数字技术的使用和与儿童学习和社交互动的关联:纵向方法
Ross D Neville1, Elizabeth Al-Jbouri2, Sheri Madigan2
1School of Public Health, Physiotherapy and Sports Science, University College Dublin.
Developmental psychology
|February 19, 2026
概括
孩子 孩子 孩子 孩子
科学领域:
- 儿童发展 儿童发展
- 数字媒体研究 数字媒体研究
- 教育心理学教育心理学
背景情况:
- 在儿童中,数字技术的使用普遍存在.
- 了解其对发展的长期影响至关重要.
- 关于技术使用轨迹的纵向数据有限.
研究的目的:
- 从3岁到9岁确定不同的数字技术使用轨迹.
- 检查这些轨迹与学习/社会结果之间的关联.
- 调查与阅读,注意力,亲社会行为和同龄人关系的联系.
主要方法:
- 纵向数据的潜阶级增长分析 (N=9,783).
- 协会的条件回归分析.协会的条件回归分析.
- 使用了全国代表的队列数据,每两年进行一次跟踪.
主要成果:
- 确定了四个轨迹:稳定低,低增长,高下降,稳定高使用.
- 稳定的高/增加使用与同行问题和较低的注意力/阅读相关.
- 高度下降的使用与增加的亲社会行为有关.
结论:
- 持续/不断增加的数字技术使用与较差的学习和社会成果相关.
- 减少数字技术使用与改善的亲社会行为相关.
- 数字技术参与的轨迹模式对儿童发展很重要.
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