Top

Gepubliceerd in:

24-06-2020 | Original Paper

The Relation between Electronic Game Play and Executive Function among Preschoolers

Auteurs: Xiaohui Yang, Zhenhong Wang, Xiaoju Qiu, Liqi Zhu

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 10/2020

Abstract

We examined the relation between electronic game play and executive function (EF) in Chinese preschoolers. One hundred and nineteen 3- to 6-year-old children participated. Children’s working memory, inhibition, and planning were assessed as measures of EF development. Parents completed a questionnaire regarding children’s electronic game play time and the game content. The results showed that time spent on electronic games (M = 0.30 h, SD = 0.41, ranging from 0 to 2.14 h per day) was positively related to EF when controlling for other relevant factors, such as children’s age, gender, and socioeconomic status. However, action content in electronic games was negatively related to one inhibition aspect of EF, but not two other aspects, namely working memory and planning. The results of the present study indicate time spent using media is associated with EF development in children but that evidence for content-related issues is inconclusive.

vorige artikel Using Focus Groups to Understand the Dynamics of Mothers and Daughters on Social Networking Sites

volgende artikel Exploring the Reliability and Validity of the TechU-Q to Evaluate Device and Purpose Specific Screen Use in Preschool Children and Parents

Achtman, R. L., Green, C. S., & Bavelier, D. (2008). Video games as a tool to train visual skills. Restorative Neurology & Neuroscience, 26, 435–446.

Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents’ educational level on the development of executive functions. Developmental Neuropsychology, 28(1), 539–560. https://doi.org/10.1207/s15326942dn2801_5.CrossRefPubMed

Bailey, K., West, R., & Anderson, C. (2010). A negative association between video game experience and proactive cognitive control. Psychophysiology, 47(1), 34–42. https://doi.org/10.1111/j.1469-8986.2009.00925.x.CrossRefPubMed

Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: a closer look at the caregiving environment. Developmental Science, 15(1), 12–24. https://doi.org/10.1111/j.1467-7687.2011.01093.x.CrossRefPubMed

Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: changes and correlates. Developmental Review, 29(3), 180–200. https://doi.org/10.1016/j.dr.2009.05.002.CrossRefPubMed

Bialystok, E. (2006). Effect of bilingualism and computer video game experience on the Simon task. Canadian Journal of Experimental Psychology, 60(1), 68–79. https://doi.org/10.1037/cjep2006008.CrossRefPubMed

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: the promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911. https://doi.org/10.1017/S0954579408000436.CrossRefPubMedPubMedCentral

Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129(3), 387–398. https://doi.org/10.1016/j.actpsy.2008.09.005.CrossRefPubMed

Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development, 11(2), 73–92. https://doi.org/10.1002/icd.298.CrossRef

Christakis, D. A. (2009). The effects of infant media usage: what do we know and what should we learn? Acta Paediatrica, 98(1), 8–16. https://doi.org/10.1111/j.1651-2227.2008.01027.x.CrossRefPubMed

Christakis, D. A., Ramirez, J. S. B., & Ramirez, J. M. (2012). Overstimulation of newborn mice leads to behavioral differences and deficits in cognitive performance. Scientific Reports, 2, 546–551. https://doi.org/10.1038/srep00546.CrossRefPubMedPubMedCentral

Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental co-use of media technology with their young children in the USA. Journal of Children and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440.CrossRef

Copenhaver, A., & Ferguson, C. J. (2018). Selling violent video game solutions: a look inside the APA’s internal notes leading to the creation of the APA’s 2005 resolution on violence in video games and interactive media. International Journal of Law and Psychiatry, 57, 77–84. https://doi.org/10.1016/j.ijlp.2018.01.004.CrossRefPubMed

Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006.CrossRefPubMedPubMedCentral

Desai, R. A., Krishnansarin, S., Cavallo, D., & Potenza, M. N. (2010). Video-gaming among high school students: health correlates, gender differences, and problematic gaming. Pediatrics, 126(6), 1414–1424. https://doi.org/10.1542/peds.2009-2706.CrossRef

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750.CrossRefPubMed

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529.CrossRefPubMedPubMedCentral

Dye, M. W., & Bavelier, D. (2010). Differential development of visual attention skills in school-age children. Vision Research, 50(4), 452. https://doi.org/10.1016/j.visres.2009.10.010.CrossRefPubMed

Dye, M. W., Green, C. S., & Bavelier, D. (2009). The development of attention skills in action video game players. Neuropsychologia, 47(8–9), 1780–1789. https://doi.org/10.1016/j.neuropsychologia.2009.02.002.CrossRefPubMedPubMedCentral

Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–347. https://doi.org/10.1162/089892902317361886.CrossRefPubMed

Feng, J., Spence, I., & Pratt, J. (2007). Playing an action video game reduces gender differences in spatial cognition. Psychological Science, 18(10), 850–855. https://doi.org/10.1111/j.1467-9280.2007.01990.x.CrossRefPubMed

Ferguson, C. J. (2007). Evidence for publication bias in video game violence effects literature: a meta-analytic review. Aggression and Violent Behavior, 12(4), 470–482. https://doi.org/10.1016/j.avb.2007.01.001.CrossRef

Ferguson, C. J. (2009). An effect size primer: a guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. https://doi.org/10.1037/a0015808.CrossRef

Ferguson, C. J. (2011). The influence of television and video game use on attention and school problems: a multivariate analysis with other risk factors controlled. Journal of Psychiatric Research, 45(6), 808–813. https://doi.org/10.1016/j.jpsychires.2010.11.010.CrossRefPubMed

Ferguson, C. J. (2015). Do angry birds make for angry children? A meta-analysis of video game influences on children’s and adolescents’ aggression, mental health, prosocial behavior, and academic performance. Perspectives on Psychological Science, 10(5), 646–666. https://doi.org/10.1177/1745691615592234.CrossRefPubMed

Ferguson, C. J., & Brent, D. M. (2014). Is the association between children’s baby video viewing and poor language development robust? A reanalysis of Zimmerman, Christakis, and Meltzoff (2007). Developmental Psychology, 50(1), 129–137. https://doi.org/10.1037/a0033628.CrossRefPubMed

Ferguson, C. J., & Wang, J. C. (2019). Aggressive video games are not a risk factor for future aggression in youth: a longitudinal study. Journal of Youth and Adolescence, 48(8), 1439–1451. https://doi.org/10.1007/s10964-019-01069-0.CrossRefPubMed

Flavell, J. H., Flavell, E. R., Green, F. L., & Korfmacher, J. E. (1990). Do young children think of television images as pictures or real objects? Journal of Broadcasting & Electronic Media, 34(4), 399–419. https://doi.org/10.1080/08838159009386752.CrossRef

Flynn, R. M., & Colon, N. (2016). Solitary active videogame play improves executive functioning more than collaborative play for children with special needs. Games for Health Journal, 5(6), 398–404. https://doi.org/10.1089/g4h.2016.0053.CrossRefPubMed

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: a research and practice model. Simulation & Gaming, 33(4), 441–467. https://doi.org/10.1177/1046878102238607.CrossRef

Gentile, D. A., Swing, E. L., Lim, C. G., & Khoo, A. (2012). Video game playing, attention problems, and impulsiveness: evidence of bidirectional causality. Psychology of Popular Media Culture, 1(1), 62–70. https://doi.org/10.1037/a0026969.CrossRef

Goldberg, T. E., & Weinberger, D. R. (2004). Genes and the parsing of cognitive processes. Trends in Cognitive Sciences, 8(7), 325–335. https://doi.org/10.1016/j.tics.2004.05.011.CrossRefPubMed

Goldstein, T. R., & Bloom, P. (2015). Characterizing characters: how children make sense of realistic acting. Cognitive Development, 34, 39–50. https://doi.org/10.1016/j.cogdev.2014.12.001.CrossRef

Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647.CrossRefPubMed

Green, C. S., & Bavelier, D. (2007). Action-video-game experience alters the spatial resolution of vision. Psychological Science, 18(1), 88–94. https://doi.org/10.1111/j.1467-9280.2007.01853.x.CrossRefPubMedPubMedCentral

Green, C. S., Sugarman, M. A., Medford, K., Klobusicky, E., & Bavelier, D. (2012). The effect of action video game experience on task-switching. Computers in Human Behavior, 28(3), 984–994. https://doi.org/10.1016/j.chb.2011.12.020.CrossRefPubMedPubMedCentral

Greenfield, P. M. (1994). Video games as cultural artifacts. Journal of Applied Developmental Psychology, 15(1), 3–12. https://doi.org/10.1016/0193-3973(94)90003-5.CrossRef

Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58(3), 539–559. https://doi.org/10.2307/1130197.CrossRefPubMed

Griffiths, M. (2002). The educational benefits of videogames. Education & Health, 20(3), 47–51.

Hair, J. F. Jr, Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis. 3rd ed. New York: Macmillan.

Hastings, E. C., Karas, T. L., Winsler, A., Way, E., Madigan, A., & Tyler, S. (2009). Young children’s video/computer game use: relations with school performance and behavior. Issues in Mental Health Nursing, 30(10), 638–649. https://doi.org/10.1080/01612840903050414.CrossRefPubMedPubMedCentral

Hilgard, J., Engelhardt, C. R., & Rouder, J. N. (2017). Overstated evidence for short-term effects of violent games on affect and behavior: a reanalysis of Anderson et al. (2010). Psychological Bulletin, 143(7), 757–774. https://doi.org/10.1037/bul0000074.CrossRefPubMed

Hofferth, S. L. (2010). Home media and children’s achievement and behavior. Child Development, 81(5), 1598–1619. https://doi.org/10.1111/j.1467-8624.2010.01494.x.

Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use. London: LSE, EU Kids Online.

Hummer, T. A., Kronenberger, W. G., Wang, Y., Anderson, C. C., & Mathews, V. P. (2014). Association of television violence exposure with executive functioning and white matter volume in young adult males. Brain & Cognition, 88, 26–34. https://doi.org/10.1016/j.bandc.2014.04.010.CrossRef

Hummer, T. A., Wang, Y., Kronenberger, W. G., Mosier, K. M., Kalnin, A. J., Dunn, D. W., & Mathews, V. P. (2010). Short-term violent video game play by adolescents alters prefrontal activity during cognitive inhibition. Media Psychology, 13(2), 136–154. https://doi.org/10.1080/15213261003799854.CrossRef

Johnson, G., & Puplampu, P. (2008). A conceptual framework for understanding the effect of the Internet on child development: the ecological techno-subsystem. Canadian Journal of Learning and Technology, 34, 19–28.

Kepes, S., Bushman, B. J., & Anderson, C. A. (2017). Violent video game effects remain a societal concern: reply to Hilgard, Engelhardt, and Rouder. Psychological Bulletin, 143(7), 775–782. https://doi.org/10.1037/bul0000112.CrossRefPubMed

Kostyrka-Allchorne, K., Cooper, N. R., Gossmann, A. M., Barber, K. J., & Simpson, A. (2017). Differential effects of film on preschool children’s behaviour dependent on editing pace. Acta Paediatrica, 106(5), 831–836. https://doi.org/10.1111/apa.13770.CrossRefPubMed

Kirsh, S. J., Olczak, P. V., & Mounts, J. R. W. (2005). Violent video games induce an affect processing bias. Media Psychology, 7(3), 239–250. https://doi.org/10.1207/S1532785XMEP0703_1.CrossRef

Knudsen, E. I. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience, 16(8), 1412–1425. https://doi.org/10.1162/0898929042304796.CrossRefPubMed

Kronenberger, W. G., Mathews, V. P., Dunn, D. W., Wang, Y., Wood, E. A., Giauque, A. L., Larsen, J. J., Rembusch, M. E., Lowe, M. J., & Li, T. Q. (2005). Media violence exposure and executive functioning in aggressive and control adolescents. Journal of Clinical Psychology, 61(6), 725–737. https://doi.org/10.1002/jclp.20022.CrossRefPubMed

Kühn, S., Kugler, D., Schmalen, K., Weichenberger, M., Witt, C., & Gallinat, J. (2018). The myth of blunted gamers: no evidence for desensitization in empathy for pain after a violent video game intervention in a longitudinal fMRI study on non-gamers. Neurosignals, 26(1), 22–30. https://doi.org/10.1159/000487217.CrossRefPubMed

Li, H., Boguszewski, K., & Lillard, A. S. (2015). Can that really happen? Children’s knowledge about the reality status of fantastical events in television. Journal of Experimental Child Psychology, 139, 99–114. https://doi.org/10.1016/j.jecp.2015.05.007.CrossRefPubMed

Lillard, A. S., Drell, M. B., Richey, E. M., Boguszewski, K., & Smith, E. D. (2015a). Further examination of the immediate impact of television on children’s executive function. Developmental Psychology, 51(6), 792–806. https://doi.org/10.1037/a0039097.CrossRefPubMed

Lillard, A. S., Li, H., & Boguszewski, K. (2015b). Television and children’s executive function. Advances in Child Development and Behavior, 48, 219–248. https://doi.org/10.1016/bs.acdb.2014.11.006.CrossRefPubMed

Lillard, A., & Peterson, J. (2011). The immediate impact of different types of television on young children’s executive function. Pediatrics, 128(4), 644–649. https://doi.org/10.1542/peds.2010-1919.CrossRefPubMed

Linebarger, D. L., Barr, R., Lapierre, M. A., & Piotrowski, J. T. (2014). Associations between parenting, media use, cumulative risk, and children’s executive functioning. Journal of Developmental & Behavioral Pediatrics, 35(6), 367–377. https://doi.org/10.1097/DBP.0000000000000069.CrossRef

Mathews, V. P., Kronenberger, W. G., Wang, Y., Lurito, J. T., Lowe, M. J., & Dunn, D. W. (2005). Media violence exposure and frontal lobe activation measured by functional magnetic resonance imaging in aggressive and nonaggressive adolescents. Journal of Computer Assisted Tomography, 29(3), 287–292. https://doi.org/10.1097/01.rct.0000162822.46958.33.CrossRefPubMed

Mcdaniel, B. T., & Radesky, J. S. (2018). Technoference: parent distraction with technology and associations with child behavior problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822.CrossRefPubMed

Miller, M. R., Giesbrecht, G. F., Müller, U., McInerney, R. J., & Kerns, K. A. (2012). A latent variable approach to determining the structure of executive function in preschool children. Journal of Cognition and Development, 13(3), 395–423. https://doi.org/10.1080/15248372.2011.585478.CrossRef

Nathanson, A. I., Aladé, F., Sharp, M. L., Rasmussen, E. E., & Christy, K. (2014). The relation between television exposure and executive function among preschoolers. Developmental Psychology, 50(5), 1497–1506. https://doi.org/10.1037/a0035714.CrossRefPubMed

Nikkelen, S. W., Valkenburg, P. M., Huizinga, M., & Bushman, B. J. (2014). Media use and ADHD-related behaviors in children and adolescents: a meta-analysis. Developmental Psychology, 50(9), 2228–2241. https://doi.org/10.1037/a0037318.CrossRefPubMed

Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74–87. https://doi.org/10.1111/j.1467-7687.2005.00394.x.CrossRefPubMed

Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58(1), 1–23. https://doi.org/10.1146/annurev.psych.58.110405.085516.CrossRefPubMed

Prot, S., Anderson, C., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The positive and negative effects of video game play. In A. Jordan & D. Romer (Eds), Children and media (pp. 109–128). New York: Oxford University Press.

Przybylski, A. K., & Weinstein, N. (2019). Digital screen time limits and young children’s psychological well-being: evidence from a population-based study. Child Development, 90(1), 56–65. https://doi.org/10.1111/cdev.13007.CrossRef

Radesky, J., Miller, A. L., Rosenblum, K. L., Appugliese, D., Kaciroti, N., & Lumeng, J. C. (2015). Maternal mobile device use during a structured parent-child interaction task. Academic Pediatrics, 15(2), 238–244. https://doi.org/10.1016/j.acap.2014.10.001.CrossRefPubMed

Regenbogen, C., Herrmann, M., & Fehr, T. (2010). The neural processing of voluntary completed, real and virtual violent and nonviolent computer game scenarios displaying predefined actions in gamers and nongamers. Social Neuroscience, 5(2), 221–240. https://doi.org/10.1080/17470910903315989.CrossRefPubMed

Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9(4), 267–276. https://doi.org/10.1076/chin.9.4.267.23513.CrossRefPubMed

Sherry, J. L. (2001). The effects of violent video games on aggression. Human Communication Research, 27(3), 409–431. https://doi.org/10.1111/j.1468-2958.2001.tb00787.x.CrossRef

Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and video game exposure and the development of attention problems. Pediatrics, 126(2), 214–221. https://doi.org/10.1542/peds.2009-1508.CrossRefPubMed

Szycik, G. R., Mohammadi, B., Hake, M., Kneer, J., Samii, A., Münte, T. F., & Te Wildt, B. T. (2017). Excessive users of violent video games do not show emotional desensitization: an fMRI study. Brain Imaging and Behavior, 11(3), 736–743. https://doi.org/10.1007/s11682-016-9549-y.CrossRefPubMed

Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63(2), 221–243. https://doi.org/10.1111/jcom.12024.CrossRef

Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using confirmatory factor analysis to understand executive control in preschool children: I. Latent structure. Developmental Psychology, 44(2), 575–587. https://doi.org/10.1037/0012-1649.44.2.575.CrossRefPubMed

Woolley, J. D., Boerger, E. A., & Markman, A. B. (2004). A visit from the Candy Witch: factors influencing young children’s belief in a novel fantastical being. Developmental Science, 7(4), 456–468. https://doi.org/10.1111/j.1467-7687.2004.00366.x.CrossRefPubMed

Wu, C. S., Fowler, C., Lam, W. Y., Wong, H., Wong, C. H., & Yuen Loke, A. (2014). Parenting approaches and digital technology use of preschool age children in a Chinese community. Italian Journal of Pediatrics, 40(1), 40–44. https://doi.org/10.1186/1824-7288-40-44.CrossRef

Yang, X., Chen, Z., Wang, Z., & Zhu, L. (2017). The relations between television exposure and executive function in Chinese preschoolers: the moderated role of parental mediation behaviors. Frontiers in Psychology, 8, 1–12. https://doi.org/10.3389/fpsyg.2017.01833.CrossRefPubMedPubMedCentral

Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: development and plasticity. Child Development Perspectives, 6(4), 354–360. https://doi.org/10.1111/j.1750-8606.2012.00246.x.CrossRef

Zimmerman, F. J., & Christakis, D. A. (2007). Associations between content types of early media exposure and subsequent attentional problems. Pediatrics, 120(5), 986–992. https://doi.org/10.1542/peds.2006-3322.CrossRefPubMed

Titel: The Relation between Electronic Game Play and Executive Function among Preschoolers
Auteurs: Xiaohui Yang
Zhenhong Wang
Xiaoju Qiu
Liqi Zhu
Publicatiedatum: 24-06-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 10/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-020-01754-w

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 10/2020

Racial and Ethnic Comparison of Ecological Risk Factors and Youth Outcomes: A Test of the Desensitization Hypothesis

A Cost-effectiveness Analysis of Caring in Chaos—A Volunteer-delivered Parent Training Program in Denmark

Family Functioning and Adjustment in Appalachian Youth: Moderating Role of Extracurricular Participation

Using Focus Groups to Understand the Dynamics of Mothers and Daughters on Social Networking Sites

Coming Out to Siblings and Parents in an Italian Sample of Lesbian Women and Gay Men

Examination of the Relationship between Cyberbullying and Cyber Victimization