Relationship Between the Use of Digital Devices and Executive Functions Development in Preschool Children

Occupation: Professor of Department of psychology of education and pedagogy of the faculty of psychology
Affiliation: Lomonosov Moscow State University
Address: Moscow, Mokhovaya str., 11/9

Daria A. Bukhalenkova

Occupation: Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology
Affiliation: Lomonosov Moscow State University
Address: Mokhovaya st., 11, building 9

Aleksander N. Veraksa

Occupation: Head of the chair of Department of Educational psychology and Pedagogy, Faculty of Psychology
Affiliation: Lomonosov Moscow State University
Address: Russian Federation

Elena A. Chichinina

Affiliation: Lomonosov Moscow State University
Address: Russian Federation, Moscow

Journal name

Psikhologicheskii zhurnal

Edition

Volume 43 Issue 1

Pages

51-59

Abstract

Modern preschoolers are active users of digital devices, which affects their development of executive functions. To study how the features of using digital devices and the development of executive functions are related in preschool children, we conducted a study involving 417 children aged 6–7 years who attended kindergartens in Moscow. The study showed that children who used digital devices once a week had a higher level of development of auditory working memory, cognitive flexibility and inhibition than children who used digital devices 3-4 times a week. Also, the study showed that both awareness of the ability to use digital devices for communication and personal experience of using digital devices for communication were associated with higher levels of executive functions. In addition, awareness of the ability to use digital devices as a means to get information and pass it to others was associated with higher levels of visual working memory development.

Keywords

preschool children, digital devices, media use, screen time, executive functions, working memory, cognitive flexibility, inhibitory control

Acknowledgment

The research was supported by RFBR, grant No. 19-29-14088 mk.

Publication date

01.03.2022

Number of characters

21276

Cite

GOST	Veraksa N., Bukhalenkova D., Veraksa A., Chichinina E. Relationship Between the Use of Digital Devices and Executive Functions Development in Preschool Children // Psikhologicheskii zhurnal – 2022. – V. 43. – Issue 1 C. 51-59 [Electronic resource]. URL: https://psy.jes.su/S020595920018769-1-1 (circulation date: 26.04.2024). DOI: 10.31857/S020595920018769-1
MLA	Veraksa, N., Bukhalenkova, Daria A., Veraksa, Aleksander N, Chichinina, Elena A "Relationship Between the Use of Digital Devices and Executive Functions Development in Preschool Children." Psikhologicheskii zhurnal 43.1 (2022):51-59. DOI: 10.31857/S020595920018769-1
APA	Veraksa N., Bukhalenkova D., Veraksa A., Chichinina E. (2022). Relationship Between the Use of Digital Devices and Executive Functions Development in Preschool Children. Psikhologicheskii zhurnal 43(1), pp.51-59 DOI: 10.31857/S020595920018769-1

100 rub.

When subscribing to an article or issue, the user can download PDF, evaluate the publication or contact the author. Need to register.

Number of purchasers: 3, views: 1206

Readers community rating: votes 0

1. Almazova O.V., Bukhalenkova D.A., Veraksa A.N. Diagnostika urovnya razvitiya regulyatornyh funktsiy v doshkol'nom vozraste . Psihologiya. Zhurnal Vysshey SHkoly ekonomiki. 2019. № 16(2). P. 94–109. (in Russian)

2. Veraksa A.N., Almazova O.V., Bukhalenkova D.A. Diagnostika regulyatornyh funkcij v starshem doshkol'nom vozraste: batareya metodik . Psikhologicheskii zhurnal. 2020. V. 41. № 6. P. 120–130. (In Russian)

3. Veraksa A.N., Almazova O.V., Bukhalenkova D.A., Chichinina E.A. Osobennosti ispol'zovaniya cifrovyh ustrojstv sovremennymi doshkol'nikami . Sociologicheskie issledovaniya. 2020. № 6. P. 82–92. (In Russian)

4. Veraksa A.N., Bukhalenkova D.A. Computer game-based technology in the development of preschoolers’ executive functions . Russian Psychological Journal. 2017. V. 14. № 3. P. 106–133. (In Russian)

5. Vygotsky L.S. V. 4. Detskaya psikhologiya. Sobranie sochinenii: In ed. D. B. El'konin. Moscow: Pedagogika Publ., 1984. (In Russian)

6. Smirnova E.O. K probleme voli i proizvol'nosti v kul'turno–istoricheskoi psikhologii . Kul'turno–istoricheskaya psikhologiya. 2015. V. 11. №. 3. P. 9–15. DOI: 10.17759. chp.2015110302 (in Russian)

7. Smirnova E.O. Specifika sovremennogo doshkol'nogo detstva . Natsional'nyi psikhologicheskii zhurnal. 2019. V. 12(2). P. 25–32. DOI: 10.11621. npj.2019.0205 (in Russian)

8. Soldatova G.U., Vishneva A.E. Osobennosti razvitiya kognitivnoj sfery u detej s raznoj onlajn-aktivnost'yu: est' li zolotaya seredina? . Konsul'tativnaya psikhologiya I psikhoterapiya. 2019. V. 27 (3). P. 97–118. doi: 10.17759. cpp.2019270307 (In Russian)

9. Soldatova G.U., Shlyapnikov V. N. Ispol’zovanie tsifrovykh ustroistv det’mi doshkol’nogo vozrasta . Nizhegorodskoe obrazovanie. 2015. V. 3. P. 78–84. (In Russian)

10. AAP council on communications and media. Media and Young Minds. Pediatrics. 2016. 138(5):e20162591. DOI: 10.1542. peds.2016-2591

11. Barr R., Lauricella A., Zack E., Calvert S. L. Infant and early childhood exposure to adult-directed and child-directed television programming relations with cognitive skills at age four . Merrill-Palmer Quarterly. 2010. V. 56. P. 21–48.

12. Bernier A., Carlson S. M., Whipple N. From external regulation to self-regulation: Early parenting precursors of young children's executive functioning . Child Development. 2010. V. 81(1). P. 326–339. https:. doi.org. 10.1111. j.1467-8624.2009.01397.x

13. Blankson A. N., O’Brien M., Leerkes E. M., Calkins S. D., Marcovitch S. (2015). Do hours spent viewing television at ages 3 and 4 predict vocabulary and executive functioning at age 5? . Merrill-Palmer Quarterly. 2015. V. 61. P. 264–289.

14. Carlson S. M., White, R. E. Executive function, pretend play, and imagination. In M. Taylor (Ed.), Oxford library of psychology. The Oxford handbook of the development of imagination. P. 161–174. New York, NY: Oxford University Press, 2013.

15. Cliff D. P., Howard S. J., Radesky J. S., McNeill J., Vella S. A. Early Childhood Media Exposure and Self-Regulation: Bi-Directional Longitudinal Associations . Academic pediatrics. 2018. V. 18(7). P. 813–819. doi.org. 10.1016. j.acap.2018.04.012

16. Corkin M.T., Peterson E.R., Henderson A., Waldie K.E., Reese E., Morton S. Preschool screen media exposure, executive functions and symptoms of inattention. hyperactivity. Journal of Applied Developmental Psychology. 2021. V. 73. doi: 10.1016. j.appdev.2020.101237

17. Diamond A. Executive Functions . Annual Review of Psychology. 2013. V. 64. P. 135–168. doi:10.1146. annurev-psych-113011-143750

18. Dye M.W., Green C.S., Bavelier D. The development of attention skills in action videogame players . Neuropsychologia. 2009. V. 47. P. 1780–1789. DOI: 10.1016. j.neuropsychologia.2009.02.002

19. Huber B., Yeates M., Meyer D., Fleckhammer L., Kaufman J. The effects of screen media content on young children’s executive functioning . Journal of Experimental Child Psychology. 2018. V. 170. P. 72–85. DOI: 10.1016. j.jecp.2018.01.006

20. Hubert–Wallander B., Green C.S., Sugarman M., Bavelier D. Changes in search rate but not in the dynamics of exogenous attention in action videogame players . Attention, Perception, & Psychophysics. 2011. V. 73. P. 2399–2412. DOI:10.3758. s13414–011–0194–7

21. Jusienė R., Rakickienė L., Breidokienė R., Laurinaitytė I. SI:EF executive function and screen‐based media use in preschool children . Infant and Child Development. 2020. e2173. doi:10.1002. icd.2173

22. Korkman M., Kirk U., Kemp S.L. NEPSY II. Administrative manual. San Antonio, TX: Psychological Corporation, 2007.

23. Lillard A. S., Drell M. B., Richey E. M., Boguszewski, K., Smith, E. D. Further examination of the immediate impact of television on children’s executive function . Developmental Psychology. 2015. V. 51(6). P. 792–805. doi: 10.1037. a0039097

24. Linebarger D. L., Barr R., Lapierre M. A., Piotrowski J. T. Associations Between Parenting, Media Use, Cumulative Risk, and Childrenʼs Executive Functioning . Journal of Developmental & Behavioral Pediatrics. 2014. V. 35(6). P. 367–377. doi:10.1097. dbp.0000000000000069

25. McNeill J., Howard S. J., Vella S. A., Cliff D. P. Longitudinal associations of electronic application use and media program viewing with cognitive and psychosocial development in preschoolers . Academic Pediatrics. 2019. doi: 10.1016. j.acap.2019.02.010

26. Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A., Wager T. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis . Cognitive Psychology. 2000. Vol. 41. P. 49–100.

27. Nathanson A. I., Aladé F., Sharp M. L., Rasmussen E. E., Christy K. The relation between television exposure and executive function among preschoolers . Developmental Psychology. 2014. V. 50. P. 1497–1506 DOI: 10.1037. a0035714

28. Schwarz U., Gawrilow C. Measuring and Compensating for Deficits of Self-Regulation in School Children via Ambulatory Assessment . Psychology in Russia: State of the Art. 2019. V. 12 (4). P. 8–22. DOI: 10.11621. pir.2019.0401

29. Verlinden M., Tiemeier H., Hudziak J. J., Jaddoe V. W., Raat H., Guxens M., Jansen P. W. Television viewing and externalizing problems in preschool children: The Generation R Study . Archives of Pediatric and Adolescent Medicine. 2012. V. 166. P. 919–925

30. Yang X., Chen Z., Wang Z., Zhu L. The Relations between Television Exposure and Executive Function in Chinese Preschoolers: The Moderated Role of Parental Mediation Behaviors . Front. Psychol. 2017. 8:1833. doi: 10.3389. fpsyg.2017.01833

31. Zelazo P.D. The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children . National Protocols. 2006. № 1. P. 297–301.