Electronic Play, Study, Communication, and Adolescent Achievement, 2003 to 2008.
Electronic Play, Study, Communication, and Adolescent Achievement, 2003 to 2008.
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DOI：
10.1111/j.1532-7795.2011.00770.x
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发表时间：
2012-06-01
期刊：
影响因子：
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通讯作者：
Moon UJ
中科院分区：
文献类型：
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作者：
Hofferth SL;Moon UJ
2003 年至 2008 年间，青少年花在发消息、浏览网站和在电脑上学习的时间有所增加。本研究利用收入动态儿童发展补充小组研究的数据，探讨了这些变化如何影响从童年到青春期的个人成就和行为。事实证明，更多的交流和上网时间不利于词汇量和阅读能力，而增加使用电脑游戏则与阅读能力和解决问题的能力提高有关，特别是对于女孩和少数民族儿童而言。使用计算机进行学习的增加与女孩考试成绩的提高有关，但与男孩无关。其后果比许多人担心的要温和。传统上较少使用计算机的群体（女孩、少数族裔儿童）似乎受益于更多的使用。
Adolescents’ time spent messaging, exploring websites, and studying on the computer increased between 2003 and 2008. Using data from the Panel Study of Income Dynamics Child Development Supplement, this study examines how such changes have influenced individual achievement and behavior from childhood to adolescence. Greater communications and Internet web time proved detrimental to vocabulary and reading whereas the increased use of computer games was associated with increased reading and problem-solving scores, particularly for girls and minority children. Increased use of the computer for studying was associated with increased test scores for girls but not boys. The consequences are more benign than many feared. Groups that have traditionally used the computer less (girls, minority children) appear to benefit from greater use.