The purpose of this systematic review was to (i) estimate the prevalence and dose of television (TV) viewing, video game playing and computer use, and (ii) assess age-related and (iii) secular trends in TV viewing among youth (<= 18 yr). Ninety studies published in English language journals between 1949 and 2004 were included, presenting data from 539 independent samples (the unit of analysis). Results suggest contemporary youth watch on average 1.8-2.8 h of TV per day, depending on age and gender. Most (66%) are 'low users' (< 2 h day(-1)) of TV but 28% watch more than 4 h day(-1). Boys and girls with access to video games spend approximately 60 and 23 min day(-1), respectively, using this technology. Computer use accounts for an additional 30 min day(-1). Age-specific data suggest TV viewing decreases during adolescence, but those considered 'high users' at young ages are likely to remain high users when older. For children with access to a television set, the number of hours spent viewing does not appear to have increased over the past 50 years. Read more...

This study examined the links between childhood obesity, activity participation and television and video game use in a nationally representative sample of children (N = 2831) ages 1-12 using age-normed body mass index (BMI) ratings. Results indicated that while television use was not related to children's weight status, video game use was. Children with higher weight status played moderate amounts of electronic games, while children with lower weight status played either very little or a lot of electronic games. Interaction analyses revealed that this curvilinear relationship applied to children under age 8 and that girls, but not boys, with higher weight status played more video games. Children ages 9-12 with lower weight status used the computer (non-game) for moderate amounts of time, while those with higher weight status used the computer either very little or a lot. This was also true for the relationship between print use and weight status for children of all ages. Results also indicated that children with higher weight status spent more time in sedentary activities than those with lower weight status. Read more...

Objectives. To explore the association between early computer experience (both accessibility and frequency of use) and cognitive and psychomotor development among young children. Methods. The participants were 122 preschool children enrolled in a rural county Head Start program in the United States during 2001-2002. The following tests were administered to the children: the Bender Visual Motor Gestalt Test; the Boehm Test of Basic Concepts, Third Edition Preschool; the Test of Gross Motor Development, Second Edition; and a short form of the Wechsler Preschool and Primary Scales of Intelligence-Revised. Information pertaining to family characteristics and children's early computer experience was collected from parents. Both bivariate and multivariate analyses were used to assess the association between early computer experience and cognitive and motor development. Results. Of the participating children, 53% had a computer at home. Among families who had a computer, 83% had children's software on the computer. According to parents' reports, 29% of these children played on the home computer on a daily basis, and an additional 44% of the children played on the computer at least weekly. Of those families who did not have a home computer, 49% reported that their children had access to a computer somewhere outside home. Among these children, 10% had daily access to the computer and 33% had weekly access. The presence of a computer in the home was significantly associated with the family's income and the educational attainment of the parents. There was no gender difference in computer accessibility and frequency use among the participating children. Children who had access to a computer performed better on measures of school readiness and cognitive development, controlling for children's developmental stage and family socioeconomic status. The data in the current study did not suggest a relationship between computer experience and visual motor or gross motor skills among the participating children. Conclusion. The findings in the present study suggest that early computer exposure before or during the preschool years is associated with development of preschool concepts and cognition among young children. However, frequency of use did not reveal such a relationship; neither did the ownership of other child electronic or video games in the household. Read more...

In this article, we review research that explores how the effects of media violence on aggression may be diminished and how media productions may be used to reduce aggressive attitudes and behaviors. Studies show that adults' comments before or during media exposure can reduce the impact of violent programming on children aggressiveness under some circumstances. Experiments involving more extensive media literacy curricula show that some approaches can alter attitudes toward media violence and, in a few cases, intervene in aggressive behavior. Studies of the impact of antiviolence media productions reveal that although such efforts can be effective, unanticipated "boomerang" effects are prevalent. Overall, the effectiveness of the 3 types of interventions was highly variable, and age and gender differences were prominent. The findings suggest that more research is needed to determine the best approaches to developing parental interventions, media literacy strategies, and prosocial media presentations for reducing youth violence. Read more...