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在学龄前使用触摸屏与执行功能之间的同时和纵向关联

Alicia Mortimer¹, Abigail Fiske¹, Bethany Biggs²

¹Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.

Frontiers in developmental psychology

|August 20, 2025

概括

幼儿积极使用触摸屏与更好的认知灵活性有关,没有发现适度早期使用对执行功能 (EFs) 的负面影响. 这项研究强调了小孩子与设备互动的重要性.

科学领域:

儿童发展
认知科学
人与计算机的交互

背景情况:

触摸屏设备在幼儿中越来越普遍.
关于学龄前儿童触摸屏使用和执行功能 (EF) 的相互矛盾证据.
主动 (创造性) 和被动 (视频) 触摸屏使用的潜力,对环境环境发展产生不同影响.

研究的目的:

在42个月大的儿童中调查被动和主动触摸屏使用与家长报告的环境效应之间的纵向关联.
检查触摸屏的使用类型是否会缓解 EF 的关系.
确定早期接触触摸屏是否与学龄前儿童执行功能的负面结果有关.

主要方法:

对101名婴儿进行长度研究,追踪到42个月大.
同时和纵向测量被动和主动触摸屏的使用.
父母报告的执行功能使用执行功能行为评分清单 (BRIEF-P) 进行评估.

主要成果:

多变量回归显示,触摸屏的整体使用与学前环境效应之间没有显著的负面关联.
在42个月活跃使用触摸屏与BRIEF- P灵活性指数之间观察到显著的积极关联.
结果与婴儿期同一个队列的先前研究一致,表明中度早期接触触摸屏没有有害影响.

结论:

适度的早期触摸屏使用似乎与学龄前儿童的执行功能较差无关.
与触摸屏设备的积极接触可以支持认知发展的特定方面,例如灵活性.
需要进一步的研究才能充分了解不同类型的触摸屏互动与儿童发展之间的细微关系.

关键词:

主动使用屏幕执行职能媒体曝光被动使用屏幕学前认知发展触摸屏

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