Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning

Wilmer, Henry H.; Sherman, Lauren E.; Chein, Jason

doi:10.3389/fpsyg.2017.00605

Cited by 434 publications

(322 citation statements)

References 112 publications

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“…Further, boys tend to play different game genres than girls, especially competitive, physical games (e.g., action, racing, or sports), whereas girls seem to play more cooperative and thoughtful games (e.g., puzzle games) (Cunningam, ; Greenberg, Sherry, Lachlan, Lucas, & Holmstrom, ). Even so, given the recent increase of screen time and use of devices suited for gaming at younger ages (smartphones and tablets), we speculate that new modes of media use might exert different effects (Wilmer, Sherman, & Chein, ), similar to the ones observed for TV herein. Furthermore, based on the proposition that extended screen use impairs face‐to‐face interactions, parental use of screens might also exert negative effects on children's EU (Chatton, ), and should be thus taken into account in future research.…”

Section: Discussionsupporting

confidence: 56%

Screen time and the development of emotion understanding from age 4 to age 8: A community study

Skalická

Hygen

Stenseng

et al. 2019

British J of Dev Psycho

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Recent increase in children's screen activities has raised concerns that screen time may replace face-to-face interaction, and hence impair children's development of emotion understanding. This longitudinal community study of 960 Norwegian 4-yearolds, followed up at ages 6 and 8, examined bidirectional relations between screen use and emotion understanding. Results revealed that more screen time at age 4 predicted lower levels of emotion understanding at age 6. In addition, television in children's bedroom at age 6 forecasted lower levels of emotion understanding at age 8. The effect of TV watching on emotion understanding was gender moderated, with stronger effects of TV watching observed among girls, but no significant effects detected among boys. In contrast, gaming forecasted lower level of emotion understanding in boys, not girls. Results are discussed in the light of the importance of face-to-face interaction to preserve the development of social-emotional competence among young children. Statement of contributionWhat is already known on this subject?We know that children's screen activities correlate with poorer social competence and with decrease of the quantity and quality of interaction with parents and siblings. The capacity to understand emotions in others is primarily learned through interaction with primary caregivers, but little is known how children's screen use influences development of emotion understanding.What the present study adds?We found that more TV watching among girls at age 4 predicted lower levels of emotion understanding at age 6. Furthermore, TV in child's bedroom at age 6 forecasted lower levels of emotion understanding at age 8.

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Section: Discussionsupporting

confidence: 56%

Screen time and the development of emotion understanding from age 4 to age 8: A community study

Skalická

Hygen

Stenseng

et al. 2019

British J of Dev Psycho

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“…These popular fears are echoed by internet users who indicate that internet use has impaired their memory and concentration (Näsi & Koivusilta, ) and who feel stressed by the amount of information available online (i.e., experience “information overload”; Horrigan, ). That said, empirical research on the cognitive effects of internet‐based device and internet use has been inconclusive and yielded inconsistent outcomes (e.g., Orben & Przybyzki, ; see also reviews by K. L. Mills, ; Wilmer, Sherman, & Chein, ), and research with young children has rarely been conducted at all. Children are clearly capable of learning from internet‐based devices, just as they are capable of learning from books or television (see Troseth & Strouse, ).…”

Section: Effects On Cognitive Developmentmentioning

confidence: 99%

Growing up with Google: How children's understanding and use of internet‐based devices relates to cognitive development

Danovitch

2019

Human Behav and Emerg Tech

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Children are increasingly exposed to devices that can access the internet, such as computers, smartphones, and tablets, beginning early in life. This review summarizes current evidence regarding the understanding and use of internet‐based devices among children from birth through age 8, while highlighting gaps in the literature and opportunities for future research. The first section describes children's access to internet‐based devices, and discusses the role that parents play in mediating children's access to internet‐based devices. The second section describes children's developing understanding of how internet‐based devices work and what they can do, and how capable children are of accessing information from the internet using these devices. The third section discusses potential implications of children's use of internet‐based devices for children's cognitive development, with an emphasis on the development of memory, metacognition, and exploration.

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“…They also need a dependable evidence base on which to make decisions. These topics above appear to dovetail with findings from the research on smartphones, 36 violent television and video games. 37 These technologies affect attention, learning, and memory in ways that may go unnoticed by participants.…”

Section: Discussionmentioning

confidence: 99%

Technology and the Brain: Lessons from Patient Care, Social Media and the Internet

Hilty¹

2017

Psychol Cogn Sci Open J

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OVERVIEWTechnology is sweeping through our society in unparalleled fashion, affecting our day-to-day life, education, social relationships, healthcare and business. Our human experience and neuroscience both determine how we interface with technology such that we have "good" (i.e., enjoyment, excitement) and "bad" (i.e., stress) experiences. With regard to healthcare, the patient-centered era features quality, affordable, and timely care; technology is a key part of that, particularly among younger generations. Indeed, the consumer movement related to new technologies may be passing some clinicians by, as new ways of communicating with others (text, e-mail, Twitter, Facebook, social media). More reflection is needed on how technology "changes" us, may become the focus of our worst attributes and causes significant problems (e.g., pathological Internet use, privacy/confidentiality breeches). Research approaches and frameworks are needed across many fields and disciplines of science, medicine and human behavior regarding our use of technology. HUMAN NATURE AND HOW WE LEARNA recent article distinguishes our species-homo sapien-by our ability to contemplate the future through cortical function; 1 homo prospectus is suggested since we thrive by considering our prospects and this foresight created civilization and sustains society. When making plans, we have higher levels of happiness and lower levels of stress than at other times, perhaps because this channels concerns into an organized plan. Studies show depressed people imagine fewer positive scenarios while overestimating future risks. We are also governed by the subcortical function, too, in many ways including addictions.Cognitive psychology focuses on learning, memory and perception. Learning is a complex neurobiological and social phenomenon. How we learn is dependent on our personal experience and professional training, including what is formally taught and what we learn on our own. Discussing what we know, what we don't, and how to learn better/more is a key developmental step. Evaluating our strengths and weaknesses is also essential for professional development. Using our 'best' learning styles and facilitating others' gives us many ways to approach problems. 2-3Neurobiology informs us on learning, including Hebbian theory about adaptation of neurons in the brain during this process. Synaptic plasticity and increased synaptic efficacy arises from the presynaptic cell's repeated and persistent stimulation of the postsynaptic cell. 4 Similarly, behaviorists think of animal learning as the ingraining of habit by repetition. Injury and mental illness (e.g., schizophrenia) disrupt this. Repetition and planned redundancies help us enhance our retention by allowing us to "relearn" things as we build toward more complex skills. Visualization is another form of repetition, which may mentally 'prepare' us to perform tasks. Stress in moderation is helpful and in principle, fatigue, Multitasking and interruptions are to be minimized. Sociologic, educational and psycho...

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Smartphones and Cognition: A Review of Research Exploring the Links between Mobile Technology Habits and Cognitive Functioning

Cited by 434 publications

References 112 publications

Screen time and the development of emotion understanding from age 4 to age 8: A community study

Screen time and the development of emotion understanding from age 4 to age 8: A community study

Growing up with Google: How children's understanding and use of internet‐based devices relates to cognitive development

Technology and the Brain: Lessons from Patient Care, Social Media and the Internet

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