Preschool Screen-Media Usage Predicts Mental Imagery Two Years Later

Autor/inn/en	Suggate, Sebastian Paul; Martzog, Philipp
Titel	Preschool Screen-Media Usage Predicts Mental Imagery Two Years Later
Quelle	In: Early Child Development and Care, 192 (2022) 10, S.1659-1672 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1924164
Schlagwörter	Preschool Children; Mass Media Use; Television Viewing; Video Games; Computer Games; Computer Use; Handheld Devices; Visualization; Foreign Countries; Predictor Variables; Time; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mediennutzung; Fernsehkonsum; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Visualisation; Visualisierung; Ausland; Prädiktor; Zeit; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	During typical childhood interactions with screen-media, two features are prominent. First, input is dominated by audio-visual signals and second, these predominately provide children with ready-made images, potentially negating effortful mental imagery construction. We present a two-year longitudinal study on a sample of 109 preschool children. We endeavoured to measure media usage and mental imagery development in a differentiated manner, also taking account of control variables and purpose of media use (learning vs. entertainment). Results indicated that children who viewed more media had worse mental imagery skill. Active media usage (e.g. gaming, tablets) and total screen time linked to lower mental imagery performance. Further, both mental images in the visual and haptic modalities appeared equally affected. Findings are discussed in terms of shaping early educational experiences with respect to virtual and three dimensional reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01