A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

Abstract

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users’ characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

Perception-action integration in young age—A cross-sectional EEG study

“…This study’s aim was to further characterize processes of feature binding and response selection in the context of TEC by providing a more profound understanding of the neurophysiological correlates accompanying the development of these mechanisms from late childhood to early adulthood. Mechanisms underlying processes of binding stimulus and response features are of central importance in the context of developmental cognitive neuroscience, because cognitive control processes are subject to strong developmental changes across childhood and young adulthood ( Friedman et al, 2009 ; Luna, 2009 ; Luna et al, 2010 ; Marek et al, 2015 ; Munakata et al, 2012 ; Vedechkina and Borgonovi, 2021 ) and a common theme that runs through all these lines of research in cognitive control is how stimulus input becomes associated with a particular response and how this association becomes represented ( Freund et al, 2021 ). The TEC framework represents one important theoretical framework addressing this.…”

“…The term cognitive control can be regarded to be synonymous to executive functions ( Diamond, 2013 ), albeit there are nuances between these definitions ( Nigg, 2017 ) and multiple facets of cognitive control processes can be distinguished ( Diamond, 2013 ; Freund et al, 2021 ). Several lines of evidence suggest that that cognitive control processes are subject to profound developmental changes across childhood and young adulthood in typical populations (e.g., Friedman et al, 2009 ; Luna, 2009 ; Luna et al, 2010 ; Marek et al, 2015 ; Munakata et al, 2012 ; Vedechkina and Borgonovi, 2021 ), which are also of relevance for developmental neuropsychiatric disorders ( Arnsten and Rubia, 2012 ; McTeague et al, 2017 ; Nigg, 2017 ). However, a common theme that runs through all these lines of research is the tenet that cognitive control relates to the processes of translating a specific stimulus input to an appropriate behavioral output in a given task context.…”

Use of Technology and Its Association With Academic Performance and Life Satisfaction Among Children and Adolescents

“…A longitudinal study among adolescents showed that the higher the number of hours spent using technological devices, the lower life satisfaction ( 10 ). Additionally, exposure to screens has been related to poorer cognitive and academic functioning, including problems with attention ( 11 ), language ( 11 ), memory ( 12 ), learning ( 12 ), and visuospatial processing ( 7 ). Moreover, gaming addiction is a rising concern with a prevalence ranging from 2.0 to 3.1% among the young population worldwide ( 13 ).…”

Short-Term Touch-Screen Video Game Playing Improves the Inhibition Ability

“…There was no effect on other EF skills like multitasking, switching, and working memory. The effect of video gaming on EF was not supported in reviews for studies with children [ 26 ] or elder samples [ 27 ].…”