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