The document discusses the effects of technology use on children's social, behavioral, and neurological development. It notes that children now have extensive access to technologies like TVs, computers, and mobile devices, and spend on average 6.5 hours per day engaged with screens. Excessive screen time is linked to poorer social skills, more aggressive behaviors, lower academic performance, and reduced activity in brain regions involved in decision-making. However, educational TV and some video games have shown benefits if used in moderation. The document provides recommendations to limit screen time and increase parental supervision of technology use to promote healthy development.

1. Technology in the Lives
of Our Children
Social, Behavioral, and Neurological Developmental Concerns
April 23, 2013 (c) 2013 Tyler D. Staples MS LMLP
1Tuesday, April 23, 13

2. Behavioral
Neurological
Social
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3. The Facts
✤ Rideout, Vandewater & Wartella (2003): Today’s average household has
✤ three T.V.’s,
✤ three DVD players,
✤ two video game consoles,
✤ three iPods,
✤ two cell phones, and
✤ one computer.
✤ Children average 6.5 hours of T.V. and/or video game time per day.
✤ 65% of children have a television in their bedroom.
✤ Roberts DF, Foehr UG, Rideout VJ, & Brodie M (1999).
✤ Children 0-2 years old watch ~2.2 hours of T.V. a day.
✤ Children 3-5 years old watch ~4.5 hours
✤ Canadian study: Parents spend ~3.5 minutes a week participating in meaningful
conversation with their children (Turcotte, 2006)
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4. Effect of Screen Time
on Social Development
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5. Social Media &
Social Development
✤ Hogan, B. (2013): Too much social media damages strong relationships.
✤ Media Multiplexity Theory: A theory that suggests that there is a clear link
between the number and frequency of use of media channels used to
communicate through and the strength of relationship ties.
✤ originally posed in 2005, during height of email, chat and telephone
communications.
✤ theory tested by researchers on current status of communications.
✤ Findings? A higher number/frequency of use of media channels
showed no correlation with social development and relationship
satisfaction.
✤ In fact, in some instances, relationship satisfaction was lower, and social
development was poorer.
✤ Hogan, B.: May be a cut-off point after which the number of communication
outlets has no or even negative impact on social development and overall
relationship satisfaction.
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6. Facebook &
Real-Life Consequences
✤ University of Colorado: “Un-friending” on Facebook causes strain on real-life
relationships.
✤ 40% of individuals will intentionally avoid another person if they’d been “un-
friended” by them; another 10% would prefer to avoid the other person, but
may not follow through.
✤ more common among women
✤ Even if “re-friended,” would still harbor negative feelings towards the
individual that initially “un-friended” them
✤ Reason for such negative social consequence? The individual “un-friended”
equates to form of social exclusion.
✤ Why is this important?
✤ Most Facebook users don’t realize the consequences of decisions made online
reach far beyond cyberspace.
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7. Internet Use and Addiction &
Social/Personality Features
✤ Chak & Leung (2004): The greater the internet use, the greater the level of
shyness in child and adolescent participants.
✤ AND vise versa.
✤ Additionally, pathological shyness showed to be a reliable predictor of
internet addiction.
✤ AND vise versa.
✤ The strongest effect measured of high internet use: Locus of Control (LoC)
✤ LoC = Perceived control over own behavior.
✤ Internal LoC = Person feels in control of own behavior.
✤ External LoC = Person feels other elements have more control over their
behavior (for ex., chance or luck or karma).
✤ The higher the level of internet use...
✤ ...significantly lower Internal LoC
✤ ...significantly higher External LoC
✤ Why? May be due to neurological effects of media use.
✤ (more on that later)
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8. Social
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9. Effect of Screen Time
on Behavioral Development
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10. Educational T.V. &
Behavior Development
✤ University of Washington - Seattle: Educational television improves child behavior
✤ Upping the “educational value” of the television program is correlated with greater
positive correlation gains.
✤ Caveat: Consensus is still that children watch too much T.V.
✤ Behavioral gains “have a limit” -- amount of television should be limited; above a
certain amount of time, the behavioral gains are eliminated.
✤ Top-recommended shows as per the research?
✤ Sesame Street
✤ Dora the Explorer
✤ Curious George
✤ Reasons?
✤ Pro-social themes
✤ cooperation
✤ actions-consequences
✤ Educational material
✤ numbers & letters
✤ reason & logic
10Tuesday, April 23, 13

11. Video Games &
Aggressive Behavior
✤ Iowa State University: Definite link between violent video games and youth violence
and delinquency.
✤ Positive correlation even when controlled for history of violence and psychopathic
traits.
✤ common criticism of research: “Likely not video games; likely sociopathic
tendencies already present with the child instead.”
✤ Linked to severe violence.
✤ i.e. gun violence and battery.
✤ Also strongly linked to “mild violence,” including...
✤ bullying
✤ teasing
✤ hitting
✤ name-calling
✤ Frequency of play and linking for video games compounds associated violence even
more.
✤ Caveat: Can’t blame violent behavior on any single factor; often is multi-faceted
problem that takes place over a long time.
11Tuesday, April 23, 13

12. Texting, Social Networking &
Academic Development
✤ Walsh, J.L. (2013): Texting, social networking and other media usage linked to poor
academic development and performance.
✤ Studied mostly adolescent populations
✤ High school freshmen girls spend as many as 12 hours a day engaged in some
media usage (texting, music, et alia)
✤ The greater the amount of media usage, the lower the academic performance
✤ particularly true for texting and social networking use
✤ Why? Simple...
✤ Engaging in media use that mimics genuine social connections (like texting
and Facebooking) become rewarding and, indeed more interesting than
schoolwork.
✤ Imagine it like this: If students were allowed to talk during lectures, there’s
little doubt that they would rather talk then listen.
✤ Texting and social networking using mobile devices are not much different
that socializing in class -- but is easier to hide.
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13. BehavioralSocial
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14. Effect of Screen Time
on Neurological Development
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15. Television Viewing &
Later Antisocial Behavior
✤ Study published in Archives of Disease in Childhood (2013): 5 year-olds who watch 3
or more hours of television a day have significantly higher risk for antisocial behaviors
by age 7.
✤ Includes behaviors such as stealing, fighting, bullying, etc.
✤ Playing games on television had no additional effect (i.e. had same effect as simple
television viewing)
✤ Earlier study: Childhood television watching associated with adult antisocial
behavior, including extreme criminality.
✤ The Orbitofrontal Cortex (OFC): Are of the brain located just behind the eyebrows that
is involved in sensory integration, in representing the affective value of reinforcers, and
in decision-making.
✤ Strenziok and colleagues (2010): Bloodflow to the OFC significantly reduced during
television-watching.
✤ During childhood, prolonged under-activity of regions of the brain leads to stunted
development.
✤ Including OFC.
✤ Seguin (2004): Reduced activity to OFC linked to antisocial behaviors in adults.
15Tuesday, April 23, 13

16. Television &
Neurological Development
✤ Three factors found to be associated with successful neurological development:
✤ physical activity
✤ physical connection with others
✤ meaningful emotional connection and attachment with others
✤ “Baby T.V.” viewing linked to general cognitive delays (Thakkar, Garrison & Christakis,
2006).
✤ Has no educational value.
✤ “Mindless” stimulation of sights and sounds.
✤ 2000: France banned television programming designed for children under the age of
3 years old.
✤ 2001: American Academy of Pediatrics released official recommendation that no
child less than 2 years of age watch any television or video game.
✤ Christakis and colleagues (2004): each hour of TV watched daily between the ages of 0
and 7 years equates to a 10% increased chance of attention problems by age 7.
16Tuesday, April 23, 13

17. Video Games &
Neurological Development
✤ Violent video game play also linked to decreased bloodflow in the Orbitofrontal Cortex.
✤ However, when played in moderation, not all video games are bad.
✤ Greenfield (1984): When played in moderation (~30min/day, or ~1 hour every other
day) Video games involving strategy, working memory and increased hand-eye
coordination increase bloodflow overall to the frontal cortex (including OFC).
✤ Increased activity in this area linked to...
✤ increased working memory
✤ increased executive functioning (for ex., planning)
✤ increased impulse control
✤ increased decision-making
✤ Also linked to...
✤ decreased reaction time (quicker ability to react)
✤ improved peripheral vision
✤ Found in several following studies
✤ (Lintern & Kennedy, 1984; Metalis, 1985; Gagnon, 1985; Dorval & Pepin, 1986;
Drew and Waters, 1986; McClurg & Chaille, 1987; Orosy-Fildes & Allan, 1989...)
✤ How do you know what video games fit this category? Play them!
17Tuesday, April 23, 13

18. Behavioral
Neurological
Social
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19. Behavioral
Neurological
Social
19Tuesday, April 23, 13

20. Neurological
Social Behavioral
DiscussionResearch
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21. Minimizing the Negative
Effect(s) of Screen Time
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22. Neurological
Social Behavioral
Research
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23. Recommendations for
Professionals
✤ Family physicians and pediatricians are urged by child psychology
specialists to encourage their clients/families to adopt an in-home
program to reduce technology exposure to children.
✤ School policy is now starting to become directly involved in the
limitation of media use.
✤ However, some media use is actually encouraged, rather than
classroom interaction models.
✤ School policy-makers must become more directly involved with all
aspects of media use, not just specific ones (for ex., cell phone use)
✤ Must ALSO make use of applicable and current research.
✤ (biggest problem with current school policy)
✤ Parents are the foundation of all child development, however...
23Tuesday, April 23, 13

24. Recommendations for
Caregivers
✤ The number one moderator for the negative effects of media use: Parental
supervision.
✤ For example, research has shown that children watching violent movies
can increase aggressive impulses.
✤ This negative effect is almost completely eliminated in the mere
presence of a primary caregiver.
✤ No significant correlation was found at all when parents discussed
“potentially harmful” scenes (for ex., violence, sex) with their children
during or after they were happening.
✤ Second moderator: Treating media use as a privilege rather than a right.
✤ Use “token economy” systems in the home for media use.
✤ Use “rewards/consequences” systems in the home for media use.
✤ And remember: If you’re not sure if certain video games/television shows
are appropriate...play/watch them yourself!
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25. ?
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26. Research Cited
Chak, M.Sc. & Leung, L (2004). Shyness and Locus of Control as Predictors of Internet Addiction and Internet Use. CyberPsychology &
Behavior, 7, 5, 559-570.
Seguin, J.R. Neurocognitive elements of antisocial behavior: Relevance of an orbitofrontal cortex account. Brain Cognition. 2004 June; 55(1):
185–197.
Strenziok M, Krueger F, Pulaski SJ, Openshaw AE, Zamboni G, van der Meer E, Grafman J.J Adolesc Health. 2010 Jun;46(6):607-9. doi:
10.1016/j.jadohealth.2009.11.196. Epub 2010 Jan 13.
“Do television and electronic games predict children’s psychological adjustment? Longitudinal research using the UK Millennium Cohort
Study.” Archives of Disease in Childhood 2013; doi 10.1136/archdischild-2011-301508
Lifespan. "Texting, social networking and other media use linked to poor academic performance." ScienceDaily, 11 Apr.
013. Web. 19 Apr. 2013.
Christakis DA, Zimmerman FJ, DiGiuseppe DL, & McCarty CA (2004). Early television exposure and subsequent
attentional problems in children. Pediatrics. 113 (4): 708-713.
“Children, adolescents and television.” American Academy of Pediatrics, Committee on Public Education. Pediatrics.
2001; 107 (2): 423-426.
Insel TR & Young LJ (2001). The neurobiology of attachment. Nature Reviews Neuroscience. 2: 129-136.
Korkman M (2001). Introduction to the special issue on normal neuropsychological development in the school-age years.
Developmental Neuropsychology. 20 (1):325-330.
Turcotte, M (2006). Time spent with family during a typical workday 1986 to 2005. Statistics Canada. Catalogue No.
11-008. Available from: http://www.statcan.ca/english/freepub/11-008-XIE/2006007/pdf/11-008-XIE20060079574.pdf.
“France pulls plug on TV shows aimed at babies [CBC online article Wednesday August 20, 2008]. Retrieved from:
http://www.cbc.ca/world/story/2008/08/20/french-baby.html.
Thakkar RR, Garrison MM, Christakis DA (2006). A systematic review for the effects of television viewing by infants and
preschoolers. Pediatrics. 2006; 118: 2025-2031.
Rideout VJ, Vandewater EA, & Wartella EA (2003). Zero to six: electronic media in the lives of infants, toddlers and
preschoolers. Menlo Park (CA): Kaiser Family Foundation.
“Educational TV Tied to Fewer Behavior Problems.” Reuters. Retrieved from http://www.reuters.com/article
2013/02/18/us-educational-tv-idUSBRE91H0OD20130218
"Facebook Unfriending Has Real Life Consequences; Many Avoid 'Unfrienders' In Real Life." Medical News Today.
Retrieved from <http://www.medicalnewstoday.com/releases/255872.php?utm_medium=referral&utm_source=pulsenews.>
“Violent Video Games Are a Risk Factor for Criminal Behavior and Aggression, New Evidence Shows.” Science Daily.
Retrieved from <http://www.sciencedaily.com/releases/2013/03/130326121605.htm>
Roberts DF, Foehr UG, Rideout VJ, & Brodie M (1999). Kids and media @ the millennium: A comprehensive national
analysis of children’s media use. Menlo Park (CA): Kaiser Family Foundation.
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27. Neurological
Social Behavioral
Research Discussion
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28. For Questions or
More Information...
Tyler D. Staples MS LMLP PLPC
Licensed Masters Level Psychologist
Licensed Practicing Counselor (P)
tstaples@kidstlc.org
(913) 324-3635
tylerdstaples@gmail.com
(913) 269-9621
28Tuesday, April 23, 13

29. Technology in the Lives
of Our Children
Social, Emotional, and Neurological Developmental Concerns
April 23, 2013 (c) 2013 Tyler D. Staples MS LMLP
29Tuesday, April 23, 13