Do Children's Brains Function Differently During Book Reading and Screen Time? A fNIRS Study

IF 3.1 1区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Meredith Pecukonis, Meryem Yücel, Henry Lee, Cory Knox, David A. Boas, Helen Tager-Flusberg
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引用次数: 0

Abstract

Previous research suggests that book reading and screen time have contrasting effects on language and brain development. However, few studies have explicitly investigated whether children's brains function differently during these two activities. The present study used functional near-infrared spectroscopy (fNIRS) to measure brain response in 28 typically developing preschool-aged children (36–72 months old) during two conditions—a book reading condition, in which children listened to a story read by a live experimenter while viewing words and pictures in a book, and a screen time condition, in which children listened to a story that was played via an audio recording while viewing words and pictures on a screen. Analyses revealed significant activation in the right temporal parietal junction (TPJ) during the book reading condition only. Across regions of interest (ROIs), including the inferior and middle frontal gyrus (IMFG), the superior and middle temporal gyrus (SMTG), and the TPJ, brain response during the book reading condition was greater in right-lateralized ROIs than left-lateralized ROIs, while brain response during the screen time condition was similar across left and right ROIs. Findings suggest that the lateralization of preschool-aged children's brain function within these ROIs differs during book reading and screen time, which provides a possible neurobiological explanation for why book reading and screen time impact language development in such different ways. Findings provide important insights into how children's brains function during different types of activities (dyadic vs. solitary) and when using different types of media (print vs. digital).

儿童在阅读和看电视时大脑的功能不同吗?近红外光谱研究。
先前的研究表明,阅读书籍和看屏幕对语言和大脑发育的影响截然不同。然而,很少有研究明确地调查儿童的大脑在这两种活动中是否有不同的功能。本研究使用功能性近红外光谱(fNIRS)来测量28名正常发育的学龄前儿童(36-72个月大)在两种情况下的大脑反应:一种是读书条件,孩子们一边看书中的文字和图片,一边听现场实验者朗读的故事;另一种是屏幕时间条件,孩子们一边听通过录音播放的故事,一边看屏幕上的文字和图片。分析显示,只有在阅读时,右侧颞顶叶交界处(TPJ)才有显著的激活。在包括额下回和中回、颞上回和中回以及TPJ在内的兴趣区(roi)中,阅读时大脑对右半侧roi的反应大于左半侧roi,而屏幕时间条件下大脑对左右侧roi的反应相似。研究结果表明,学龄前儿童在这些roi内的大脑功能偏侧化在阅读书籍和看屏幕时有所不同,这为阅读书籍和看屏幕对语言发展的不同影响提供了可能的神经生物学解释。研究结果为了解儿童大脑在不同类型的活动(双人活动与单独活动)以及使用不同类型的媒体(印刷媒体与数字媒体)时的功能提供了重要的见解。
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来源期刊
CiteScore
8.10
自引率
8.10%
发文量
132
期刊介绍: Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain
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