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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach
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Associations between screen time and cognitive development in preschoolers.

Zhiguang Zhang1, Kristi B Adamo2, Nancy Ogden3

  • 1Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.

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Limiting preschooler screen time to one hour daily may enhance working memory. Total screen time was linked to poorer working memory, but not expressive language development in young children.

Keywords:
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Area of Science:

  • Child Development
  • Cognitive Science
  • Public Health

Background:

  • Screen time is prevalent among preschoolers.
  • Understanding its impact on early cognitive development is crucial for public health guidelines.
  • Previous research has yielded mixed results on screen time and cognitive outcomes.

Purpose of the Study:

  • To investigate the association between screen time and cognitive development in preschoolers.
  • To determine if adherence to recommended screen time limits impacts cognitive skills.
  • To differentiate the effects of television viewing versus video gaming on cognitive function.

Main Methods:

  • Cross-sectional study of 97 preschoolers (36-60 months).
  • Screen time assessed via parental questionnaire (television time, video game time, total screen time).
  • Cognitive development measured using expressive vocabulary and working memory assessments (Early Years Toolbox).

Main Results:

  • Higher total screen time was associated with lower working memory capacity (OR=0.52).
  • No significant association was found between screen time and expressive vocabulary.
  • Preschoolers meeting the recommended screen time limit (≤1 hour/day) showed higher working memory capacity (OR=3.48).

Conclusions:

  • Limiting total screen time to one hour per day may support working memory development in preschoolers.
  • Screen time appears unrelated to expressive language development in this age group.
  • Adherence to screen time recommendations is positively associated with working memory.