain reaction and melt multiple rows.
Includes local multiplayer and online multiplayer support. All based around the NES era of games. Includes play over Xbox Live. Includes online Leaderboards and game playback. Leaderboards can be based on Facebook friends, encouraging the "friends" aspect.
Three game modes: Pop, Mix, Chrono. Tetris Pop to be released worldwide for mobile devices. Expected Winter Online players can compete with Tetris Party players i. The focus of the game is multiplayer, where players can compete with other players around the world in real-time. Tetris Battle Facebook Tetris Online Similar in design to Tetris Friends, this game features competitive Tetris modes against friends or random people. Both direct "battles" and competitive line sprints are included.
Tetris Stars Facebook Tetris Online Free-to-play, this casual arcade "digging" style game features a social leaderboard with friends, mouse-based controls, and power up items. Terms related to list of tetris variants :. Source s : Wikipedia Games Creative Commons.
Designed by Alexey Pajitnov and developed by Doka. Designed by Alexey Pazhitnov. Alexey Pajitnov's fourth and final official game in the "Tris" series. One mode, "Bombliss", features bomb blocks that destroy surrounding blocks when a line is completed. Uses disconnected colored tetrominoes instead of adjacent type tetrominoes, the goal of Tetris 2 is to clear all the bombs by making the blocks of the same color stick together. Similar to Puyo Puyo in use of competitive mode, characters, and humorous storyline.
Sparkliss is similar to Bombliss, but the bombs have orthogonal explosions. Added to the classic Tetris is the new Puzzle Mode. Uses some of the tetrominoes as well as two 3-block piece with different gameplay than standard Tetris.
Includes Normal Tetris , Giga Tetris that has tetriminoes of different sizes, and Bio Tetris that adjusts itself based on feedback from a heartbeat measuring clip that attaches to the user's ear.
Released in Japan, designed for seasoned and skilled Tetris players. Tetrominoes start out with two blocks and increase with further lines. Tetris with a new feature: when a block 4 by 4 square is made, the tetrominos used to form the square are merged as block squares. Intracranially delivered protein-synthesis inhibitors block reconsolidation and weaken fear memory in animals Nader et al.
Various nonpharmacological techniques have been employed in experimental trials with humans. Electroconvulsive therapy has been used to disrupt reconsolidation of episodic memories Kroes et al. Memory extinction during reconsolidation has been used to reduce conditioned fear to picture cues e.
However, it remains to be shown whether the frequency of intrusive memories of an experimental analogue of traumatic events can be reduced by targeting reconsolidation. This is important because intrusive memory rather than deliberately recalled episodic memory is central to clinical posttraumatic distress.
Furthermore, it remains to be demonstrated that simple, noninvasive cognitive techniques might reduce intrusions. Such techniques could be readily administered in the aftermath of real trauma. We predicted that engaging in a visuospatial task during memory reconsolidation would compete for working memory resources with visual imagery and interfere with the reconsolidation of intrusive memories.
Conversely, counting aloud had a detrimental effect on an auditory memory, whereas visuospatial tapping did not. Such a dual-task capacity limitation provides an advantage by which to limit resources allocated to maladaptive forms of cognition.
Intrusive memories of trauma consist of mental images such as visual scenes from the event Brewin, , for example, the sight of a red car moments before a crash. Therefore, a visuospatial task performed when memory is labile during consolidation or reconsolidation should interfere with visual memory storage as well as restorage and reduce subsequent intrusions. Concurrent tasks may interfere with each other, and such interference can influence their consolidation into memory.
A task performed after an event may retroactively interfere with memory for that event Wixted, Because our interest in the present study was in visual imagery, we adopted the conservative approach of selecting a taxing visuospatial task to create a capacity limitation. Critically, our main question was whether intrusions can be disrupted once consolidated. The current experiments tested whether we could ameliorate the frequency of intrusions of an already consolidated memory for a traumatic film: To do this, we asked participants to play the computer game Tetris after memory reactivation performed in the time window for disrupting reconsolidation.
In this paradigm, which has been used to study intrusions in behavioral studies e. Such films reliably induce intrusions over the following week. Prospective longitudinal data suggest that TV-related exposure to the events of September 11, , was associated with posttraumatic stress symptoms over the following 3 years Silver et al. We hypothesized that 24 hr after experimental trauma-film exposure, a group that completed a reactivation task for memory of the film to initiate reconsolidation followed by Tetris game play would have a lower frequency of subsequent intrusions, compared with control groups that completed only one or none of those tasks.
In Experiment 1, we compared two experimental groups, predicting that a group that completed a memory-reactivation task plus Tetris game play would show a lower frequency of intrusive memories of a traumatic film, compared with a control group given no tasks. Intrusive memories were assessed in daily life diary methodology; e.
On Day 0, participants completed baseline questionnaires assessing past trauma history, trait anxiety, and depressive symptoms, then viewed the trauma film. Then they recorded, in a diary, intrusions of the film over the next 24 hr. Subsequently, both groups continued to record intrusive memories for 7 days Days 1—7. The diary allowed investigation of the day-by-day time course of memory intrusions and their overall frequency.
On Day 7, participants returned to the laboratory and recorded intrusions on a convergent measure IPT. Finally, both groups completed recognition memory tests to confirm equivalent recognition for film content Brewin, ; Holmes et al. For ethical considerations, the recruitment material gave information about the nature of the film, specifically, that it contained scenes of a traumatic or potentially distressing nature.
All participants provided written informed consent prior to testing, were reminded that they could end the experiment at any point, and were reimbursed for their participation. Participants were required to complete all three lab sessions on Days 0, 1, and 7 and keep the diary in between sessions. No participants had been involved previously in related studies. The min trauma film consisted of 11 different scenes involving actual or threatened death, as well as serious injury; the film functioned as an experimental analogue of viewing a traumatic event in real life APA, Scenes contained different types of context; examples include a young girl hit by a car with blood dripping out of her ear, a man drowning in the sea, and a van hitting a teenage boy while he was using his mobile phone crossing the road.
This film footage has been used in previous studies to evoke intrusive memories e. The memory-reactivation task had two components: a presentation of still film images then b a min break with a standardized filler task. For the first part of the task, 11 static visual images, one from each of the scenes in the film were presented once each on a black background for 2 s using PowerPoint. Examples included a young girl sitting up at the side of the road just before the moment in the film clip when she is hit by a car , a man from the torso up striding through the sea just before the moment in the film where he drowns , and the face and shoulders of a teenage boy smiling at the camera just before he replies to a text message while being hit by a van.
Images were taken from a moment just prior to the worst part of a given scene i. The images were intended as reminder cues for the trauma film though there was no explicit instruction to this effect, and there was no explicit instruction to deliberately recall the film. Images were projected with the same equipment and procedure as during film viewing.
The images were presented in the same fixed order as the scenes had occurred in the film. Second, as part of the task, and to allow time for memory reconsolidation processes to be initiated, we provided a min interval after the presentation of the images but before the blockade Tetris game play.
Such a break is used in both animal Nader et al. The break contained a standardized music filler task, during which excerpts of classical music were rated for pleasantness.
In the PC game Tetris Version 1. The aim is to create complete horizontal lines across the bottom of the playing area using the blocks. Each time a full horizontal line is created, it disappears, and the participant is awarded points. In the current experiment, participants were reminded to focus on the three blocks due to fall after the one that they were currently manipulating these blocks were displayed in a preview to the right of the playing screen.
Participants were given a pen-and-paper diary to record any intrusive memories of the film content for the first 24 hr Day 0 and again for Days 1 to 7 Holmes et al. Participants were advised both verbally and by written instructions in the diary that intrusive memories were defined as scenes of the film that appeared spontaneously and unbidden in their mind.
They were not to include memories that they deliberately recalled. Participants were also given instructions about the form of intrusive memories, that is mental images e.
They were asked to describe the content of each of their intrusions in the diary e. Each day of the diary was labeled and split into three sections morning, afternoon, and evening , and participants were asked to mark in a box in the appropriate section when they experienced an intrusive memory or to indicate that they had not , and then to write the content of the intrusion overleaf. They were asked to record all intrusions immediately and to set aside regular time slots to check that their diary was up to date each day.
If participants had experienced no intrusions during any time period, they were asked to enter zero in the diary. There was one image from each scene of the trauma film. The images were presented for 2 s each on a in. Images were presented in a fixed random order. Immediately afterwards for the next 2 min, participants recorded any intrusive memories triggered of the film by pressing a button.
Intrusive memories were defined as in the diary. The total frequency yielded the IPT intrusion score. The visual recognition memory test consisted of 22 static visual images—11 were taken from throughout the film 1 per scene, different images from those used in the IPT , and 11 were unviewed images presented as filler. Images were presented individually for 5 s each.
For both visual and verbal recognition memory tests, participants indicated yes or no on paper as to whether or not they recognized the image visual recognition memory test or written statement verbal recognition memory test as being from the film watched 8 days earlier. Participants indicated whether or not they had experienced or witnessed each of a series of traumatic events. Each item is measured on a scale from 0 to 3, with total scores ranging from 0 to 63; higher scores indicate greater levels of depression.
Each item is rated on a 4-point scale, with scores range from 20 to 80; higher scores represent greater levels of trait anxiety. Participants responded to eight items in reference to the film e. The experiment involved three laboratory sessions as well as the completion of a pen-and-paper diary at home to record the daily frequency of intrusive memories both over 24 hr and then for an additional 7 days. The first laboratory session Day 0 consisted of film viewing, and in the second session Day 1 , participants were assigned to experimental groups.
The two sessions were conducted 24 hr apart to within 2 hr of the original testing time. The third experimental session occurred 7 days later, also to within 2 hr of the original testing time Day 7. All participants were then asked to practice playing Tetris for 3 min on a in. Next, participants watched the trauma film alone in a darkened room.
Holmes et al. Finally, they were told to return the diary 24 hr later at their next laboratory session on Day 1. I would like you to sit still and pay close attention. Do not look away, and really immerse yourself in viewing the pictures. Please stay seated and do not talk to the experimenter during this period. You can think about anything, with no restrictions.
All participants were then reminded of the instructions for keeping the diary and were asked to keep the diary daily for a further 7 days. Seven days later on Day 7 , participants returned to the laboratory for the third and final session with their completed diary.
In this session, they completed the IPT. They also rated how accurately they had completed their diary diary compliance from 1 not at all accurately to 10 extremely accurately and completed the verbal and visual recognition memory tests for trauma-film content, demand ratings, and the IES-R Intrusion subscale.
Finally, participants were thanked, debriefed, and reimbursed for taking part. We continued recruiting until we had reached the number of participants required based on our sample size. We used t tests for between-groups comparisons of intrusive memory frequency across the first 24 hr prior to intervention , intrusive memory frequency across Days 1 to 7 postintervention , IPT intrusion score, score on the Intrusion subscale of the IES-R, recognition memory scores, TEQ score, depression, anxiety, age, attention to the film, and diary compliance.
Gender was analyzed between groups using a chi-square test. To assess mood deterioration resulting from viewing the trauma film, we conducted a two-way repeated measures analysis of variance ANOVA with main factors of time pre- vs.
Two-tailed tests and an alpha level of. Time-series analyses were undertaken in R. Analyses of the Intrusion subscale of the IES-R, the TEQ, depression, anxiety, age, film-related distress, attention to the film, diary compliance, demand, gender, and mood deterioration over film viewing are presented in the Supplemental Material.
To investigate the time-course of intrusions, we ran a repeated measures analysis of covariance ANCOVA followed by nonlinear time-series analysis. The nonparametric form of the line was plotted on the intrusive-memory observation data, and expected Poisson distributions at Day 0, Day 1, and Day 2 were generated.
Groups were equivalent at baseline for age and gender, as well as self-report-questionnaire scores for trait anxiety, depression, and trauma history. Mood deterioration during film viewing, self-reported postfilm distress, attention to the film, demand ratings, and diary compliance also did not differ significantly between groups see the Supplemental Material.
Results from Experiment 1: mean number of intrusive memories recorded in the diary during the first 24 hr following viewing of the experimental trauma film i. In each graph, results are shown separately for the two groups. Critically and as predicted, after the intervention Days 1—7; Fig. To illustrate the trajectory of intrusive memories over time, we conducted a nonlinear time-series analysis using generalized additive models.
The number of intrusive memories declined faster in the reactivation-plus- Tetris group than in the control group Fig. As in the time-series analysis, the reactivation-plus- Tetris group showed a greater decline in the number of intrusive memories over time than did the control group. Further examination showed that there were no differences in the number of intrusive memories or predicted distributions between groups on Days 0 or 1.
Thus, overall, the group that completed a memory-reactivation task for an experimentally induced aversive memory 24 hr after the event followed by Tetris game play showed a substantially different time course of intrusive memory frequency over the week than did a control group. Results from Experiment 1: frequency scatter plots showing the time course of the mean number of intrusive memories reported in the diary daily from Day 0 prior to intervention to Day 7, separately for the two groups.
Note that the intervention was on Day 1. The solid lines are the results of a generalized additive model see Equation 1. The size of the bubbles represents the number of participants who reported the indicated number of intrusive memories on that particular day. Results of the time-series analysis in Experiment 1: Poisson distribution of the predicted likelihood of intrusive memories in the no-task control group top row and the reactivation-plus- Tetris group bottom row , separately for Day 0, Day 1, and Day 2.
There were fewer intrusive memories of the trauma film in the reactivation-plus- Tetris group than in the control group. However, the absence of an active control condition limits conclusions, and we do not know the direction of the effects. A test of memory reactivation only is warranted. Another possibility is that playing an enjoyable computer game alone could have led to the improvement, and thus Tetris alone requires examination.
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