Huber Brittany, Yeates Megan, Meyer Denny, Fleckhammer Lorraine, Kaufman Jordy
Swinburne University of Technology, Hawthorn, VIC 3122, Australia.
Swinburne University of Technology, Hawthorn, VIC 3122, Australia.
J Exp Child Psychol. 2018 Jun;170:72-85. doi: 10.1016/j.jecp.2018.01.006. Epub 2018 Feb 12.
Children's exposure to screen-based media has raised concerns for many reasons. One reason is that viewing particular television content has been shown to negatively affect children's executive functioning. Yet, it is unclear whether interacting with a touchscreen device affects executive functioning in the same way as the television research suggests. In the current study, 96 2- and 3-year-old children completed executive functioning measures of working memory and response inhibition and task switching before and after a brief screen intervention consisting of watching an educational television show, playing an educational app, or watching a cartoon. Children's ability to delay gratification was also assessed. Results indicate that the type of screen intervention had a significant effect on executive functioning performance. Children were more likely to delay gratification after playing an educational app than after viewing a cartoon. In particular instances, children's working memory improved after playing the educational app. These findings emphasize that, for young children's executive functioning, interactivity and content may be more important factors to consider than simply "screen time."
儿童接触基于屏幕的媒体引发了诸多担忧，原因有很多。其中一个原因是，观看特定的电视内容已被证明会对儿童的执行功能产生负面影响。然而，尚不清楚与触摸屏设备互动是否会像电视研究表明的那样对执行功能产生相同的影响。在当前的研究中，96名2岁和3岁的儿童在进行了短暂的屏幕干预（包括观看教育电视节目、玩教育应用程序或观看卡通片）之前和之后，完成了工作记忆、反应抑制和任务切换的执行功能测量。还评估了儿童延迟满足的能力。结果表明，屏幕干预的类型对执行功能表现有显著影响。与观看卡通片相比，儿童在玩教育应用程序后更有可能延迟满足。在特定情况下，儿童在玩教育应用程序后工作记忆有所改善。这些发现强调，对于幼儿的执行功能而言，互动性和内容可能比单纯的“屏幕时间”更重要。
