Does the Frontal Brain Electrical Activity Mediate the Effect of Home Executive Function Environment and Screen Time on Children’s Executive Function?

Kouhbanani, Sakineh Soltani; Arabi, Seyedeh Manizheh; Zarenezhad, Somayeh

doi:10.1080/00221325.2023.2223653

Cited by 3 publications

(1 citation statement)

References 78 publications

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“…From early childhood through early adulthood, EF typically develops naturally, but environmental variables also strongly impact it [ 17 , 18 ]. Notably, excessive screen exposure has been proposed as a possible environmental factor contributing to EF deficits [ 19 ]. Studies have shown that children with higher total television viewing time exhibited poorer EF compared to those with lower viewing times [ 20 – 22 ].…”

Section: Introductionmentioning

confidence: 99%

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers

Likhitweerawong,

Boonchooduang,

Khorana

et al. 2024

PLoS ONE

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Excessive screen time in children is a growing concern for parents and healthcare providers worldwide because it frequently leads to behavioral problems. Although executive dysfunction is proposed to be one of the contributing factors to maladaptive behaviors, little is known about the link between screen time and behaviors. This study aimed to identify whether executive dysfunction contributes to the negative behaviors of children exposed to excessive screen time. A cross-sectional study was conducted on preschool-aged children from public and private schools in Chiang Mai, Thailand. The parents/guardians of each child completed the questionnaires regarding clinical characteristics and screen time use, the Behavior Rating Inventory for Executive Function-Preschool (BRIEF-P), and the Strengths and Difficulties Questionnaire (SDQ). Children with more than one hour of media exposure per day were considered to have excessive screen time. Multivariable Gaussian regression was analyzed to compare the BRIEF-P and SDQ scores between the excessive and appropriate screen time groups. Causal mediation analysis was performed to examine the effects of total screen time on increasing behavioral problems with executive functioning as a mediator. A total of 1,126 preschoolers were included in the analyses. After controlling for age, sex, socioeconomic status, and maternal education, the excessive screen time group had significantly higher BRIEF-P global executive composite score than the appropriate screen time group (mean difference of global executive composite score = 1.49, 95% CI [0.12, 2.86], and p = 0.033). Concurrently, there were significant differences in externalizing behavior subscales and SDQ total difficulties scores between the excessive and appropriate screen time groups (mean difference of total difficulties score = 0.90, 95% CI [0.29, 1.50], and p = 0.004). A significant average causal mediation effect (ACME) of screen time on behavioral problems mediated through executive functioning was β = 0.28, 95% CI [0.13–0.44], which was more than half of the total effect (54.9%, 95% CI [37.4–100%]). The current study suggests that the increase in behavioral issues in preschoolers might be partly explained by the direct effect of excessive screen time and the mediating effect of impaired executive functioning. Our results may raise concerns about the necessity to limit screen time and monitor for executive function deficits and behavioral problems in young children with high screen time.

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Section: Introductionmentioning

confidence: 99%

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers

Likhitweerawong,

Boonchooduang,

Khorana

et al. 2024

PLoS ONE

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Association of screen-based sedentary behavior with executive function in school-aged children: A functional near-infrared spectroscopy study

Cui,

Mu,

Liao

et al. 2024

Journal of Experimental Child Psychology

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Response inhibition in neurodiverse children and the association with excessive screen time use

Kuenzel,

Hennessy,

Choi

et al. 2024

Preprint

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The aim of this study was to examine response inhibition using a gamified version of the Stroop task in a heterogeneous cohort of neurodiverse and neurotypical children, and to identify any key risk factors of screen time associated with performance-based measures of cognition. A total of 229 participants ages 3-16 (89 neurotypical children [54% boys] 90 children with ADHD [51% boys], and 50 children with ASD [72% boys]) were recruited to the study. Using a validated online cognitive battery, participants completed the Stroop task. Parents completed questionnaires regarding children’s screen time use (passive TV watching, social media, video games), sleep, daily/weekly physical activities, socializing, reading, and extracurricular activities. Very few children in the study met national guidelines for screentime, regardless of their neurodiagnostic group (X2=3.71, p=0.16). Based on a multivariate model, performance on congruent and incongruent trials on the Stroop task were comparable between the groups, however autistic children were more likely to make more attempts on the tasks (F(2)=4.35, p=0.014), indicative of reduced impulse control. In a subsequent model examining screen time and other lifestyle factors in relation to performance on the Stroop task, increased video game use was a significant predictor of more attempts. An interaction analysis revealed that only autistic children who spent more time playing video games used more attempts on the Stroop task (B=0.095, p<0.001). Conclusion: Autistic children demonstrated reduced impulse control compared to neurotypical children and children with ADHD. Further, time spent playing video games was associated with decreased response inhibition only in autistic children. Findings indicate that screen time use, particularly video games, may be a modifiable risk factor for response inhibition processes in autistic children. Findings could inform school- or community-based programs focused on screen time awareness and monitoring screen time use in neurodiverse children.

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Does the Frontal Brain Electrical Activity Mediate the Effect of Home Executive Function Environment and Screen Time on Children’s Executive Function?

Cited by 3 publications

References 78 publications

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers

Executive dysfunction as a possible mediator for the association between excessive screen time and problematic behaviors in preschoolers

Association of screen-based sedentary behavior with executive function in school-aged children: A functional near-infrared spectroscopy study

Response inhibition in neurodiverse children and the association with excessive screen time use

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