Screen time, brain network development and socio-emotional competence in childhood: moderation of associations by parent-child reading.

Autor: Huang P; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore., Chan SY; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore., Ngoh ZM; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore., Ong ZY; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore., Low XZ; Department of Diagnostic Imaging, National University Health System, Singapore., Law EC; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore.; Department of Pediatrics, Khoo Teck Puat-National University Children's Medical Institute, National University Health System, Singapore., Gluckman PD; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore.; Liggins Institute, University of Auckland, Auckland, New Zealand., Kee MZL; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore., Fortier MV; Department of Diagnostic & Interventional Imaging, KK Women's and Children's Hospital, Singapore., Chong YS; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore.; Department of Obstetrics & Gynecology, National University Health System, Singapore.; Yong Loo Lin School of Medicine, National University of Singapore, Singapore., Zhou JH; Yong Loo Lin School of Medicine, National University of Singapore, Singapore.; Department of Electrical and Computer Engineering, National University of Singapore, Singapore.; Integrative Sciences and Engineering Programme (ISEP), National University of Singapore, Singapore., Meaney MJ; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore.; Yong Loo Lin School of Medicine, National University of Singapore, Singapore.; Department of Psychiatry, Faculty of Medicine, Douglas Mental Health University Institute, McGill University, Montreal, Canada.; Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore., Tan AP; Singapore Institute for Clinical Sciences, A*STAR Research Entities, Singapore.; Department of Diagnostic Imaging, National University Health System, Singapore.; Department of Obstetrics & Gynecology, National University Health System, Singapore.; Yong Loo Lin School of Medicine, National University of Singapore, Singapore.; Brain - Body Initiative, Agency for Science and Technology (A*STAR), Singapore.
Jazyk: angličtina
Zdroj: Psychological medicine [Psychol Med] 2024 Jul; Vol. 54 (9), pp. 1992-2003. Date of Electronic Publication: 2024 Feb 05.
DOI: 10.1017/S0033291724000084
Abstrakt: Background: Screen time in infancy is linked to changes in social-emotional development but the pathway underlying this association remains unknown. We aim to provide mechanistic insights into this association using brain network topology and to examine the potential role of parent-child reading in mitigating the effects of screen time.
Methods: We examined the association of screen time on brain network topology using linear regression analysis and tested if the network topology mediated the association between screen time and later socio-emotional competence. Lastly, we tested if parent-child reading time was a moderator of the link between screen time and brain network topology.
Results: Infant screen time was significantly associated with the emotion processing-cognitive control network integration ( p = 0.005). This network integration also significantly mediated the association between screen time and both measures of socio-emotional competence (BRIEF-2 Emotion Regulation Index, p = 0.04; SEARS total score, p = 0.04). Parent-child reading time significantly moderated the association between screen time and emotion processing-cognitive control network integration ( β = -0.640, p = 0.005).
Conclusion: Our study identified emotion processing-cognitive control network integration as a plausible biological pathway linking screen time in infancy and later socio-emotional competence. We also provided novel evidence for the role of parent-child reading in moderating the association between screen time and topological brain restructuring in early childhood.
Databáze: MEDLINE
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