Screen time and working memory in adolescents: A longitudinal study.

Area of Science:

• Neuroscience
• Developmental Psychology
• Public Health

Background:

• Excessive screen time's impact on adolescent cognitive functions, particularly Working Memory (WM), remains under-researched.
• Understanding these effects is crucial for adolescent development and well-being.

Purpose of the Study:

• To investigate the association between adolescent screen time (television, video games, computer use) and Working Memory.
• To explore the mediating role of intelligence quotient (IQ) in this relationship.

Main Methods:

• Analysis of data from the 1993 Pelotas (Brazil) Birth Cohort Study (N=3625).
• Screen time data collected at ages 11, 15, and 18; Working Memory assessed at age 22 using Digit Span backward score.
• Multiple linear regression and mediation analysis were employed to examine associations and indirect effects via IQ.

Main Results:

• In adolescent males, television and video game time at age 11, and computer time at ages 11 and 15, were positively associated with Working Memory.
• These positive associations in males were mediated by intelligence quotient (IQ) at age 18.
• No significant associations were observed between screen time measures and Working Memory in adolescent females.

Conclusions:

• Screen time in adolescence may have differential effects on Working Memory in males and females.
• Intelligence quotient (IQ) plays a significant mediating role in the relationship between certain types of screen time and Working Memory in males.
• Further research is needed to understand the nuances of screen time effects on cognitive development across genders.