Previous issue (2019. Vol. 27, no. 3)
Included in Web of Science СС (ESCI)
Features of the Development of the Cognitive Sphere in Children with Different Online Activities: Is There a Golden Mean? 1821
, Doctor of Psychology, Professor, Head of Specialization "Psychology of Negotiation and Conflict Resolution", Lomonosov Moscow State University, Moscow, Russia, firstname.lastname@example.orgVishneva A.E.
, Clinical Psychologist, Speech Pathology and Neurorehabilitation Сenter, Moscow, Russia, email@example.com
The paper presents the results of a comparative study of cognitive functions in preschoolers (5—7 years old, n=50), elementary school students (7—11 years old, n=50), younger adolescents (12—13 years old, n=53), and older adolescents (14—16 years old, n=47) with different intensity of daily use of digital devices: low, medium, controlled high, and uncontrollably high. A battery of neuropsychological methods was used to study the state of cognitive functions. The main differences in accordance with online activity were found in groups of elementary school students and younger adolescents: results were obtained confirming that children using the Internet at medium frequency (1—3 hours per day) are effective in performing a number of cognitive tasks (regulation, control, dynamical praxis, verbal and visual-spatial functions, and neurodynamics). In this study, a certain optimum of online activity time was outlined for different age groups, in the presence of which higher levels of development of certain cognitive functions are recorded.
The study was carried out with the financial support of the Russian Foundation for Basic Research, project No. 17-06-00762.
Akhutina T.V. (ed.). Metody neiropsikhologicheskogo
obsledovaniya detei 6—9 let [Methods of the neuropsychological examination of
children aged 6-9 years]. Moscow: V. Sekachev, 2016. 239 p.
Soldatova G.U., Rasskazova E.I., Nestik T.A. Tsifrovoe
pokolenie Rossii: kompetentnost’ i bezopasnost’ [Digital Generation in Russia:
Competence and Safety]. Moscow: Smysl, 2017. 375 p.
Soldatova G.U., Shlyapnikov V. Ispol’zovanie tsifrovykh
ustroistv det’mi doshkol’nogo vozrasta [The use of digital devices by preschool
children]. Nizhegorodskoe obrazovanie [Nizhny Novgorod
Education], 2015, no. 3, pp. 78—84.
Filimonenko Yu.I., Timofeev V.I. Rukovodstvo k metodike
issledovaniya intellekta u detei D. Vekslera [Guide to the D. Wechsler
children’s intelligence test methodology]. Saint Petersburg: IMATON, 1992. 98
Spitzer M. Antimozg: tsifrovye tekhnologii i mozg [Digital
Dementia: What We and Our Children are Doing to our Minds]. Moscow: AST, 2014.
288 p. (In Russ.).
Barr N., Pennycook G., Stolz J.A., et al. The brain in
your pocket: Evidence that Smartphones are used to supplant thinking.
Computers in Human Behavior, 2015. Vol. 48, pp. 473—480.
Bowers A., Berland M. Does recreational computer use
affect high school achievement? Educational Technology Research and
Development, 2013. Vol. 61 (1), pp. 51—69.
DeBell M., Chapman C. Computer and Internet use by
students in 2003. Washington, DC: National Center for Education Statistics,
U.S. Dept. of Education, Institute of Education Sciences, 2006. 62 p.
Fish A.M., Li X., McCarrick K., et al. Early childhood
computer experience and cognitive development among urban low-income
preschoolers. Journal of Educational Computing Research, 2008. Vol. 38
(1), pp. 97—113. doi:10.2190/EC.38.1.e
George M.J., Odgers C.L. Seven fears and the science of
how mobile technologies may be influencing adolescents in the digital age.
Perspectives on Psychological Science, 2015. Vol. 10 (6), pp. 832—851.
Jackson L.A., Witt E.A., Games A.I., et al. Information
technology use and creativity: Findings from the Children and Technology
Project. Computers in Human Behavior, 2012. Vol. 28 (2), pp. 370—376.
Mills K.L. Possible effects of Internet use on cognitive
development in adolescence. Media and Communication, 2016. Vol. 4 (3),
pp. 4—12. doi:10.17645/mac.v4i3.516
Neuman S.B. The displacement effect: Assessing the
relation between television viewing and reading performance. Reading
Research Quarterly, 1988. Vol. 23 (4), pp. 414—440.
Posso A. Internet usage and educational outcomes among
15-year-old Australian students [Elektronnyi resurs]. International Journal
of Communication, 2016. Vol. 10, pp. 3851—3876. Available at:
http://ijoc.org/index.php/ijoc/article/ view/5586/1742 (Accessed
Przybylski A.K., Weinstein N. A large-scale test of the
Goldilocks Hypothesis: Quantifying the relations between digital-screen use and
the mental well-being of adolescents. Psychological Science, 2017. Vol.
28 (2), pp. 204—215. doi:10.1177/0956797616678438
Soldatova G.U., Vishneva A., Chigarkova S. Features of
cognitive processes in different Internet activity. European Proceedings of
Social and Behavioural Sciences, 2018. Vol. XLIII, pp. 611—617.
Tarpley T. Children, the Internet, and other new
technologies. In Singer D., Singer J. (eds.). Handbook of Children and the
Media. Thousands Oaks, CA: Sage Publications, 2001, pp. 547—556.
Van Deventer S.S., White J.A. Expert behavior in
children’s video game play. Simulation & Gaming, 2002. Vol. 33 (1),
pp. 28—48. doi:10.1177/1046878102033001002