Anderson Daniel R, Subrahmanyam Kaveri
Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts;
Department of Psychology & Department of Child & Family Studies, California State University, Los Angeles, California; and.
Pediatrics. 2017 Nov;140(Suppl 2):S57-S61. doi: 10.1542/peds.2016-1758C.
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 ∼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.
在本文中，我们研究包括电视在内的数字屏幕设备对认知发展的影响。虽然我们知道婴幼儿在使用触屏设备，但对于他们对在这些设备上所接触内容的理解却知之甚少。相比之下，研究表明儿童大约从2岁开始能够理解面向儿童的电视节目。这些媒体对认知的影响取决于儿童的年龄、节目类型（教育节目与成人节目）、观看的社会环境以及特定类型的互动媒体（如电脑游戏）。对于2岁以下的儿童，看电视大多有负面关联，尤其是对语言和执行功能方面。对于学龄前儿童，看电视已被发现有积极和消极的结果，并且大量研究表明教育类电视节目对认知发展有积极影响。在学龄前之后，儿童大多消费娱乐节目，而研究中对认知结果的探讨并不充分。使用电脑游戏以及教育类电脑程序能够在学业相关内容和其他认知技能方面带来提升。本文最后确定了未来研究的主题和目标，并根据当前基于研究的知识提供了建议。
