Zhiguang Zhang1, Kristi B Adamo2, Nancy Ogden3, Gary S Goldfield4, Anthony D Okely5, Nicholas Kuzik1, Mitchell Crozier2, Stephen Hunter1, Madison Predy1, Valerie Carson1. 1. Faculty of Kinesiology, Sport and Recreation, University of Alberta, Edmonton, Alberta, Canada. 2. Faculty of Health Science, University of Ottawa, Ottawa, Ontario, Canada. 3. Faculty of Arts, Mount Royal University, Calgary, Alberta, Canada. 4. Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada. 5. Early Start and Illawarra Health and Medical Research Institute, Faculty of Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW, Australia.
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.
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.
Authors: Zhiguang Zhang; Kristi B Adamo; Nancy Ogden; Gary S Goldfield; Anthony D Okely; Nicholas Kuzik; Mitchell Crozier; Stephen Hunter; Madison Predy; Valerie Carson Journal: Sleep Med Date: 2020-12-25 Impact factor: 3.492
Authors: Mark S Tremblay; Jean-Philippe Chaput; Kristi B Adamo; Salomé Aubert; Joel D Barnes; Louise Choquette; Mary Duggan; Guy Faulkner; Gary S Goldfield; Casey E Gray; Reut Gruber; Katherine Janson; Ian Janssen; Xanne Janssen; Alejandra Jaramillo Garcia; Nicholas Kuzik; Claire LeBlanc; Joanna MacLean; Anthony D Okely; Veronica J Poitras; Mary-Ellen Rayner; John J Reilly; Margaret Sampson; John C Spence; Brian W Timmons; Valerie Carson Journal: BMC Public Health Date: 2017-11-20 Impact factor: 3.295
Authors: Anthony D Okely; Davina Ghersi; Kylie D Hesketh; Rute Santos; Sarah P Loughran; Dylan P Cliff; Trevor Shilton; David Grant; Rachel A Jones; Rebecca M Stanley; Julie Sherring; Trina Hinkley; Stewart G Trost; Clare McHugh; Simon Eckermann; Karen Thorpe; Karen Waters; Timothy S Olds; Tracy Mackey; Rhonda Livingstone; Hayley Christian; Harriette Carr; Adam Verrender; João R Pereira; Zhiguang Zhang; Katherine L Downing; Mark S Tremblay Journal: BMC Public Health Date: 2017-11-20 Impact factor: 3.295
Authors: Rute Santos; Zhiguang Zhang; João R Pereira; Eduarda Sousa-Sá; Dylan P Cliff; Anthony D Okely Journal: BMC Public Health Date: 2017-11-20 Impact factor: 3.295