ABSTRACT
The vast majority of research in the field of children and media has been dominated by concerns for the effects media might have on them, the implications of media use, and the consequences for individuals and society at large. This part of the book introduces the main areas of effects research most heavily investigated. Deborah L. Linebarger opens this section with the claim that babies’ exposure to screen
media has intensified considerably in the last 15 years. This serves to reinforce the need to focus research on the youngest of audiences and, in particular, the implications of media use for early cognitive and language development. Linebarger argues that because infants have a limited developmental repertoire, their ability to learn from screen content is challenged. Prior to 18 months old, infants learn significantly more from a physically-present adult than a screen presentation. This phenomenon is referred to as the video deficit. But, screen media are not unique in this regard, as infants have similar difficulty learning from other symbolic media (e.g., books, pictures). Still, processing and learning from screen content is possible at this early age. Therefore, in order to advance learning, it is recommended that screen content incorporate realistic objects and events, social contingency coupled with language-promoting strategies, and production techniques that highlight key contents. Infants also learn more when they view the same content repeatedly, when their parents co-view with them, and when TVs are turned off while they are in the room. A widely held concern is whether there is a relationship between children’s media use and
the development of ADHD (attention deficit hyperactivity disorder). The chapter by Mariëtte Huizinga, Sanne W.C. Nikkelen, and Patti M. Valkenburg reviews the literature on this issue. They focus on what they consider to be the most promising hypotheses regarding this possible effect and review the main results of the empirical studies by combining a qualitative literature review with the results of a formal meta-analysis. The authors conclude that studies have found the presence of a negative relationship between media use and the presence of ADHD-symptoms (i.e., inattention, hyperactivity, and impulsivity). More specifically, use of violent saturated media was significantly associated with ADHD. An effect of fast-paced media use on ADHD could not be established, as the number of available studies that examined this relationship was too limited. This meta-analysis underlines the crucial need for future research to systematically investigate individual differences that may moderate the relation between children’s media use and ADHD.
