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Cross-sectional associations of application use and media program viewing with cognitive and psychosocial development in preschoolers
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In: Test Series for Scopus Harvesting 2021 (2021)
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Abstract:
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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Keyword:
Apps; Early childhood; Executive functions; Mental health; Screen time; Television viewing
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URL: https://doi.org/10.3390/ijerph18041608
https://ro.uow.edu.au/test2021/516
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Pautas de consumo televisivo en adolescentes de la era digital: un estudio transcultural
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 50, 2017, pags. 67-76 (2017)
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Ver y tuitear: reacciones de los jóvenes ante la representación mediática de la resistencia
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 47, 2016, pags. 9-17 (2016)
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Checkpoint Literacy. Tagungsband 1 zum 15. Europäischen Lesekongress 2007 in Berlin
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Europäischer Lesekongress (15 : 2007 : Berlin). - : Deutsche Gesellschaft für Lesen und Schreiben, 2008. : Berlin, 2008. : pedocs-Dokumentenserver/DIPF, 2008
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In: Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2008, 304 S. - (DGLS-Beiträge; 7) (2008)
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Relaciones entre escuela y TV: hacer visible lo invisible
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 31, 2008 (Ejemplar dedicado a: Educar la mirada: propuestas para enseñar a ver TV), pags. 577-582 (2008)
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El valor educativo de los medios: correlaciones socioculturales
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 31, 2008 (Ejemplar dedicado a: Educar la mirada: propuestas para enseñar a ver TV), pags. 529-535 (2008)
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¿Persisten los estereotipos sociales en la dieta televisiva de los adolescentes?
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 31, 2008 (Ejemplar dedicado a: Educar la mirada: propuestas para enseñar a ver TV), pags. 381-386 (2008)
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