Medical Research Archives,
Journal Year:
2023,
Volume and Issue:
11(11)
Published: Jan. 1, 2023
The
use
of
technology
has
been
widely
studied
as
an
influential
factor
in
children's
learning
and
development;
however,
the
neurodevelopment
early
childhood
goes
through
critical
periods
that
are
very
sensitive
to
technological
overexposure.
literature
reviewed
links
their
abusive
with
difficulties
negative
consequences
on
executive
functioning,
well
cognitive,
linguistic,
socio-emotional
areas.
Consequently,
a
systematic
review
14
articles
is
presented,
prepared
under
PRISMA
guidelines,
understand
impact
screens
neurotypical
between
0
12
years,
especially
functioning.
results
find
significant
relationships
exposure
lower
performance
from
months
9
years
age,
inhibitory
control.
There
immediately,
short
long
term.
Likewise,
other
variables
affect
have
identified.
More
experimental
studies
needed
support
causality
directionality
findings,
quantitative
instruments
allow
real-time
be
measured
more
objectively.
Behavioral Sciences,
Journal Year:
2023,
Volume and Issue:
13(3), P. 208 - 208
Published: Feb. 27, 2023
There
is
growing
evidence
that
prevalence
rates
of
autism
spectrum
disorder
(ASD)
are
increasing.
A
number
factors
appear
to
contribute
this
increase,
including
excessive
screen
time.
Screen
time
seems
be
linked
the
severity
symptoms
ASD.
Given
this,
aim
present
cross-sectional
study
was
investigate
association
between
early
and
ASD
in
first
36
months
life.
To
end,
sixty-eight
Iranian
toddlers
(mean
age:
27.09
months;
22.1%
females)
with
were
recruited.
Parents
completed
modified
checklist
for
(M-CHAT),
Repetitive
Behavior
Scale-Revised
(RBS-R),
a
lifestyle
checklist.
Next,
parents
rated
children’s
daily
exposure
content
specifically
designed
(foreground
media)
not
(background
children,
along
their
social
interaction.
Per
day,
spent
5.12
h
(±3.77)
foreground
media,
3.72
(±3.57)
background
2.89
(±2.74)
interaction
other
people
(parents).
test
hypotheses,
we
performed
series
Pearson’s
correlations
multiple
regression
analyses.
Toddlers’
higher
scores
associated
longer
(r
=
0.234,
p
0.001)
0.180,
0.012)
media
duration,
shorter
duration
others
0.192,
0.009).
Toddlers
spending
1
more
have
0.38
0.29
units
symptom
scale,
respectively,
while
interactions
0.42
fewer
scale.
The
related
toddlers.
design
precludes
causal
associations,
although
bi-directional
relationships
plausible.
Scientific Reports,
Journal Year:
2025,
Volume and Issue:
15(1)
Published: Feb. 10, 2025
Autism
and
ADHD
are
associated
with
difficulties
Executive
Functions
(EFs),
but
the
prevalence
nature
of
these
in
early
development
is
not
well
understood.
In
this
longitudinal
study,
107
children
a
family
history
autism
and/or
(FH-autism/ADHD),
24
No-FH-autism/ADHD
completed
multiple
EF
tasks
(5
at
age
2
years,
7
3
years).
Parents
reported
on
their
child's
autism-
(Q-CHAT
2,
SRS-2
3),
ADHD-related
traits
(CBCL
DSM-ADHD
scale,
both
ages).
Compared
to
group,
FH-autism/ADHD
group
showed
lower
scores
simple
EFs
(involving
response
inhibition,
holding
mind)
ages
3.
Exploratory
analysis
linked
FH-autism
specifically
Attention
(top-down
attentional
control)
combination
FH-ADHD
Complex
selectively
deploying
responses,
or
updating
information)
Three-year-olds'
Simple
were
negatively
traits.
(before
correcting
for
comparisons).
Toddlers
may
benefit
from
interventions
support
development,
whilst
those
already
showing
autistic
more-complex
skills.
Children,
Journal Year:
2025,
Volume and Issue:
12(5), P. 555 - 555
Published: April 25, 2025
Objectives:
This
review
assesses
how
daily
exposure
to
Information
and
Communication
Technologies
(ICTs)
affects
executive
functions
in
children
adolescents
explores
the
roles
of
parents
mitigating
potential
negative
impacts
on
cognitive
development
emotional
regulation.
Methods:
Following
PRISMA
guidelines,
a
systematic
search
was
conducted
from
2022
2024
using
PubMed,
Scopus,
Cochrane
Library.
The
study
criteria
included
cohort
studies,
randomized
controlled
trials
(RCTs),
quasi-RCTs,
reviews.
Data
extraction
risk-of-bias
assessments
were
performed
ROBIS
ROBINS-E
tools.
Due
heterogeneity
results,
narrative
synthesis
carried
out.
Results:
Ten
studies
for
analysis,
comprising
total
231,117
nine
countries
three
continents.
Most
indicated
that
excessive
ICT
negatively
functions,
particularly
working
memory,
inhibitory
control,
flexibility,
attention.
Adverse
effects
linked
increased
screen
time,
poor
sleep
quality,
multitasking.
However,
two
found
no
significant
association,
highlighting
influence
contextual
factors
like
socioeconomic
status,
parental
mediation,
content
type.
Shared
use
with
or
siblings
appeared
reduce
effects.
Conclusions:
Excessive
is
associated
impaired
function
adolescents.
Parental
supervision
structured
may
mitigate
risks.
Future
research
should
investigate
moderating
factors,
such
as
status
content,
develop
guidelines
healthy
digital
engagement
youth.
Frontiers in Developmental Psychology,
Journal Year:
2024,
Volume and Issue:
2
Published: Aug. 14, 2024
Introduction
The
prevalence
of
touchscreen
devices
has
recently
risen
amongst
young
children.
Some
evidence
suggests
that
increased
use
may
be
negatively
related
to
preschool-age
children's
executive
functions
(EFs).
However,
it
been
argued
actively
interacting
with
(e.g.,
via
creative
apps
for
drawing)
could
better
support
EF
development
compared
passive
watching
videos).
There
is
a
pressing
need
understand
whether
the
type
can
explain
potential
associations
between
and
EF.
Methods
By
following
up
longitudinally
on
an
infant
sample,
now
aged
42-months
(
N
=
101),
current
study
investigates
relative
contributions
active
use,
measured
concurrently
at
from
10-to-42-months,
parent-reported
EFs.
Results
A
multivariate
multiple
regression
found
no
significant
negative
preschool
was
positive
association
BRIEF-P
Flexibility
Index.
Discussion
lack
consistent
earlier
study's
findings
in
same
sample
infancy,
suggesting
moderate
levels
early
this
are
not
significantly
associated
poorer
EF,
least
preschool-age.
Mind Brain and Education,
Journal Year:
2024,
Volume and Issue:
18(4), P. 399 - 407
Published: Oct. 7, 2024
Abstract
Children
are
increasingly
using
educational
apps,
but
little
research
has
been
conducted
to
determine
their
effectiveness.
The
current
study
compared
the
effect
of
an
interactive
touchscreen
app
a
noninteractive
video
about
on
young
children's
Chinese
characters
learning
and
executive
functions
(EFs).
In
mixed
between‐within
design,
50
children
aged
5
6
years
old
were
randomly
assigned
play
or
watch
app.
Results
showed
that
in
condition
made
more
progress
from
pretest
posttest
learning,
improvement
working
memory
scores
inhibitory
capacity
condition.
suggest
literacy
apps
touchscreens
benefit
EFs.
Future
should
continue
focus
impact
different
forms
use
functioning.
Abstract
This
chapter
summarizes
research
on
digital
media,
cognition,
and
brain
development
throughout
childhood.
Rapid
produces
age-related
differences
in
children’s
responses
to
media
the
potential
impact
of
cognition.
In
infancy,
cognitive
constraints
limit
whether
how
infants
learn
from
although
they
under
some
conditions
(e.g.,
with
repetition
or
parental
scaffolding).
Throughout
early
middle
childhood,
children
use
a
wider
range
become
better
able
comprehend
media.
There
is
an
emerging
literature
suggesting
associations
between
screen
time
structure
children;
however,
brain-behavior
are
not
well
understood.
Meta-analytic
reviews
report
mostly
nonsignificant
small
negative
overall
outcomes
self-regulation,
attention,
language,
academic
achievement).
However,
there
substantial
variability
across
studies
individuals,
effects
varying
by
content
context
use.
For
example,
solitary
(versus
parent-child
joint
engagement)
noneducational
adult-directed
child-directed
informational
content)
associated
more
fewer
positive
outcomes.
concludes
future
agenda
recommendations
informed
current
literature.
