Katarzyna Kostyrka?Allchorne|Nicholas R. Cooper|Andrew Simpson
The relationship between television exposure and children’s cognition and behaviour: A systematic review
University of Essex|University of Essex|University of Essex
aim article systematically review literature studying association television viewing childrens executive function academic performance attention language play using keywords television children infants attention language education cognition five online databases searched seventysix studies met inclusion criteria reviewed findings suggest relationship television viewing childrens development complex first likely effects television may depend childrens individual characteristics family social context second features television content editing pace type exposure foreground background may affect outcomes specifically watching highquality educational content preschool years improves childrens basic academic skills predicts subsequent positive academic performance conversely television viewing infancy disruptive play reduces quality quantity childparent interactions associated inattentivehyperactive behaviours lower executive functions language delay least shortterm remains unclear whether interactions television cognition long lasting future research focus systematic investigation pathways link particular components television type exposure individual contextual factors investigate potential unique combined effects development researchers must also address challenge investigating diverse rapidly changing technologies current generation children exposed