The four reports contained in this document examine the effects of the Nintendo Entertainment System (NES), which entered the lives of many children in the United States in 1986. The first report discusses a study of children's interaction with the game hardware. The study of fourth- and fifth-grade students indicated that children's interaction with the NES did not predict eye-hand coordination scores, laterality scores, or directionality scores. The second report focuses on an NES study that explored the complex thinking skills required for successful interaction with the system. The high school students in the study who played Nintendo scored higher on critical thinking skills tests than those students who did not play. The study indicated that children believe NES helps them think, and that they are transferring these thinking skills to other areas of life. The third report discusses a study involving fourth-, fifth-, and sixth-graders, and high school students. This study found that children do not think violent thoughts while playing, but think of strategy to win the game. The study also indicated that Nintendo playing activity decreases around the age span of 12 to 14. The fourth report examines why Nintendo is so appealing to children, some of the possible emotional, social, and educational benefits of NES interaction by children, as well as some possible harmful effects. Contains a total of 19 references. (TJQ)