Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

Horowitz‐Kraus, Tzipi; DiFrancesco, Mark; Greenwood, Paige; Scott, Elisha; Vannest, Jennifer; Hutton, John; Dudley, Jon; Altaye, Mekibib; Farah, Rola

doi:10.1007/s10578-020-01053-x

Cited by 10 publications

(5 citation statements)

References 37 publications

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“…Cited risks of excessive and/or inappropriate use span developmental domains, including physical (e.g., obesity 2 ), social-emotional (parent-child engagement 3 ) and cognitive (e.g., language 4 , executive function 5,6 ). Recent evidence suggests potential impacts on brain structure and function underlying these abilities [7][8][9][10][11] . Proposed mechanisms are direct (e.g.…”

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confidence: 99%

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Associations between digital media use and brain surface structural measures in preschool-aged children

Hutton

Dudley

DeWitt

et al. 2022

Sci Rep

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The American Academy of Pediatrics recommends limits on digital media use (“screen time”), citing cognitive-behavioral risks. Media use in early childhood is ubiquitous, though few imaging-based studies have been conducted to quantify impacts on brain development. Cortical morphology changes dynamically from infancy through adulthood and is associated with cognitive-behavioral abilities. The current study involved 52 children who completed MRI and cognitive testing at a single visit. The MRI protocol included a high-resolution T1-weighted anatomical scan. The child’s parent completed the ScreenQ composite measure of media use. MRI measures included cortical thickness (CT) and sulcal depth (SD) across the cerebrum. ScreenQ was applied as a predictor of CT and SD first in whole-brain regression analyses and then for regions of interest (ROIs) identified in a prior study of screen time involving adolescents, controlling for sex, age and maternal education. Higher ScreenQ scores were correlated with lower CT in right-lateralized occipital, parietal, temporal and fusiform areas, and also lower SD in right-lateralized inferior temporal/fusiform areas, with substantially greater statistical significance in ROI-based analyses. These areas support primary visual and higher-order processing and align with prior findings in adolescents. While differences in visual areas likely reflect maturation, those in higher-order areas may suggest under-development, though further studies are needed.

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confidence: 99%

“…age-inappropriate content [12][13][14] , impaired sleep 15,16 ) and indirect (e.g. displacement of parent-child interaction 10,[17][18][19][20] ) in nature. Despite these risks and recommendations, use has been increasing beginning in infancy, fueled by portable devices and amplified during the COVID-19 pandemic 21 .…”

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confidence: 99%

Associations between digital media use and brain surface structural measures in preschool-aged children

Hutton

Dudley

DeWitt

et al. 2022

Sci Rep

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“…Otros hallazgos determinan la relación entre la duración del tiempo de exposición a las pantallas, tiempos de lectura y la conectividad funcional de las redes de las FE en niños lectores típicos y lectores con dislexia, los resultados demuestran que la relación pantalla/tiempo de lectura disminuyen las habilidades lectoras. Esta dicotomía se correlaciona con una mayor conectividad funcional entre la red de prominencia y las regiones frontales -FE-, considerando que el aumento del tiempo de pantalla en relación con el tiempo de lectura puede reducir las habilidades de atención, la velocidad de los recursos de procesamiento, la capacidad para responder a múltiples actividades y las habilidades de memoria (Horowitz-Kraus et al, 2021). La planificación y la MT han sido estudiadas para comprender los componentes de las FE, que se ven afectados en la lectura.…”

Section: Características De Las Fe En El Teapzunclassified

Atención y las funciones ejecutivas en el Trastorno Especifico del Aprendizaje

et al. 2022

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El Trastorno Especifico del Aprendizaje (TEAPZ) corresponde a una alteración de origen biológico, que se interpone en el desarrollo de habilidades académicas en lectura, escritura y cálculo, persistentes a lo largo del ciclo vital. El objetivo de este trabajo fue identificar las características de los procesos cognoscitivos de la atención y funciones ejecutivas (FE) en el TEAPZ, a través del desarrollo de una revisión sistemática de literatura (RSL) empleando la metodología propuesta por Pati y Lorusso (2018), con el objetivo de responder la siguiente pregunta de investigación: P1 ¿Cuáles son las características de la atención y de las FE en el TEAPZ?. El período de búsqueda estuvo comprendido entre el año 2014 y 2021. Se revisaron las bases de datos científicas; Scopus y WoS. Se concluye que el diagnóstico del TEAPZ en el proceso cognoscitivo de la atención se asocia a dificultades en la búsqueda, rastreo visual y velocidad de procesamiento, en las FE existen déficits en la planificación, control inhibitorio y memoria de trabajo. Palabras Claves: atención, discalculia, disgrafía, dislexia y funciones ejecutivas.

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“…Recent evidence suggests potential impacts on brain structure and function underlying these abilities. [7][8][9][10][11] Proposed mechanisms are direct (e.g. age-inappropriate content, [12][13][14] impaired sleep 15,16 ) and indirect (e.g.…”

Section: Introductionmentioning

confidence: 99%

Associations Between Digital Media Use and Brain Surface Structural Measures in Preschool-Aged Children

Hutton

Dudley

DeWitt

et al. 2022

Preprint

Self Cite

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The American Academy of Pediatrics recommends limits on digital media use (“screen time”), citing cognitive-behavioral risks. Media use in early childhood is ubiquitous, though few imaging-based studies have been conducted to quantify impacts on brain development. Cortical morphology changes dynamically from infancy through adulthood and is associated with cognitive-behavioral abilities. The current study involved 52 children who completed MRI and cognitive testing at a single visit. The MRI protocol included a high-resolution T1-weighted anatomical scan. The child’s parent completed the ScreenQ composite measure of media use. MRI measures included cortical thickness (CT) and sulcal depth (SD) across the cerebrum. ScreenQ was applied as a predictor of CT and SD in regression analyses, controlling for sex and age. Higher ScreenQ scores were correlated with lower CT in right-sided occipital, parietal and supramarginal areas (p<0.10, family-wise error/FWE-corrected) and also lower SD in inferior temporal/fusiform areas (p<0.05, FWE-corrected). These areas support primary visual and higher-order processing, notably social cognition. Results align with those of lower CT with higher media use recently described in adolescents. While differences in visual areas likely reflect maturation, those in higher-order areas expected to be in an accretive stage at this age suggest under-development, though further studies are needed.

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Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

Cited by 10 publications

References 37 publications

Associations between digital media use and brain surface structural measures in preschool-aged children

Associations between digital media use and brain surface structural measures in preschool-aged children

Atención y las funciones ejecutivas en el Trastorno Especifico del Aprendizaje

Associations Between Digital Media Use and Brain Surface Structural Measures in Preschool-Aged Children

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