Finnish study links childhood screen time with stronger cognitive skills

A study by the University of Jyväskylä and the University of Eastern Finland has found that higher screen time in childhood was associated with stronger information-processing skills during adolescence, Yle reports.

The study followed 260 boys and girls and examined their screen time at three stages. When the children were aged six to eight and nine to 11, their parents estimated how much time they spent using screens. At 15 to 17, the young people estimated their own screen time.

At the third stage, the participants’ attention, learning and working memory were assessed using a computer game similar to a card game.

Those who had spent more time using screens during childhood reacted faster in a working-memory task. They also achieved higher overall scores measuring attention, learning and working memory.

The study did not determine how many hours of screen time were associated with the skills.

Researchers urge useful device use

Petri Jalanko, a doctoral researcher at the University of Jyväskylä, said screen time should not be viewed as harmful in every case.

He said teachers and parents should encourage children to use devices in ways that promote active thinking, problem-solving, creativity and learning. Educational videos on YouTube could be one example, Jalanko said.

However, screen time should still be approached critically. Different types of short videos, for example, may have the opposite effect and weaken information-processing skills.

Information-processing skills developed during childhood and adolescence may affect people well into adulthood, including their education and working life.