Children, wired: for better and for worse

Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia

Action video-games (AVGs) could improve reading efficiency, enhancing not only visual attention but also phonological processing. Here we tested the AVG effects upon three consolidated language-based predictors of reading development in a sample of 79 pre-readers at-risk and 41 non-at-risk for developmental dyslexia. At-risk children were impaired in either phonemic awareness (i.e., phoneme discrimination task), phonological working memory (i.e., pseudoword repetition task) or rapid automatized naming (i.e., RAN of colours task). At-risk children were assigned to different groups by using an unequal allocation randomization: (1) AVG (n = 43), (2) Serious Non-Action Video Game (n = 11), (3) treatment-as-usual (i.e., speech therapy, n = 11), and (4) waiting list (n = 14). Pre- and post-training comparisons show that only phonemic awareness has a significantly higher improvement in the AVG group compared to the waiting list, the non-AVG, and the treatment-as-usual groups, as well as the combined active groups (n = 22). This cross-modal plastic change: (i) leads to a recovery in phonemic awareness when compared to the not-at-risk pre-readers; (ii) is present in more than 80% of AVG at-risk pre-readers, and; (iii) is maintained at a 6-months follow-up. The present findings indicate that this specific multisensory attentional training positively affects how phonemic awareness develops in pre-readers at risk for developmental dyslexia, paving the way for innovative prevention programs.

The Effect of Virtual Reality and Buzzy on First Insertion Success, Procedure-Related Fear, Anxiety, and Pain in Children during Intravenous Insertion in the Pediatric Emergency Unit: A Randomized Controlled Trial

INTRODUCTION

Distraction methods such as virtual reality and cold vibration device are recommended during intravenous interventions. Few studies have focused on the impact of nonpharmacological interventions on intravenous insertion success.

METHODS

A randomized controlled study evaluated effect of virtual reality and cold vibration device application on first-attempt intravenous insertion success and procedure-related pain, fear, and anxiety during intravenous insertion in children. Children aged 4 to 10 years (N = 150) undergoing peripheral intravenous catheterization insertion in the pediatric emergency department were randomized to 1 of 3 groups: virtual reality, cold vibration (Buzzy), and control group. Distraction technique of talking and asking questions of children was used in control group. Primary outcome was first-attempt intravenous insertion success; secondary outcomes were procedure-related pain, fear, and anxiety. Study data were collected using Difficult Intravenous Access score, Emotional Appearance Scale for Children, Wong-Baker Faces Pain Rating Scale, Color Analog Scale, Children's Anxiety Meter-State, and Child Fear Scale. Data were analyzed using chi-square test, Fisher exact test, and Kruskal-Wallis test.

RESULTS

There were no significant differences in first-attempt intravenous insertion success rates (virtual reality = 47.2%, Buzzy® = 50%, control = 46.9%), preprocedural emotional appearance scores, and procedure-related pain and anxiety scores. There was no difference between groups for vital signs before, during, and at fifth minute of procedure.

DISCUSSION

Virtual reality and Buzzy may decrease procedure-related fear in children during intravenous insertion. This research has shown that pediatric emergency nurses can reduce pain and anxiety by talking to children, and simple distractions such as asking questions are as effective as more technological ones.

Cognitive control training enhances the integration of intrinsic functional networks in adolescents

Introduction

We have demonstrated that intensive cognitive training can produce sustained improvements in cognitive performance in adolescents. Few studies, however, have investigated the neural basis of these training effects, leaving the underlying mechanism of cognitive plasticity during this period unexplained.

Methods

In this study, we trained 51 typically developing adolescents on cognitive control tasks and examined how their intrinsic brain networks changed by applying graph theoretical analysis. We hypothesized that the training would accelerate the process of network integration, which is a key feature of network development throughout adolescence.

Results

We found that the cognitive control training enhanced the integration of functional networks, particularly the cross-network integration of the cingulo-opercular network. Moreover, the analysis of additional data from older adolescents revealed that the cingulo-opercular network was more integrated with other networks in older adolescents than in young adolescents.

Discussion

These findings are consistent with the hypothesis that cognitive control training may speed up network development, such that brain networks exhibit more mature patterns after training.

What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

Social Media as It Interfaces with Psychosocial Development and Mental Illness in Transitional-Age Youth

Social media (SM) can be defined as "a group of Internet-based applications that allow the creation and exchange of user-generated content." This includes formation of online communities and sharing of information, ideas, opinions, messages, images, and videos. Therefore, although all online video games would not necessarily count as SM, video games that allow for substantial sharing of information and development of online communities do fit this definition. SM has become an integral component of how people worldwide connect with friends and family, share personal content, and obtain news and entertainment. Use of SM is particularly prevalent among transitional-age youth, usually defined as individuals aged 16 to 24 years, who are at critical junctures around developmental tasks such as identity development and establishment of social norms.

Media use, attention, mental health and academic performance among 8 to 12 year old children

The rise in digital media consumption, especially among children, raises the societal question of its impact on cognition, mental health and academic achievement. Here, we investigate three different ways of measuring technology use--total hours of media consumed, hours of video game play and number of media used concurrently--in 118 eight-to-twelve year-old children. At stake is the question of whether different technology uses have different effects, which could explain some of the past mixed findings. We collected data about children's media uses as well as (i) attentional and behavioral control abilities, (ii) psychological distress, psychosocial functioning, and sleep, and (iii) academic achievement and motivation. While attentional control abilities were assessed using both cognitive tests and questionnaires, mental health and sleep were all questionnaire-based. Finally, academic performance was based on self-reported grades, with motivational variables being measured through the grit and the growth-mindset questionnaires. We present partial correlation analyses and construct a psychological network to assess the structural associations between different forms of media consumption and the three categories of measures. We observe that children consume large amounts of media and media multitask substantially. Partial correlation analyses show that media multitasking specifically was mostly correlated with negative mental health, while playing video games was associated with faster responding and better mental health. No significant partial correlations were observed for total hours on media. Psychological network analysis complement these first results by indicating that all three ways of consuming technology are only indirectly related to self-reported grades. Thus, technology uses appear to only indirectly relate to academic performance, while more directly affecting mental health. This work emphasizes the need to differentiate among technology uses if one is to understand how every day digital consumption impacts human behavior.

Digital personal assistants are smart ways for assistive technology to aid the health and wellbeing of patients and carers

Background

Digital health solutions such as assistive technologies create significant opportunities to optimise the effectiveness of both health and social care delivery. Assistive technologies include ‘low-tech’ items, such as memory aids and digital calendars or ‘high-tech’ items, like health tracking devices and wearables. Depending on the type of assistive devices, they can be used to improve quality of life, effect lifestyle improvements and increase levels of independence. Acceptance of technology among patients and carers depends on various factors such as perceived skills and competencies in using the device, expectations, trust and reliability. This service evaluation explored the impact of a pilot service redesign focused on improving health and wellbeing by the use of a voice-activated device ‘smart speaker’, Alexa Echo Show 8.

Methods

A service evaluation/market research was conducted for a pilot service redesign programme. Data were collected via a survey in person or telephone and from two focus groups of patients (n = 44) and informal carers (n = 7). The age of the study participants ranged from 50 to 90 years. Also, the participants belonged to two types of cohort: one specifically focused on diabetes and the other on a range of long-term health conditions such as multiple sclerosis, dementia, depression and others.

Results

The device had a positive impact on the health and social well-being of the users; many direct and indirect benefits were identified. Both patients and carers had positive attitudes towards using the device. Self-reported benefits included: reminders for medications and appointments improved adherence and disease control; increased independence and productivity; and for those living alone, the device helped combat their loneliness and low mood.

Conclusion

The findings from the study help to realise the potential of assistive technology for empowering supporting health/social care. Especially, the season of COVID-19 pandemic has highlighted the need for remote management of health, the use of assistive technology could have a pivotal role to play with the sustainability of health/social care provision by promoting shared care between the care provider and service user. Further evaluation can explore the key drivers and barriers for implementing assistive technologies, especially in people who are ageing and with long-term health conditions.

Psychological and Emotional Effects of Digital Technology on Children in COVID-19 Pandemic

COVID-19 has caused obstacles in continuing normal life almost everywhere in the world by causing the implementation of social distancing and eventually imposing the lockdown. This has become the reason for the increase in technology usage in daily life for professional work as well as for entertainment purposes. There has been an increased prevalence of technology usage in adolescents and children during lockdown leaving its impact on their lives either in a positive or negative aspect. The overall documented percentage increase of technology usage in children was about 15%, of which smartphone usage has 61.7% of prevalence. Disturbance in brain functioning is suggested to be originated by compromise of neuroplasticity of the nerves. The radiofrequency (RF) radiations emitting from the smartphone are of doubtful concern as a brain tumor risk factor in children. The increased usage can have effects on brain functioning that will compromise sleep and cognitive abilities and develop risk for certain mental illnesses including, but not limited to, depression, anxiety, Alzheimer's disease, and attention-deficit/hyperactive disorder (ADHD). Despite being a threat for developing mental illness, video games are proven to reduce depression and anxiety, and increase creativity, skills, and cognition in children. The increased usage of technology can have a positive and negative impact on the mental development of adolescents and children depending on the trends in the usage. However, parents should be monitoring their children's mental health and behavior in these difficult times of pandemic.

Home Information and Communication Technology Use and Student Academic Performance: Encouraging Results for Uncertain Times

This study set out to examine the associations of certain information communication technology (ICT) factors in the home environment with academic performance. We employed existing data sets collated by Pearson Clinical Assessment in 2016 which included the WIAT-III A&NZ (Wechsler Individual Achievement Test - Australian and New Zealand Standardised, Third Edition) completed by 714 students aged between 4 and 18 years old, and the home environment questionnaire (HEQ) completed by the parents of those children. Sequential multiple regression models were used to analyze the complex interactions between home ICT factors and measures of student reading, writing, mathematical, and oral ability. The findings of this study indicate that after accounting for the known powerful predictors of household income and parental education: (a) a student’s access to an ICT rich home environment, (b) their aptitude in using home ICT, and (c) their recreational use of home ICT, are largely unrelated to academic performance. We observed some small positive correlations between academic performance and child ICT affinity, but also comparably sized negative associations with use of social media and educational TV viewing. Encouragingly, we propose that these findings suggest that increasing levels of ICT use and access in the home are unlikely to be detrimental to academic progress. These results provide important information for parents and educators given the impact of the Coronavirus global pandemic and the near world-wide adoption of ICT for home-schooling.

The Evolution of Technology and Physical Inactivity: The Good, the Bad, and the Way Forward

Since the beginning of time people explored and developed new technologies to make their activities of daily living less labour intense, more efficient and, consequently, more sedentary. In addition, technological advances in medicine throughout history have led to a substantial increase in life expectancy. However, the combination of increased sedentary behaviour and increased life-expectancy resulted in a sharp increase in overweight and obesity related chronic conditions and illness. Although people may live longer, they are doing so with poorer physical function and a reduced quality of life. In this review we explore how technological advances have influenced people's sedentary behaviour and, through the lens of the affective-reflective theory (ART), we propose a means by which technology could be repurposed to encourage greater engagement in physical activity.

Evaluating the Role of a Socially Assistive Robot in Children's Mental Health Care

Socially assistive robots (SARs) present a promising intervention for addressing the increasing prevalence of childhood stress. This innovative technology has become increasingly common in practical implementation. However, empirical support has not kept pace with the robots' growing popularity. The present study set out to provide an empirical test of the stress-buffering capability of this technology. We examined the effects of the presence of an SAR on self-reported measures of stress in a community sample of 70 children (40 girls, 30 boys) between the ages of 7 and 10 years old. Child participants were randomly assigned to either a robot-present or a robot-absent condition during the Trier Social Stress Test for Children. Contrary to our predictions, we did not detect a stress-buffering effect of the presence of the robot. Instead, the primary analysis showed that the robot's presence led to a larger decrease in positive affect following the task. However, further analyses found no significant difference in positive affect when accounting for baseline group differences. Exploratory analyses of the nature of children's interactions with the SAR during the stressful task found that higher levels of parent-reported social anxiety were associated with greater prosocial behaviors towards the SAR, thus signifying a potential target for future interventions. Further work on SARs is needed to determine the optimal timing and robotic specifications that would maximize the potential of this developing technology to improve children's mental health care.

[From learning reflective awareness to using screens]

The emergence of new technologies in our rapidly changing society has significantly changed the way people live. Children of all ages are surrounded daily by a multitude of screens, such as television, computers, video games, smartphones and digital tablets. In the face of this influx, the aim is to bring children to adopt a reflective consciousness, teaching them to question and relate to reality what they see when they watch a DVD or a programme broadcast on television.

A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children

The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users' characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.

Children's Health in the Digital Age

Environmental studies, metabolic research, and state of the art research in neurobiology point towards the reduced amount of natural day and sunlight exposure of the developing child, as a consequence of increasingly long hours spent indoors online, as the single unifying source of a whole set of health risks identified worldwide, as is made clear in this review of currently available literature. Over exposure to digital environments, from abuse to addiction, now concerns even the youngest (ages 0 to 2) and triggers, as argued on the basis of clear examples herein, a chain of interdependent negative and potentially long-term metabolic changes. This leads to a deregulation of the serotonin and dopamine neurotransmitter pathways in the developing brain, currently associated with online activity abuse and/or internet addiction, and akin to that found in severe substance abuse syndromes. A general functional working model is proposed under the light of evidence brought to the forefront in this review.

Effectiveness of DVD vs. group-initiated diabetes prevention on information uptake for high & low health literacy participants

OBJECTIVE

This study evaluates the effectiveness of technology versus in-person, group-initiated diabetes prevention to enhance comprehension of learning objectives between patients with differing health literacy (HL).

METHODS

Evidence-based content through either a DVD (n = 217) or in-person, group class (n = 225) to initiate the intervention. A teach-back call was used to assess comprehension of, and reinforce, learning objectives. Chi-squared was used to determine differences between conditions (DVD vs Class) and HL levels (High n = 361 vs. Low n = 81) and regression analyses were used to examine relationships.

RESULTS

DVD participants performed significantly better across teach back questions (15.4 ± 2.5 v. 14.8 ± 2.6, p < 0.01), demonstrated comprehension in fewer teach-back rounds (1.9 ± 0.7 v. 2.1 ± 0.7, p < 0.01), and answered more questions correctly on the first try (4.2 ± 1.6 v. 3.4 ± 1.8, p < 0.01). Models for HL levels and modality by HL level were statistically significant (p < 0.01) favoring the DVD.

CONCLUSION

Initiating a diabetes prevention program with the use of a DVD appears to be a superior option to in-person, class sessions. Teach-back and teach-to-goal strategies enables participants of both high and low health literacy levels to receive and confirm mastery of diabetes prevention objectives.

PRACTICE IMPLICATIONS

A teach-back call may improve information uptake increasing the likelihood of health behavior uptake.

Authentic intention: Tempering the dehumanizing aspects of technology on behalf of good nursing care

The nursing profession has a responsibility to ensure that nursing goals and perspectives as these have developed over time remain the focus of its work. Explored in this paper is the potential problem for the nursing profession of recognizing both the promises and pitfalls of informational technologies so as to use them wisely in behalf of ethical patient care. We make a normative claim that maintaining a critical stance toward the use of informational technologies in practice and in influencing the thought patterns of the younger generations of nurses is a moral imperative of the discipline, because without this practice can become subverted from professional goals in various ways. We use a synthesized concept we call "intentional authenticity" derived from the writing of Heidegger and Feminist care ethics to provide a foundation for the development of nurses who understand the importance of the nurse-patient relationship and how the unthoughtful use of informational and other technologies can militate against effective or good nursing care.

Visuell-statisches Arbeitsgedächtnistraining bei Vorschulkindern

Zusammenfassung. Mit der vorliegenden Arbeit werden die Fördermöglichkeit von visuell-räumlichen Arbeitsgedächtnisprozessen und mögliche Transfereffekte bei Vorschulkindern untersucht. In zwei Studien wurde eine identische visuell-statische Arbeitsgedächtnisaufgabe (Matrix) trainiert. Die Stichprobe umfasste für die erste Studie n = 22 Kinder und für die zweite Studie n = 33 Kinder. Die insgesamt N = 55 Vorschulkinder aus beiden Teilstudien trainierten zur Hälfte mit der Matrix-Aufgabe, die andere Hälfte der Kinder bildete die aktive Kontrollgruppe. Das visuell-statische Trainingsprogramm fand ebenso wie die Beschäftigung (Zeichnen zu erzählten Geschichten) in der Kontrollgruppe 9-mal in ca. 10- bis 15-minütigen Einzelsitzungen statt. Erfasst wurden mittels der AGTB ( Hasselhorn et al., 2012 ) die visuell-statische und die räumlich-dynamische Komponente des visuell-räumlichen Notizblocks sowie die phonologische Schleife und die zentrale Exekutive. Indikatoren für mathematische Basiskompetenzen wurden in Anlehnung an Krajewski (2014) erhoben. Neben dem Prä- und Posttest fand eine Follow-up-Erhebung nach ca. 10 Wochen statt. Unmittelbar nach dem Training deutete sich eine Zunahme der visuellen Arbeitsgedächtnisfunktionalität an, was im Follow-up zu großen Leistungsvorteilen der Trainingsgruppe gegenüber der Kontrollgruppe in der Matrixspanne führte ( d = 0.72). Proximaler Transfer auf die zweite Komponente des visuell-räumlichen Notizblocks konnte ebenso wenig gefunden werden wie Transfereffekte auf andere Arbeitsgedächtnisfunktionen. Auch distale Transfereffekte auf mathematische Vorläuferfertigkeiten blieben aus. Die Befunde werden vor dem Hintergrund basaler Trainingsansätze im Vorschulalter diskutiert.

Neural bases of enhanced attentional control: Lessons from action video game players

OBJECTIVES

The ability to resist distraction and focus on-task-relevant information while being responsive to changes in the environment is fundamental to goal-directed behavior. Such attentional control abilities are regulated by a constant interplay between previously characterized bottom-up and top-down attentional networks. Here we ask about the neural changes within these two attentional networks that may mediate enhanced attentional control.

MATERIALS AND METHODS

To address this question, we contrasted action video game players (AVGPs) and nonvideo game players (NVGPs) in a Posner-cueing paradigm, building on studies documenting enhanced attentional control in AVGPs.

RESULTS

Behavioral results indicated a trend for more efficient target processing in AVGPs, and better suppression in rare catch trials for which responses had to be withheld. During the cue period, AVGPs recruited the top-down network less than NVGPs, despite showing comparable validity effects, in line with a greater efficiency of that network in AVGPs. During target processing, as previously shown, recruitment of top-down areas correlated with greater processing difficulties, but only in NVGPs. AVGPs showed no such effect, but rather greater activation across the two networks. In particular, the right temporoparietal junction, middle frontal gyrus, and superior parietal cortex predicted better task performance in catch trials. A functional connectivity analysis revealed enhanced correlated activity in AVGPs compared to NVGPs between parietal and visual areas.

CONCLUSIONS

These results point to dynamic functional reconfigurations of top-down and bottom-up attentional networks in AVGPs as attentional demands vary. Aspects of this functional reconfiguration that may act as key signatures of high attentional control are discussed.

Children's Experiences and Awareness about Impact of Digital Media on Health

Previous research has focused on the associations between technology use and children's health, using mainly quantitative designs. This qualitative study describes technology's impact on physical and mental health from children's perspectives. The differences between children's experiences and awareness of the health-related consequences associated with digital media use were examined. Focus groups and interviews were conducted with children between the ages of 9 and 16 in nine European countries (N = 368). Results of this study indicate that children's experiences of health-related technology impacts are different from their awareness of these impacts. Children's direct experiences with media were less extreme in contrast to their awareness of health problems, which typically involved extreme examples of possible consequences, such as killing people, kidnapping, blindness, and developing learning or psychological disorders. The results are discussed in the context of the "media panic" and "third person effect" theories.

Effects of Virtual Reality and External Cold and Vibration on Pain in 7- to 12-Year-Old Children During Phlebotomy: A Randomized Controlled Trial

PURPOSE

The aim of this study was to evaluate the effects of the virtual reality (VR) and external cold and vibration methods on pain scores in children aged 7 to 12 years during phlebotomy.

DESIGN

A randomized controlled study.

METHODS

The sample of children (n = 121) was allocated to the groups (group 1, VR; group 2, external cold and vibration; group 3, control) by blocked randomization. Pain scores were assessed after the phlebotomy using self-report, parent's reports, report from the nurse who attempted the phlebotomy, and researchers' report with the Wong-Baker FACES scale.

FINDINGS

Pain scores were determined to be lower in groups 1 and 2. Although there was no difference between the groups 1 and 2, a statistically significant difference was found between groups 1 or 2 and group 3 based on all pain scores.

CONCLUSIONS

Results suggest that VR and external cold and vibration are effective in reducing the pain in 7- to 12-year-old children during phlebotomy. VR can be used safely for the pain management of children who are growing up in the age of technology.

Television Video Games in the Treatment of Amblyopia in Children Aged 4-7 Years

AIM

To investigate the role of television video games in childhood amblyopia treatment.

METHOD

This prospective, randomized, interventional study included 40 patients between 4-7 years of age, with unilateral amblyopia (visual acuity in amblyopic eye between 1-0.6 LogMAR equivalents) attending the squint clinic at a tertiary eye hospital. All patients were prescribed optimal spectacle correction and occlusion therapy, i.e. full time patching according to patient's age, was initiated after six weeks.; full-time patching according to patient's age was initiated after 6 weeks. Subjects were randomly divided into two groups of 20 each. Patients in the first group, Group A (control), were prescribed patching alone. Patients in the second group, Group B (study), were made to play action video games, with the help of a commercial television set, along with patching. They attended 12 half-hour sessions each, at weekly intervals. Follow-up assessments included best corrected visual acuity (BCVA) (both distance and near) and stereoacuity measurements at 3, 6, 9, and 12 weeks.

RESULTS

The mean age of patients was 6.03 ± 1.14 years. The distance BCVA in the amblyopic eye showed a significant improvement at final follow-up (12 weeks) in both groups: from 0.84 ± 0.19 to 0.55 ± 0.21 LogMAReq in Group A and 0.89 ± 0.16 to 0.46 ± 0.22 LogMAReq in Group B. However, improvement in BCVA was significantly better in group B at all visits (P=0.002, 12 weeks). The study group also had a significantly better outcome in terms near visual acuity improvement (P = 0.006, 12 weeks). There was also greater stereoacuity improvement in group B, with 7 patients improving to 100 secs of arc or better.

CONCLUSION

Video games supplemental to occlusion may be considered favorable for visual development in amblyopic children, and the study encourages further research on this subject.

Social Media as It Interfaces with Psychosocial Development and Mental Illness in Transitional Age Youth

For transitional age individuals, social media (SM) is an integral component of connecting with others. There are 2 billion SM users worldwide. SM users may experience an increase in perceived social support and life satisfaction. Use of SM may facilitate forming connections among people with potentially stigmatizing mental disorders. However, epidemiologic studies suggest that increased SM use is associated with conditions such as depression, anxiety, and sleep disturbance. Future research should examine directionality of these associations and the role of contextual factors. It also will be useful to leverage SM to provide mental health care and surveillance of mental health concerns.

Solitary Active Videogame Play Improves Executive Functioning More Than Collaborative Play for Children with Special Needs

OBJECTIVE

This pilot study examined the impact of playing an active videogame on executive functioning (EF) skills for children with special needs, who typically have lower EF skills.

MATERIALS AND METHODS

Acute EF change was measured in 36 children with a range of special needs, including mental health disorders and developmental disabilities. Participants were assigned to one of two active videogame conditions: playing alone and playing with a peer. Two different EF tasks were conducted pre- and postplay.

RESULTS

Children who played alone increased their accuracy performance more than children in the paired-play condition on two measures of EF. The study explored potential covariates of prior videogame experience, age, and enjoyment, but none of these variables related to EF change.

CONCLUSION

This study's findings support active videogame play as an activity that can boost EF skills for children with special needs when they play alone. Future research should continue to examine the relationships between EF and active videogame play with a peer to elucidate the contributions of social interactions.

Toddlers' Fine Motor Milestone Achievement Is Associated with Early Touchscreen Scrolling

Touchscreen technologies provide an intuitive and attractive source of sensory/cognitive stimulation for young children. Despite fears that usage may have a negative impact on toddlers’ cognitive development, empirical evidence is lacking. The current study presents results from the UK Toddler Attentional Behaviours and LEarning with Touchscreens (TABLET) project, examining the association between toddlers’ touchscreen use and the attainment of developmental milestones. Data were gathered in an online survey of 715 parents of 6- to 36-month-olds to address two research questions: (1) How does touchscreen use change from 6 to 36 months? (2) In toddlers (19–36 months, i.e., above the median age, n = 366), how does retrospectively reported age of first touchscreen usage relate to gross motor (i.e., walking), fine motor (i.e., stacking blocks), and language (i.e., producing two-word utterances) milestones? In our sample, the proportion of children using touchscreens, as well as the average daily usage time, increased with age (youngest quartile, 6–11 months: 51.22% users, 8.53 min per day; oldest quartile, 26–36 months: 92.05% users, average use of 43.95 min per day). In toddlers, aged 19–36 months, age of first touchscreen use was significantly associated with fine motor (stacking blocks), p = 0.03, after controlling for covariates age, sex, mother’s education (a proxy for socioeconomic status) as well as age of early fine motor milestone achievement (pincer grip). This effect was only present for active scrolling of the touchscreen p = 0.04, not for video watching. No significant relationships were found between touchscreen use and either gross motor or language milestones. Touchscreen use increases rapidly over the first 3 years of life. In the current study, we find no evidence to support a negative association between the age of first touchscreen usage and developmental milestones. Indeed, earlier touchscreen use, specifically scrolling of the screen, was associated with earlier fine motor achievement. Future longitudinal studies are required to elucidate the temporal order and mechanisms of this association, and to examine the impact of touchscreen use on other, more fine-grained, measures of behavioral, cognitive, and neural development.

The Effects of Video Games on Cognition and Brain Structure: Potential Implications for Neuropsychiatric Disorders

Video games are now a ubiquitous form of entertainment that has occasionally attracted negative attention. Video games have also been used to test cognitive function, as therapeutic interventions for neuropsychiatric disorders, and to explore mechanisms of experience-dependent structural brain changes. Here, we review current research on video games published from January 2011 to April 2014 with a focus on studies relating to mental health, cognition, and brain imaging. Overall, there is evidence that specific types of video games can alter brain structure or improve certain aspects of cognitive functioning. Video games can also be useful as neuropsychological assessment tools. While research in this area is still at a very early stage, there are interesting results that encourage further work in this field, and hold promise for utilizing this technology as a powerful therapeutic and experimental tool.

Less-structured time in children's daily lives predicts self-directed executive functioning

Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.

Screen Time at Home and School among Low-Income Children Attending Head Start

OBJECTIVE

To describe the patterns of screen viewing at home and school among low-income preschool-aged children attending Head Start and identify factors associated with high home screen time in this population. Few studies have examined both home and classroom screen time, or included computer use as a component of screen viewing.

METHODS

Participants were 2221 low-income preschool-aged children in the United States studied in the Head Start Family and Child Experiences Survey (FACES) in spring 2007. For 5 categories of screen viewing (television, video/DVD, video games, computer games, other computer use), we assessed children's typical weekday home (parent-reported) and classroom (teacher-reported) screen viewing in relation to having a television in the child's bedroom and sociodemographic factors.

RESULTS

Over half of children (55.7%) had a television in their bedroom, and 12.5% had high home screen time (>4 hours/weekday). Television was the most common category of home screen time, but 56.6% of children had access to a computer at home and 37.5% had used it on the last typical weekday. After adjusting for sociodemographic characteristics, children with a television in their bedroom were more likely to have high home screen time [odds ratio=2.57 (95% confidence interval: 1.80-3.68)]. Classroom screen time consisted almost entirely of computer use; 49.4% of children used a classroom computer for ≥1 hour/week, and 14.2% played computer games at school ≥5 hours/week.

CONCLUSIONS

In 2007, one in eight low-income children attending Head Start had >4 hours/weekday of home screen time, which was associated with having a television in the bedroom. In the Head Start classroom, television and video viewing were uncommon but computer use was common.

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments.

How musical training affects cognitive development: rhythm, reward and other modulating variables

Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.

Perceptual learning: top to bottom

Perceptual learning has traditionally been portrayed as a bottom-up phenomenon that improves encoding or decoding of the trained stimulus. Cognitive skills such as attention and memory are thought to drive, guide and modulate learning but are, with notable exceptions, not generally considered to undergo changes themselves as a result of training with simple perceptual tasks. Moreover, shifts in threshold are interpreted as shifts in perceptual sensitivity, with no consideration for non-sensory factors (such as response bias) that may contribute to these changes. Accumulating evidence from our own research and others shows that perceptual learning is a conglomeration of effects, with training-induced changes ranging from the lowest (noise reduction in the phase locking of auditory signals) to the highest (working memory capacity) level of processing, and includes contributions from non-sensory factors that affect decision making even on a "simple" auditory task such as frequency discrimination. We discuss our emerging view of learning as a process that increases the signal-to-noise ratio associated with perceptual tasks by tackling noise sources and inefficiencies that cause performance bottlenecks, and present some implications for training populations other than young, smart, attentive and highly-motivated college students.

Central coherence, organizational strategy, and visuospatial memory in children and adolescents with anorexia nervosa

The vast majority of studies in anorexia nervosa that have investigated the domains of central coherence, organizational strategy, and visuospatial memory have focused on adult samples. In addition, studies investigating visuospatial memory have focused on free recall. No study to date has reported the association between recognition memory and central coherence or organizational strategy in younger people with this disorder, yet the capacity to recognize previously seen visual stimuli may contribute to overall visuospatial ability. Therefore, we investigate these domains in children and adolescents with anorexia nervosa compared to age- and gender-matched healthy controls. There were no significant group differences in immediate, delayed, or recognition memory, central coherence, or organization strategy. When compared with controls, patients with anorexia nervosa scored significantly higher on accuracy and took significantly longer when copying the Rey Complex Figure Task. Caution must be taken when interpreting these findings due to lower-than-expected scores in memory performance in the control group and because of a potential lack of sensitivity in the measures used when assessing this younger population. For neuropsychological functions where no normative data exist, we need a deeper, more thorough knowledge of the developmental trajectory and its assessment in young people in the general population before drawing conclusions in anorexia nervosa.

Digital media, the developing brain and the interpretive plasticity of neuroplasticity

The use and misuse of digital technologies among adolescents has been the focus of fiery debates among parents, educators, policy-makers and in the media. Recently, these debates have become shaped by emerging data from cognitive neuroscience on the development of the adolescent brain and cognition. "Neuroplasticity" has functioned as a powerful metaphor in arguments both for and against the pervasiveness of digital media cultures that increasingly characterize teenage life. In this paper, we propose that the debates concerning adolescents are the meeting point of two major social anxieties both of which are characterized by the threat of "abnormal" (social) behaviour: existing moral panics about adolescent behaviour in general and the growing alarm about intense, addictive, and widespread media consumption in modern societies. Neuroscience supports these fears but the same kinds of evidence are used to challenge these fears and reframe them in positive terms. Here, we analyze discourses about digital media, the Internet, and the adolescent brain in the scientific and lay literature. We argue that while the evidential basis is thin and ambiguous, it has immense social influence. We conclude by suggesting how we might move beyond the poles of neuro-alarmism and neuro-enthusiasm. By analyzing the neurological adolescent in the digital age as a socially extended mind, firstly, in the sense that adolescent cognition is distributed across the brain, body, and digital media tools and secondly, by viewing adolescent cognition as enabled and transformed by the institution of neuroscience, we aim to displace the normative terms of current debates.

Development of an audio-based virtual gaming environment to assist with navigation skills in the blind

Audio-based Environment Simulator (AbES) is virtual environment software designed to improve real world navigation skills in the blind. Using only audio based cues and set within the context of a video game metaphor, users gather relevant spatial information regarding a building's layout. This allows the user to develop an accurate spatial cognitive map of a large-scale three-dimensional space that can be manipulated for the purposes of a real indoor navigation task. After game play, participants are then assessed on their ability to navigate within the target physical building represented in the game. Preliminary results suggest that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building as indexed by their performance on a series of navigation tasks. These tasks included path finding through the virtual and physical building, as well as a series of drop off tasks. We find that the immersive and highly interactive nature of the AbES software appears to greatly engage the blind user to actively explore the virtual environment. Applications of this approach may extend to larger populations of visually impaired individuals.

Functional brain connectivity at rest changes after working memory training

Networks of functional connectivity are highly consistent across participants, suggesting that functional connectivity is for a large part predetermined. However, several studies have shown that functional connectivity may change depending on instructions or previous experience. In the present study, we investigated whether 6 weeks of practice with a working memory task changes functional connectivity during a resting period preceding the task. We focused on two task-relevant networks, the frontoparietal network and the default network, using seed regions in the right middle frontal gyrus (MFG) and the medial prefrontal cortex (PFC), respectively. After practice, young adults showed increased functional connectivity between the right MFG and other regions of the frontoparietal network, including bilateral superior frontal gyrus, paracingulate gyrus, and anterior cingulate cortex. In addition, they showed reduced functional connectivity between the medial PFC and right posterior middle temporal gyrus. Moreover, a regression with performance changes revealed a positive relation between performance increases and changes of frontoparietal connectivity, and a negative relation between performance increases and changes of default network connectivity. Next, to study whether experience-dependent effects would be different during development, we also examined practice effects in a pilot sample of 12-year-old children. No practice effects were found in this group, suggesting that practice-related changes of functional connectivity are age-dependent. Nevertheless, future studies with larger samples are necessary to confirm this hypothesis.

A cognitive framework for understanding and improving interference resolution in the brain

All of us are familiar with the negative impact of interference on achieving our task goals. We are referring to interference by information, which either impinges on our senses from an external environmental source or is internally generated by our thoughts. Informed by more than a decade of research on the cognitive and neural processing of interference, we have developed a framework for understanding how interference impacts our neural systems and especially how it is regulated and suppressed during efficient on-task performance. Importantly, externally and internally generated interferences have distinct neural signatures, and further, distinct neural processing emerges depending on whether individuals must ignore and suppress the interference, as for distractions, or engage with them in a secondary task, as during multitasking. Here, we elaborate on this cognitive framework and how it changes throughout the human lifespan, focusing mostly on research evidence from younger adults and comparing these findings to data from older adults, children, and cognitively impaired populations. With insights gleaned from our growing understanding, we then describe three novel translational efforts in our lab directed at improving distinct aspects of interference resolution using cognitive training. Critically, these training approaches were specifically developed to target improved interference resolution based on neuroplasticity principles and have shown much success in randomized controlled first version evaluations in healthy aging. Our results show not only on-task training improvements but also robust generalization of benefit to other cognitive control abilities. This research showcases how an in-depth understanding of neural mechanisms can then inform the development of effective deficit-targeted interventions, which can in turn benefit both healthy and cognitively impaired populations.

Teaching the blind to find their way by playing video games

Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were naïve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world.

A mouse model for too much TV?

In a new study published in Scientific Reports, Christakis and colleagues investigate a mouse model for technology-induced overstimulation. We review their findings, discuss the challenges of defining overstimulation, and consider the resemblance of the phenotypes observed in Christakis et al. to those noted in genetic models of attention deficit hyperactivity disorder (ADHD).

The key to cultural innovation lies in the group dynamic rather than in the individual mind

Vaesen infers unique properties of mind from the appearance of specific cultural innovation – a correlation without causal direction. Shifts in habitat, population density, and group dynamics are the only independently verifiable incentives for changes in cultural practices. The transition from Acheulean to Late Stone Age technologies requires that we consider how population and social dynamics affect cultural innovation and mental function.

Training the developing brain: a neurocognitive perspective

Developmental training studies are important to increase our understanding of the potential of the developing brain by providing answers to questions such as: “Which functions can and which functions cannot be improved as a result of practice?,” “Is there a specific period during which training has more impact?,” and “Is it always advantageous to train a particular function?”In addition, neuroimaging methods provide valuable information about the underlying mechanisms that drive cognitive plasticity. In this review, we describe how neuroscientific studies of training effects inform us about the possibilities of the developing brain, pointing out that childhood is a special period during which training may have different effects. We conclude that there is much complexity in interpreting training effects in children. Depending on the type of training and the level of maturation of the individual, training may influence developmental trajectories in different ways. We propose that the immature brain structure might set limits on how much can be achieved with training, but that the immaturity can also have advantages, in terms of flexibility for learning.

Low diversity and low frequency of participation in leisure activities compromise working memory efficiency in young adults

People perform leisure activities (LA) every day; pursuits that entail applying cognitive, physical and social abilities. As in old age, doing LA during early and middle adulthood is related to a reduced risk of dementias, probably by generating a cognitive reserve. As it is possible that a relation between doing LA and working memory (WM) efficiency exists in young adults, we assessed whether the diversity and frequency of LA are related to WM efficiency in this population. Ninety-three healthy young subjects solved the n-back task at two levels of difficulty (2, 3), and answered an LA questionnaire on the activities in which they had participated in the month prior to the experiment. Subjects were classified separately on their scores for (1) diversity (high/low) and (2) frequency (high/low) in order to test the relation between each variable and WM efficiency. Though no differences were found, a subsequent analysis of the average of diversity and frequency ratios of LA performance taken together-the diversity/frequency index-showed that low diversity plus low frequency was significantly associated with reduced WM efficiency at this age; results that suggest that frequent participation in diverse LA during youth is related to WM efficiency.