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Screen viewing time from age 1 to 8 years and subsequent aca_全翻译

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【文章标题】：Screen viewing time from age 1 to 8 years and subsequent academic performance 【文章标题】：1至8岁屏幕观看时间与后续学业成绩

Abstract 摘要

Background 背景

Screen viewing time is associated with children’s academic and cognitive outcomes, but longitudinal studies are scarce, hindering identification of the most sensitive age periods. We assessed the associations of single and cumulative average screen viewing time with academic performance and working memory. 屏幕观看时间与儿童的学业和认知结果相关，但纵向研究很少，阻碍了识别最敏感的年龄阶段。我们评估了单次和累计平均屏幕观看时间与学业成绩和工作记忆的关联。

Methods 方法

In the Growing Up in Singapore Towards healthy Outcomes birth cohort, parents reported their child’s screen viewing time at ages 1, 1.5, 2, 3, 6 and 8 years. At ages 9 and 10.5, trained psychologists assessed academic performance (Wechsler Individual Achievement Test-Third Edition) and working memory (Letter-Number Sequencing task; Wechsler Intelligence Scale for Children-Fifth Edition). Associations of single and cumulative average screen viewing time with psychological outcomes were examined by multivariable linear regression (N = 502 children). 在新加坡“健康成长”出生队列（Growing Up in Singapore Towards healthy Outcomes）中，父母报告了孩子在1岁、1.5岁、2岁、3岁、6岁和8岁时的屏幕观看时间。在9岁和10.5岁时，训练有素的心理学家评估了学业成绩（韦氏个人成就测验第三版）和工作记忆（字母-数字排序任务；韦氏儿童智力量表第五版）。通过多变量线性回归检验单次和累计平均屏幕观看时间与心理结局的关联（N = 502名儿童）。

Results 结果

Mean (standard deviation) screen viewing time ranged from 2.1 (2.0) hours/day at age 1 year, to 3.0 (2.2) hours/day at 8 years. In unadjusted models, higher screen viewing time from age 1 to 8 years was consistently associated with poorer academic performance at age 9 years and working memory at 10.5 years. After adjustment, effect sizes were reduced, but higher screen viewing time at ages 1 year [β = – 1.47, 95% confidence interval (CI): – 2.37 to – 0.57 standard points per additional hour per day], 1.5 years (β = – 0.95, 95% CI: – 1.85 to – 0.06), and 6 years (β = – 0.88, 95% CI: – 1.55 to – 0.21) had persisting associations with poorer academic performance at age 9 years. Greater screen viewing time at ages 1 year (β = – 1.12, 95% CI: – 2.07 to – 0.17) and 6 years (β = – 1.01, 95% CI: – 1.71 to – 0.31) was associated with poorer working memory at age 10.5 years. Cumulative average exposure models showed that screen viewing time over childhood was consistently associated with poorer academic performance but not working memory. 平均（标准差）屏幕观看时间从1岁时的2.1（2.0）小时/天到8岁时的3.0（2.2）小时/天不等。在未调整模型中，1至8岁较高的屏幕观看时间始终与9岁时较差的学业成绩和10.5岁时较差的工作记忆相关。调整后，效应量有所减小，但1岁时较高的屏幕观看时间[β = – 1.47，95%置信区间（CI）：– 2.37至– 0.57标准分/每天每增加一小时]、1.5岁时（β = – 0.95，95% CI：– 1.85至– 0.06）和6岁时（β = – 0.88，95% CI：– 1.55至– 0.21）与9岁时较差的学业成绩仍有持续关联。1岁时（β = – 1.12，95% CI：– 2.07至– 0.17）和6岁时（β = – 1.01，95% CI：– 1.71至– 0.31）较多的屏幕观看时间与10.5岁时较差的工作记忆相关。累计平均暴露模型显示，童年期的屏幕观看时间始终与较差的学业成绩相关，但与工作记忆无关。

Conclusion 结论

In this longitudinal study, cumulative average screen viewing time was associated with lower academic performance but not working memory, with the strongest effect sizes seen for single screen viewing time occurring in early infancy. 在这项纵向研究中，累计平均屏幕观看时间与较低的学业成绩相关，但与工作记忆无关，其中效应量最强的是婴儿早期单次屏幕观看时间。

Graphical abstract 图形摘要

Similar content being viewed by others 其他人正在查看的类似内容

Data availability 数据可用性

This cohort study requires ethics approval for each specific research question before data may be shared. The data used in this cohort are described in https://gustodatavault.sg/. Deidentified individual participant data (including data dictionaries) will be made available, in addition to study protocols, the statistical analysis plan, and the informed consent form. The data will be made available upon publication to researchers who provide a methodologically sound proposal for use in achieving the goals of the approved proposal. Proposals should be submitted to https://www.gusto.sg/request-to-collaborate/. 这项队列研究要求在共享数据之前，针对每个具体研究问题获得伦理批准。本队列使用的数据描述见https://gustodatavault.sg/。除研究方案、统计分析计划和知情同意书外，还将提供去标识化的个体参与者数据（包括数据字典）。数据将在发表后提供给提供方法学上合理提案的研究人员，以实现获批提案的目标。提案应提交至https://www.gusto.sg/request-to-collaborate/。

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