Mobile use induces local attentional precedence and is associated with limited socio-cognitive skills in preschoolers

Konok, Veronika; Liszkai-Peres, Krisztina; Bunford, Nóra; Ferdinandy, Bence; Jurányi, Zsolt; Ujfalussy, Dorottya Júlia; Réti, Zsófia; Pogány, Ákos; Kampis, George; Miklósi, Ádám

doi:10.1016/j.chb.2021.106758

Cited by 25 publications

(30 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, real world longitudinal research supports these findings by indicating that children who accumulate too much time in front of screens may experience developmental delays across cognitive, social, and motor domains and are more at risk of arriving less well prepared to learn in kindergarten ( Pagani et al, 2013 ; Madigan et al, 2019 ). Research has also linked early childhood screen time to reduced executive function ability in preschoolers ( Nathanson et al, 2014 ; Ribner et al, 2017 ; Konok et al, 2021 ). More specifically, according to one cross-sectional study, the negative association between preschooler screen time and school readiness appears to be partially mediated by reduction in child executive functions ( Ribner et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Is the Association Between Early Childhood Screen Media Use and Effortful Control Bidirectional? A Prospective Study During the COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

Individual differences in effortful control, a component of temperament, reflecting the ability to use attention and other cognitive processes to self-regulate emotion and behavior, contribute to child academic adjustment, social competence, and wellbeing. Research has linked excessive screen time in early childhood to reduced self-regulation ability. Furthermore, research suggests that parents are more likely to use screens with children who have more challenging temperaments, such as low levels of effortful control. Since screen time by children between the ages of 0 and 18 has increased during the COVID-19 pandemic, it remains timely to investigate the developmental pattern of association between child screen media use and effortful control. We hypothesize that higher levels of screen media intake at age 3.5 will be associated with lower effortful control at age 4.5 and that lower effortful control at 3.5 will contribute to more screen media intake at age 4.5. This study draws on participants followed longitudinally over the span of 2-years for an investigation of Canadian preschoolers’ screen media use during the pandemic (N = 316, Wave 1). A follow-up with this sample was completed in 2021 (N = 265, Wave 2). Analyses using a cross-lagged panel model revealed stability in child screen time and effortful control between the ages of 3.5 and 4.5. Child screen time at age 3.5 significantly contributed to decreased effortful control scores at the age of 4.5, whereas effortful control at age 3.5 did not contribute to screen time at age 4.5. Our results partially confirmed our hypothesis and indicated that higher levels of screen time intake were detrimental to the development of effortful control. These results suggest that screen media use, an exceedingly frequent activity, may play an enduring role in development by shaping young children’s temperaments.

show abstract

Section: Introductionmentioning

confidence: 99%

Is the Association Between Early Childhood Screen Media Use and Effortful Control Bidirectional? A Prospective Study During the COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

show abstract

“…V. Konok и соавт. [14] выявили связь между использованием гаджетов, высоким уровнем избирательного внимания и ограничением социальных и когнитивных навыков у дошкольников. G. Lissak [15] отметил, что чрезмерное использование смартфонов имеет негативные последствия в виде нарушений сна и ожирения у детей.…”

Section: изменения когнитивного и психического развития детей использующих гаджетыunclassified

Features of cognitive development in children of early and preschool age using gadgets

Gamirova

Gorobets

Skhirtladze

et al. 2021

Ross. vestn. perinatol. pediatr.

View full text Add to dashboard Cite

The article describes the impact of technological devices – gadgets – on the early cognitive and speech development in children. In early childhood, object-activity communication is the leading form of activity; its influence on the speech development is determined by the interaction of the child with the adult (object-oriented actions, the understanding of the purpose of objects, the use of verbal communication). The play activity of preschoolers helps to enhance communication and interaction with peers. Long and uncontrolled interaction with gadgets is connected with insufficient attention of parents and caregivers, which disrupts the process of communication and cognition, in particular, slows down the process of speech development. Foreign pediatric associations recommend eliminating the use of mobile devices in children aged 0–2 years and limiting their use to one hour per day for children aged 3–5 years. Most researchers identify a connection between the long-term use of gadgets by preschoolers, delayed development of endogenus attention, social interaction, distortion of cognitive development, delayed speech development and such positive effects as a high level of exogenus attention development, quick response to external stimuli.

show abstract

“…Digital media use can have direct effects on children's mental health (i.e., certain characteristics of the digital activity or content itself may induce changes in cognitive, emotional or social processes) [33]. For example, violent or fast-paced (overstimulating) content may lead to attentional problems, ADHD-symptoms, impulsivity or increased aggression [11,[34][35][36], by making the child habituated to arousing content [37], or by frequently shifting their attention [38].…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use

Konok

Szőke

2022

Sustainability

Self Cite

View full text Add to dashboard Cite

Children with emotional, behavioral or relationship problems may be more inclined to use mobile touchscreen devices (MTSDs: mobiles and tablets) to regulate their emotions or compensate for the lack of social relationships, which, in turn, may affect their symptoms. Bi-directional longitudinal associations between behavioral difficulties and MTSD use were analyzed. Participants were parents of children aged 4–6 years old at first data collection (n = 173), and 7–9 years old at second data collection (n = 98). They reported on their child’s MTSD use and behavioral difficulties at two time points (T1 and T2). It was analyzed whether T1 MTSD use predicts T2 behavioral difficulties (controlling for demographics and T1 behavioral difficulties); and whether T1 behavioral difficulties predict T2 MTSD use (controlling for demographics and T1 MTSD use). Additionally, cross-sectional associations between behavioral difficulties and MTSD use were analyzed. Children’s T1 hyperactivity/inattention score positively associated with T2 MTSD use, and peer relationship problems and MTSD use positively associated in T2. Pre-schoolers with more hyperactive inattentive symptoms may use MTSDs more to regulate their emotions. The association between peer relationship problems and MTSD use in T2 is consistent with poorer socio-cognitive skills in MTSD user children and may be bi-directional.

show abstract

Mobile use induces local attentional precedence and is associated with limited socio-cognitive skills in preschoolers

Cited by 25 publications

References 72 publications

Is the Association Between Early Childhood Screen Media Use and Effortful Control Bidirectional? A Prospective Study During the COVID-19 Pandemic

Is the Association Between Early Childhood Screen Media Use and Effortful Control Bidirectional? A Prospective Study During the COVID-19 Pandemic

Features of cognitive development in children of early and preschool age using gadgets

Longitudinal Associations of Children’s Hyperactivity/Inattention, Peer Relationship Problems and Mobile Device Use

Contact Info

Product

Resources

About