Abstract
Recent research has suggested that particular content of television programmes, such as watching fantastical scenes, can have negative consequences on cognitive functions in young children. We examined the effects of watching fantastical programmes on executive functions measured at both pre- and post-television viewing. Eighty 5- to 6-year-old children participated and were randomized into either fantastical or non-fantastical conditions. They completed inhibition, working memory, cognitive flexibility, and planning tasks both before and after watching either the brief fantastical or non-fantastical television clip. Whilst there were no differences between the groups at pre-test on any of the cognitive measures, children in the fantastical condition were poorer on inhibition, working memory, and cognitive flexibility tasks at the post-test session. Watching fantastical television content, even briefly, seems to disrupt cognitive function performance in young children across a broad range of aspects of executive function. Statement of contribution What is already known on this subject? Exposure to fantastical content within a television programme may impair executive functions in young children. What does this study add? Exposure to fantastical content within television programmes impairs executive functions in children of early primary school age. Impairment extends to all three core aspects of executive functions. Watching fantastical clips slows down planning performance without improving accuracy.
Highlights
Recent research has suggested that particular content of television programmes, such as watching fantastical scenes, can have negative consequences on cognitive functions in young children
We examined the effects of watching fantastical programmes on executive functions measured at both pre- and post-television viewing
Previous research has shown that even brief exposure to watching passive fantastical television programmes can disrupt executive functions
Summary
Thereafter, a rule was announced before each trial and, in line with the method of Carlson (2005) and Frye et al (1995), an additional five post-switch trials were initiated; two were compatible with the old sorting rule, and three trials were incompatible with the old sorting rule (where the old rule would lead to an incorrect response) This task was not timed and there was no response deadline, children were encouraged to provide answers as quickly and accurately as possible. Parent questionnaires To provide further context to the study, a media questionnaire was administered to participating parents, to examine any pre-existing condition differences in children’s television experiences This survey asked parents to indicate how many hours children spent each week (weekdays and weekends) engaged watching TV/DVDs and videos on typical weekday and weekend, ranging between zero and six. Responses were coded as 0 (non-fantastical; 0 or 1 fantastical TV shows listed by parent) or 1 (fantastical; 2 or 3 fantastical TV shows listed by parent)
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