Screen Time and the Developing Brain: A Systematic Review of Neuroimaging Findings in Children Aged 0-12 Years
Nimmo E, Chau M
Developmental psychobiology · 0 citas
Etiquetas de revisión
Financiación no declaradaDatos neutrales que nuestra revisión registró sobre cómo se hizo este estudio. Describen el método, nunca si nos gusta el resultado.
Cómo se estudió
- Diseño
- Revisión sistemática (indexado por PubMed)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación no declarada
Publicación
- Publicado
- 2026-05-29 · Dev Psychobiol · vol. 68 · número 4 · pág. e70170
- Editorial
- Wiley
- Citado
- 1 cita · más que el 93% de estudios similares · 4.7× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 17 trabajos
- Acceso
- Acceso abierto (revista híbrida) · CC-BY-NC
- Áreas de investigación
- Child Development and Digital Technology · Impact of Technology on Adolescents · Digital Media and Philosophy
- Palabras clave
- screen time, children, brain development, digital media use, video gaming, cortical thickness, cerebellar volume, neuronal connectivity, language skills, literacy, anxiety, depression, behavioral problems, executive function, working memory, fine motor performance
- MeSH
- brain, humans, child development, child, child, preschool, infant, neuroimaging, screen time, media exposure, digital media, neurodevelopment
2 autores
- Emma Nimmo🇦🇺Charles Sturt University
- Minh Chau · autor de correspondencia
Resumen
El texto original del estudio, en el idioma en que se publicó.
This scoping review examined neuroimaging evidence relating screen-based technology use to brain development in children aged 0-12 years. Nine studies were included. Most reported associations between higher screen exposure and less favorable neurodevelopmental outcomes, including reduced cortical thickness, lower gray and white matter integrity, decreased cerebellar volume, and altered connectivity in networks involved in language, attention, executive functioning, and emotional regulation. These neural differences were associated with poorer literacy and language skills, increased anxiety and depressive symptoms, and greater behavioral difficulties. Some evidence suggested positive effects from structured and interactive digital activities, particularly video gaming, which was linked to improvements in working memory, spatial awareness, fine motor performance, and increased regional brain volume. Findings indicate that the impact of screen-based technology is complex and may depend on the type, duration, and context of use. While excessive or unregulated screen exposure appears associated with less favorable developmental outcomes, targeted digital engagement may support specific cognitive functions. Further longitudinal and experimental research is needed to clarify causal pathways and guide evidence-based recommendations for children's digital media use.
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