Associations between duration and type of electronic screen use and cognition in US children

This study investigated associations between screen-use (time and type) and cognition in children and tested the hypothesis that across all screen types, time spent on screens is negatively associated with cognition. This study presents cross-sectional data from 11,875 US children aged 9–10 years. E...

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Bibliographic Details
Published in:Computers in human behavior 2020-07, Vol.108, p.106312, Article 106312
Main Authors: Walsh, Jeremy J., Barnes, Joel D., Tremblay, Mark S., Chaput, Jean-Philippe
Format: Article
Language:English
Subjects:
Children
Cognition
Cognition & reasoning
Cognitive development
Computer & video games
Crystallized intelligence
Digital media
Education
Fluid intelligence
Recreational use
Screen time
Social media
TV watching
Youth
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Summary:This study investigated associations between screen-use (time and type) and cognition in children and tested the hypothesis that across all screen types, time spent on screens is negatively associated with cognition. This study presents cross-sectional data from 11,875 US children aged 9–10 years. Exposures were self-reported daily recreational screen-use. The primary outcome was global cognition measured by the Youth NIH Toolbox®. Covariates included child education, pubertal development, parental education, household income, race/ethnicity, physical activity, and sleep duration. The mean (SD) daily recreational screen time was 3.8 (3.1) hours and 99.7% of children reported using some form of screen daily. More screen time was accumulated on weekends compared to weekdays [4.6 (3.6) vs. 3.5 (3.1) hours, d = 0.34, p 
ISSN:0747-5632
1873-7692
DOI:10.1016/j.chb.2020.106312