Harvard Medical School, Department of Psychiatry, Boston, MA 02115, USA; Massachusetts General Hospital, Department of Psychiatry, Boston, MA 02115, USA; McLean Hospital, Department of Psychiatry, Boston, MA 02478, USA.
Plains Regional Medical Center, Clovis, NM 88101, USA; Duke University School of Medicine, NC 27710, USA.
Psychiatry Res. 2022 Oct;316:114740. doi: 10.1016/j.psychres.2022.114740. Epub 2022 Jul 22.
The widespread use of digital media by young people has generated speculations that their excessive use may have deleterious cognitive effects. Previous studies examining the association between screen time and cognitive deficits in youth have yielded mixed conclusions. We study this association using a nationally representative sample of school going adolescents in the United States.
We queried data from the 2017 and 2019 Youth Risk Behavior Survey. An analytic sample of 17,076 adolescents was analyzed using binary logistic regression. Outcome variable was cognitive difficulties (difficulty in concentrating, remembering, or making decisions), and the explanatory variable was excessive screen-time behaviors.
Of the 17,076 adolescents, about one in three (34.1%) had cognitive difficulties, and 45% of adolescents engaged in excessive screen-time behaviors on an average school day. After adjusting for covariates, the odds were 1.28 times higher for adolescents who engaged in excessive screen-time behaviors to report serious cognitive difficulties compared to adolescents who did not engage in excessive screen-time behaviors (AOR = 1.28, p < .001, 95% CI = 1.18-1.40).
Study results support the association between excessive screen behaviors and cognitive difficulties in adolescence. Findings of this study are discussed with implications for practice and research.
年轻人广泛使用数字媒体，这引发了人们的猜测，即他们过度使用这些媒体可能会对认知产生有害影响。此前研究青少年屏幕时间与认知缺陷之间关系的研究得出的结论不一。我们使用美国具有代表性的在校青少年样本研究这种关联。
我们查询了 2017 年和 2019 年青少年风险行为调查的数据。使用二元逻辑回归分析了 17076 名青少年的分析样本。因变量是认知困难（注意力不集中、记忆力减退或决策困难），解释变量是过度屏幕时间行为。
在 17076 名青少年中，约有三分之一（34.1%）存在认知困难，且 45%的青少年在平均上学日存在过度使用屏幕的行为。在调整了混杂因素后，与不进行过度屏幕时间行为的青少年相比，进行过度屏幕时间行为的青少年报告严重认知困难的几率高 1.28 倍（OR = 1.28，p < 0.001，95%CI = 1.18-1.40）。
研究结果支持青少年过度使用屏幕行为与认知困难之间的关联。本文讨论了这些研究结果对实践和研究的意义。
