Evidence map›Paper›PMID 35599677›Full record

ArticlePaediatrics & child health2022

Associations between screen time and cognitive development in preschoolers.

Zhiguang Zhang, Kristi B Adamo, Nancy Ogden, Gary S Goldfield, Anthony D Okely, Nicholas Kuzik, Mitchell Crozier, Stephen Hunter, Madison Predy, Valerie Carson

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Paediatrics & child health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed, 1 pooled it
25.9field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed, 1 synthesis or guideline pooled it, 68 citations in OpenAlex.

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  16. Raising the Child-Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis.International journal of environmental research and public health · 2022
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors at 5 institutions in 2 countries.

Zhiguang ZhangFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.
Kristi B AdamoFaculty of Health Science, University of Ottawa, Ottawa, Ontario, Canada.
Nancy OgdenFaculty of Arts, Mount Royal University, Calgary, Alberta, Canada.
Gary S GoldfieldChildren's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada.
Anthony D OkelyEarly Start and Illawarra Health and Medical Research Institute, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia.
Nicholas KuzikFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.
Mitchell CrozierFaculty of Health Science, University of Ottawa, Ottawa, Ontario, Canada.
Stephen HunterFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.
Madison PredyFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.
Valerie CarsonFaculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada.ORCID https://orcid.org/0000-0002-3009-3282
University of Alberta · CAUniversity of Ottawa · CAChildren's Hospital of Eastern Ontario · CAMount Royal University · CAUniversity of Wollongong · AU

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objectives: To examine the cross-sectional associations between screen time and cognitive development in preschoolers. Methods: Participants were 97 preschoolers (36 to 60 months) in Alberta and Ontario, Canada in the supporting Healthy physical AcTive Childcare setting (HATCH) study. The time that children spent watching television, videos or DVDs (television time) or playing video or computer games (video game time) on a television, computer, or portable device was assessed using a parental questionnaire. Television time and video game time were summed to calculate total screen time. Adherence to the screen time recommendation (≤1 hour/day) of the Canadian 24-Hour Movement Guidelines was calculated. Expressive vocabulary and working memory were assessed using the Early Years Toolbox. Due to the distribution of working memory, it was categorized as a binary variable based on the median score. The associations between screen time and cognitive development were examined using mixed models (expressive vocabulary) or generalized mixed models (working memory). Results: Screen time was not associated with expressive vocabulary. Preschoolers who had higher total screen time were less likely to have better working memory (OR=0.52; 95%CI:0.31, 0.88), despite the null associations for television time (P=0.155) and video game time (P=0.079). Preschoolers who met the screen time recommendation were more likely to have higher working memory capacity (OR=3.48; 95%CI:1.06, 11.47), compared to those who did not meet the recommendation. Conclusion: Limiting total screen time to no more than one hour per day may facilitate working memory development in preschoolers. Screen time may be unrelated to expressive language development in this age group.

Indexed as

Contemporary technologiesEarly childhoodExecutive functionMedia exposureScreen useYoung children

Identifiers

PMID35599677
PMCPMC9113848
OpenAlexW4237016175

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.