Digital Screen Media and Cognitive Development
Digital Screen Media and Cognitive Development
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DOI：
10.1542/peds.2016-1758c
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发表时间：
2017-11-01
期刊：
影响因子：
8
通讯作者：
Subrahmanyam, Kaveri
中科院分区：
文献类型：
--
作者：
Anderson, Daniel R.;Subrahmanyam, Kaveri
在这篇文章中，我们研究了数字屏幕设备，包括电视，对认知发展的影响。虽然我们知道婴幼儿正在使用触摸屏设备，但我们对他们对触摸屏内容的理解知之甚少。相比之下，研究表明，儿童开始理解儿童导演的电视开始在2岁左右。这些媒体的认知影响取决于儿童的年龄，节目的类型（教育节目与成人节目），观看的社会背景，以及特定类型的互动媒体（例如，电脑游戏）。对于2岁以下的儿童来说，看电视主要是负面的，特别是对语言和执行功能。对于学龄前儿童来说，看电视既有积极的结果，也有消极的结果，大量的研究表明，教育电视对认知发展有积极的影响。超过学龄前，儿童主要消费娱乐节目，认知结果在研究中没有得到很好的探讨。使用电脑游戏以及教育电脑程序可以导致学术相关内容和其他认知技能的收益。本文最后确定了未来研究的主题和目标，并根据当前的研究知识提出了建议。
In this article, we examine the impact of digital screen devices, including television, on cognitive development. Although we know that young infants and toddlers are using touch screen devices, we know little about their comprehension of the content that they encounter on them. In contrast, research suggests that children begin to comprehend child-directed television starting at similar to 2 years of age. The cognitive impact of these media depends on the age of the child, the kind of programming (educational programming versus programming produced for adults), the social context of viewing, as well the particular kind of interactive media (eg, computer games). For children < 2 years old, television viewing has mostly negative associations, especially for language and executive function. For preschool-aged children, television viewing has been found to have both positive and negative outcomes, and a large body of research suggests that educational television has a positive impact on cognitive development. Beyond the preschool years, children mostly consume entertainment programming, and cognitive outcomes are not well explored in research. The use of computer games as well as educational computer programs can lead to gains in academically relevant content and other cognitive skills. This article concludes by identifying topics and goals for future research and provides recommendations based on current research-based knowledge.