The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background

Abstract

Digital media defines modern childhood, but its cognitive effects are unclear and hotly debated. We believe that studies with genetic data could clarify causal claims and correct for the typically unaccounted role of genetic predispositions. Here, we estimated the impact of different types of screen time (watching, socializing, or gaming) on children’s intelligence while controlling for the confounding effects of genetic differences in cognition and socioeconomic status. We analyzed 9855 children from the USA who were part of the ABCD dataset with measures of intelligence at baseline (ages 9–10) and after two years. At baseline, time watching (r = − 0.12) and socializing (r = − 0.10) were negatively correlated with intelligence, while gaming did not correlate. After two years, gaming positively impacted intelligence (standardized β = + 0.17), but socializing had no effect. This is consistent with cognitive benefits documented in experimental studies on video gaming. Unexpectedly, watching videos also benefited intelligence (standardized β = + 0.12), contrary to prior research on the effect of watching TV. Although, in a posthoc analysis, this was not significant if parental education (instead of SES) was controlled for. Broadly, our results are in line with research on the malleability of cognitive abilities from environmental factors, such as cognitive training and the Flynn effect.

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General intelligence and executive functioning are overlapping but separable at genetic and molecular pathway levels: An analytical review of existing GWAS findings

“…Thus, a recent study estimated the association of types of screen time (watching TV and online videos, socializing via social media, text, and video chat, and gaming) with intelligence after accounting for screen type, socioeconomic status, and genetic predisposition for intelligence. Surprisingly, gaming and watching was shown positively influence the amount of change in intelligence so that children who played more video games at 9–10 years of age showed the more gains in intelligence two years later [ 91 ]. Further research addressing these pleiotropic effects would be required to unpack the mechanisms of these relationships.…”

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