Abstract
Reduced growth rates of working memory in pre-school children during periods of social isolation have previously been documented. However, the question of whether and how long it takes children to compensate for these deficits has remained open. The present study examined the longitudinal dynamics of verbal and visual working memory development in children between the age of 5 and 7 inclusive, taking into account home environment factors such as the duration of screen time during the pandemic and the number of children in the family. Screen time during social isolation was reported to range from 2 to 44 hours per week. The general pattern of development of verbal and visual working memory during this period was a natural increase, independent of screen time and number of children in the family. However, as the screen time increased, both the actual level of development of verbal working memory at each diagnostic cut-off and the rate of its development as the child grew older decreased. The most pronounced negative impact on verbal working memory development from extended screen time was reported among only children in the family. Continued use of digital devices led not just to a slower rate of development of verbal working memory, but to a temporary regression of it. Children in this part of the sample were able to compensate for the regression in verbal working memory development and catch up with their peers only after returning to a systematic educational process in resumed kindergartens.
Published Version
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