Executive function and screen‐based media use in preschool children

Jusienė, Roma; Rakickienė, Lauryna; Breidokienė, Rima; Laurinaitytė, Ilona

doi:10.1002/icd.2173

Cited by 42 publications

(40 citation statements)

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“…MST has been validated by Roman et al (2014) as a workable and reliable measure of working memory in preschool children (3–6 years in age). Recently, Jusienė et al (2020) have adopted MST to test 190 preschool children’s working memory and further verified it with sound psychometric properties. Among 65 Beanie Babies (small animal-shaped bean-filled bags), 15 were chosen and used as test stimuli in this study.…”

Section: Methodsmentioning

confidence: 99%

Neural Correlates of Mental Rotation in Preschoolers With High or Low Working Memory Capacity: An fNIRS Study

Yang

Luo

et al. 2020

Front. Psychol.

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This study explored the differentiated neural correlates of mental rotation (MR) in preschoolers with high and low working memory capacity using functional near-infrared spectroscopy (fNIRS). Altogether 38 Chinese preschoolers (M = 5.0 years, SD = 0.69 years) completed the Working Memory Capacity (WMC) test, the Mental Rotation (MR), and its Control tasks (without MR). They were divided into High-WMC (N1 = 9) and Low-WMC (N2 = 18) groups based on the WMC scores. The behavioral and fNIRS results indicated that: (1) there were no significant differences in MR task performance between the High-WMC (Mmr = 23.44, SD = 0.88) and Low-WMC group (Mmr = 23.67, SD = 0.59); (2) the Low-WMC group activated BA6, BA8, BA 9, and BA 44, whereas the High-WMC group activated BA8, BA10 and BA 44 during mental rotation; (3) significant differences were found in the activation of BA44 and BA9 between the High-WMC and Low-WMC groups during mental rotation; and (4) the High-WMC and Low-WMC groups differed significantly in the activation of BA 9 and BA10 during the control tasks, indicating that both areas might be responsible for the group differences in working memory.

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Section: Methodsmentioning

confidence: 99%

Neural Correlates of Mental Rotation in Preschoolers With High or Low Working Memory Capacity: An fNIRS Study

Yang

Luo

et al. 2020

Front. Psychol.

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“…Centre Recruitment: A total of 18 early childhood education and care (ECEC) centers were recruited from the Illawarra region—a coastal region situated immediately south of Sydney, New South Wales, Australia—using a stratified sampling process based on their suburb. Using the area-level socio-economic status (SES) index of the Australian Bureau of Statistics (Socio-Economic Indices for Areas, or SEIFA, Index of Relative Socio-Economic Advantage and Disadvantage; (IRSAD)) [ 32 ], ECEC centers in the region were categorized into low (deciles 1–4), medium (deciles 5–7), or high SES areas (deciles 8–10). The number of ECEC centers invited to participate from each socio-economic group was proportional to the population distribution.…”

Section: Methodsmentioning

confidence: 99%

Cross-Sectional Associations of Application Use and Media Program Viewing with Cognitive and Psychosocial Development in Preschoolers

McNeill

Howard

Vella

et al. 2021

IJERPH

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Executive functions and psychosocial health during childhood are positively associated with health and developmental outcomes into adulthood. Electronic media use has been reported to adversely affect health and development in children; however, what remains unclear is whether contemporary media behaviors, such as electronic application (app) use, exerts similar effects on health and development. We investigated the associations of electronic media use (program viewing and app use) with cognitive and psychosocial development in preschoolers. Parents of preschool children (n = 247, 4.2 ± 0.6 years) reported the time their child spent using electronic media. Direct assessment of the children’s executive functions (working memory, inhibition, and shifting) and educator-reported psychosocial difficulties were also collected. Associations were examined using linear regression adjustments for covariates and preschool clustering. Small, but significant, negative associations were observed for total electronic media use (b = −0.001; 95% CI: −0.003, −0.000; p = 0.026) and program viewing (b = −0.002; 95% CI: −0.003, −0.000; p = 0.033) with children’s visual–spatial working memory. However, high-dose app users demonstrated higher phonological working memory scores compared to non-users (MD = 0.31; 95% CI: 0.04, 0.58; p = 0.025). Similarly, compared to non-users, low-dose app users displayed statistically significantly fewer total difficulties (MD = −1.67; 95% CI: −3.31, −0.02; p = 0.047). No associations were evident for high-dose app users and the remaining outcomes. The results may suggest that attempts to reduce program viewing while promoting moderate levels of app use may exert positive influences on children’s executive functions and psychosocial development.

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“…Other articles in this special issue focused on contextual factors beyond the parent–child dyad, including technology, neighbourhood chaos, relationships at school, and the broader cross‐national cultural context. Jusiene, Rakickienė, Breidokiene, and Laurinaitytė () addressed the issue of whether screen time is associated with cognitive function by examining associations between use of various screen‐media devices and EF abilities in a sample of 190 four‐ and five‐year‐old children. Using a cross‐sectional design, the authors found no significant associations between TV, computer, smartphone, or tablet use and inhibitory control, working memory, or cognitive flexibility/shifting in preschoolers.…”

Section: Other Relevant Contextsmentioning

confidence: 99%