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In the context of the Information Revolution, various types of activity are being transformed, and play activity is no exception. This process is associated, in particular, with the penetration of elements of digital play into the fabric of play activities of contemporary preschoolers. In the process of play, preschoolers develop cognitive functions along with arbitrariness, self-regulation, and imagination. The report presents the results of an experimental study of the relationship between memory and attention of older preschoolers with board and digital games on the example of the popular game "Dobble". The study was conducted from February to May 2023 with the participation of 76 children from preparatory groups of kindergartens in Moscow. The study involved two experimental groups and one control group. Children from one experimental group played the board game version of "Dobble" twice a week for 8 weeks, while children from the other experimental group played the digital analogue of this game - "Double Match: one common image". Children from the control group did not play any version of the «Dobble» throughout the experiment. The following methods were used in the study: 1) Method "Memorizing 10 words" by A.R. Luria; 2) Method for diagnosing the volume of visual memory of preschoolers by D. Wechsler; 3) Method for studying the degree of concentration of voluntary attention "The Tangled Lines test" (Modification of the A. Rey test); 4) «Drawing a pattern» (The Pieron-Ruser test).The results of the comparative analysis testing before and after the intervention in three groups showed significant positive effects in children who played the digital version of the game in the development of short-term and long-term auditory memory, visual memory, and also in the stability of voluntary attention. The data obtained are generally consistent with the results of similar studies.

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