Linebarger Deborah L, Barr Rachel, Lapierre Matthew A, Piotrowski Jessica T
*Department of Teaching and Learning, University of Iowa, Iowa City, IA; †Department of Psychology, Georgetown University, Washington, DC; ‡Department of Communication Studies, University of North Carolina, Wilmington, NC; §Department of Communication, Amsterdam School of Communication Research (ASCoR), University of Amsterdam, Amsterdam, the Netherlands.
J Dev Behav Pediatr. 2014 Jul-Aug;35(6):367-77. doi: 10.1097/DBP.0000000000000069.
This study was designed to examine how parenting style, media exposure, and cumulative risk were associated with executive functioning (EF) during early childhood.
A nationally representative group of US parents/caregivers (N = 1156) with 1 child between 2 and 8 years participated in a telephone survey. Parents were asked to report on their child's exposure to television, music, and book reading through a 24-hour time diary. Parents also reported a host of demographic and parenting variables as well as questions on their child's EF.
Separate multiple regressions for preschool (2-5 years) and school-aged (6-8 years) children grouped by cumulative risk were conducted. Parenting style moderated the risks of exposure to background television on EF for high-risk preschool-age children. Educational TV exposure served as a buffer for high-risk school-aged children. Cumulative risk, age, and parenting quality interacted with a number of the exposure effects.
The study showed a complex pattern of associations between cumulative risk, parenting, and media exposure with EF during early childhood. Consistent with the American Academy of Pediatrics, these findings support the recommendation that background television should be turned off when a child is in the room and suggest that exposure to high-quality content across multiple media platforms may be beneficial.
本研究旨在探讨育儿方式、媒体接触和累积风险如何与幼儿期的执行功能（EF）相关联。
一组具有全国代表性的美国家长/照顾者（N = 1156），其孩子年龄在2至8岁之间，参与了一项电话调查。家长们被要求通过24小时时间日记报告孩子接触电视、音乐和阅读书籍的情况。家长们还报告了一系列人口统计学和育儿变量以及有关孩子执行功能的问题。
针对按累积风险分组的学龄前儿童（2至5岁）和学龄儿童（6至8岁）分别进行了多元回归分析。育儿方式调节了高风险学龄前儿童接触背景电视对执行功能的风险。观看教育类电视节目对高风险学龄儿童起到了缓冲作用。累积风险、年龄和育儿质量与多种接触效应相互作用。
该研究显示了幼儿期累积风险、育儿方式和媒体接触与执行功能之间存在复杂的关联模式。与美国儿科学会一致，这些发现支持以下建议：当孩子在房间时应关掉背景电视，并表明接触多个媒体平台的高质量内容可能有益。
