Thursday, December 1, 2016

BETTER BRAINS?



For  the past few decades, pediatrics experts and educationists have gone back and forth in their advice to parents about electronics. Some have advised parents to limit children’s “screen time”—time spent playing video games and otherwise interacting with tablets, smart phones, and computers—from zero to a few hours a day, depending on the child’s or teen’s age. Others have counseled parents to give their small children as much stimulation as possible as a learning tool, with computers being an obvious aid to mental stimulation. Currently the trend seems to be toward relaxation, and allowing even infants of eighteen months to have some screen time. Still, parents are supposed to supervise the kids’ computer use, not use the devices as babysitters.
The chief reason for concern, of course, is children’s developing brains. Some scientists have held that if children spend too much time staring at screens rather than interacting with toys, arts and crafts, and physical books, the normal changes in their brains will be slowed or changed.  ADHD and other disorders might result.
In addition, there is an obvious connection between too much screen/couch time and health problems that include obesity. Like all organs, the brain depends on normal blood flow, elimination of wastes, hormone production, and so on; all these functions can be damaged by lack of exercise and of sunlight.
The experts seem hesitant in general about allowing much screen time, citing research about the effects of computers on brain development. Indeed, some research with rat brains has indicated permanent changes in neural circuitry that might be harmful. However, the changes might also be positive. In our “future shock” society, where we must cope with enormous and continual changes in the environment, it may be an advantage for children to learn and respond quickly, without much reflection.
That reminds me of the educational issue of fluid v. crystallized Intelligence.[i] Some people have more fluid intelligence, enabling them to solve math problems, see patterns, and reach conclusions quickly. Others have more crystallized Intelligence, which leads to considering context and drawing on life experiences rather than immediately solving problems. Both kinds of intelligence are needed, but computer experience seems more likely to increase fluid intelligence.
Similarly, research by some psychologists[ii]  indicates that some people need and seek stimulation, while others are quickly overwhelmed by it. Being one of those who likes a quiet environment and flees from too much stimulation, I am rather glad personal computers were not around when I was a child. Learning from books suited me well. Later, learning to paint, immersing myself in a foreign language, looking through a microscope, or exploring  the natural environment  gave me knowledge and satisfaction at a gradual rate, not the condensed version provided by  computers. 
My aging brain is also finding it hard to manage the world of today.  That may be one reason why I love the RV life, where it is fairly easy to turn off some noise and stimuli. (I am surprised at the many Rvers who insist on Wi-Fi and cable TV wherever they go. Why don’t they just stay home?)
I hope today’s children, even if they must cope with an ever-changing environment, will not be pressured Into rewiring their brains for quick responses only. We still need crystallized intelligence, and thoughtful responses to life.
Text copyright © 2016 by Carol Stone
 




[i] Cattell, R.B.  Abilities: Their Structure, Growth, and Action. Boston: Houghton Mifflin, 1971.


[ii] Sales, S.M. Need for stimulation as a factor in social behavior. Journal of Personality and Social Psychology 19(1):124–134, 1971.





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