Television and Schooling: Displacement and Distraction Hypotheses

Roberts, Donald F.; Henriksen, Lisa; Voelker, David H.; Vuuren, Detlef P. van

doi:10.1177/000494419303700207

Cited by 13 publications

(5 citation statements)

References 19 publications

(15 reference statements)

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“…However, excessive use can be detrimental ( 50 , 51 ), with potential negative impacts on physical, cognitive, emotional, and social wellbeing ( 48 , 52 ), including a range of adverse physical, psychosocial, and cognitive outcomes ( 53 ). Further, the “time displacement hypothesis” suggests that excessive screen time displaces important protective health behaviors such as physical activity, green time, and adequate sleep ( 54 ). In addition, excessive screen time and social media use by children is associated with the development of obesity, sleep disturbances/problems ( 55 ), language delay, inattention (or attention disorders) ( 56 ), and depression ( 53 , 57 , 58 ).…”

Section: Discussion/observationsmentioning

confidence: 99%

Pediatric Preventive Care in Middle-High Resource Countries—The Padova Chart for Health in Children

et al. 2022

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ImportanceThe Padova Chart for Health in Children (PCHC) aims to gather the evidence of healthcare promotion and protection for chidren and adolescents (i.e., aged <18 y) into a single document in order to guide families, healthcare providers and social actors on healthy choices. No more than 2% of Europeans and North Americans aged <30 y have a healthy lifestyle. This, together with metabolic and brain plasticity during childhood, creates the ideal opportunity to implement preventive strategies. Guided interventions promoting healthy lifestyle in children and families therefore have a key role in abating the unprecedented pandemic of non-communicable diseases (NCDs) in adulthood.ObservationsThe PCHC is divided into four sections: nutrition, cardiovascular health, respiratory health, and mental and social health. Each section is structured in an ALICE approach (assessment, lobbying, intervention, call-for-action, evaluation): assessment of necessity, describing relevance to healthcare; lobbying to identify those who can effect the proposed interventions; interventions involving family, school and peers; a call-for-action to define priorities among the proposed interventions; and objective evaluation measures that can be applied on a population basis.Conclusions and RelevanceInterventions promoting health in childhood require joint action from multiple institutional, local and family representatives, with the shared goal of promoting health across the entire age group. These lifestyle interventions have the potential to change the lifetime risk trajectory for NCDs.

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Section: Discussion/observationsmentioning

confidence: 99%

Pediatric Preventive Care in Middle-High Resource Countries—The Padova Chart for Health in Children

et al. 2022

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“…There are a number of reasons for this pessimism regarding the relationship between exposure to video media and language skills. Primary among these is the displacement hypothesis (as discussed in Neuman, 1988;and Roberts et al, 1993). This is the idea that time spent watching television displaces other more beneficial activities such as shared book reading or social interaction with a caregiver, therefore reducing other opportunities for children to enhance their language skills.…”

Section: Negative Impacts Of Video Mediamentioning

confidence: 99%

“…This difference is particularly important in the context of Displacement theory (discussed in Neuman, 1988;and Roberts et al, 1993) which states that TV time may negatively impact a child's cognitive skills, not because it is inherently damaging, but because it takes away time from other more beneficial activities. It is therefore possible that children are able to learn and gain language skills during a well-controlled, high-quality viewing session, but also that the video content they view habitually has a negative or null impact on their language skills.…”

Section: Outcome Measures: Targeted Vs Generalisedmentioning

confidence: 99%

Exposure to Language in Video and its Impact on Linguistic Development in Children Aged 3-11: A Scoping Review

Gowenlock,

Norbury,

Rodd

2024

Preprint

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Early exposure to books can benefit language acquisition by expanding children’s linguistic experience and engaging them in a shared activity (Nation et al. 2022; Dowdall et al., 2020). Video media (including television) could potentially fulfil a similar role by exposing children to new linguistic phenomena in an engaging setting. However, while many studies have examined the impact of screen-time on cognitive development (for a review see Kostyrka-Allchorne et al., 2017), the findings relating specifically to language remain unclear. The aim of this review is to understand how encountering language content in video media might impact a variety of language skills in children aged 3-11. This review maps the methods and findings of 93 studies that met preregistered criteria with the goal of understanding which factors impact learning outcomes following video exposure. Results from observational (N=31) and experimental (N=62) studies reveal a divided literature in which video viewing is linked to short-term benefits for learning specific linguistic structures from high-quality video media, as well as having negative or null long-term associations with standardised language measures. Results highlight various methodological difficulties and limitations faced by experimental and observational approaches and reveal the importance of video quality and viewing context for language learning.

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“…Young people's media use is related to their success at school. Because many adolescents report that they study while listening to the radio or watching television, a number of studies have investigated the "interference" or "distraction effect" of media use while studying (Beentjes, Koolstra, & van der Voort, 1995;Patton, Stinard, & Routh, 1983;Pool, van der Voort, Beentjes, Koolstra, 2000;Roberts, Henriksen, Voelker, & van Vuuren, 1993). Experimental studies confirm that young people who do school work with either a television or music in the background tend to perform more poorly than students who do not (LaVoie & Collins, 1975;Tucker & Bushman, 1991).…”

Section: Young People and Heavy Media Consumptionmentioning

confidence: 99%

Adolescence And Media

Mastronardi

2003

Journal of Language and Social Psychology

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It is argued in this article that to develop richer models and more effective pedagogical tools, studies exploring the relationship between mass media and young people need to foreground media use in the context of young peoples' daily lives, as well as in the context of more broad social and political issues that shape how specific media forms are constructed, deployed, and taken up by young people. Focusing primarily on major trends of the media effects tradition, the dominant paradigm among social scientists, this article surveys and assesses four key themes of effects research concerning adolescents: heavy media consumption, media violence, sexuality, and media and young women. Recent research developments concerning young people and new or digital media forms also are considered, and arguments about media and youth culture from a political economy perspective are reviewed briefly.

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Television and Schooling: Displacement and Distraction Hypotheses

Cited by 13 publications

References 19 publications

Pediatric Preventive Care in Middle-High Resource Countries—The Padova Chart for Health in Children

Pediatric Preventive Care in Middle-High Resource Countries—The Padova Chart for Health in Children

Exposure to Language in Video and its Impact on Linguistic Development in Children Aged 3-11: A Scoping Review

Adolescence And Media

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