Michigan Interactive Tech in Toddlers (MITTen) study

密歇根幼儿互动技术 (MITTen) 研究

• 批准号: 10701793
• 负责人: JENNY S RADESKY
• 金额: $ 9.75万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-09 至 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10701793
• 关键词: 8 year old; Adolescence; Adoption; Age; American; Articulation; Attention; Behavior; Behavior Therapy; Cellular Phone; Characteristics; Child; Child Development; Child Health; Child Rearing; Childhood; Classification; Cognitive; Computers; Cues; Data Collection; Development; Devices; Disadvantaged; Educational workshop; Emotional; Environment; Equation; Exhibits; Family; Feeling; Frequencies; Guidelines; Home visitation; Hour; Household; Individual; Infant; Interruption; Interview; Knowledge; Life; Longitudinal cohort study; Mental Health; Michigan; Modeling; National Institute of Child Health and Human Development; Outcome; Parent-Child Relations; Parents; Pathway interactions; Play; Policies; Population; Predisposition; Psychosocial Stress; Reading; Recommendation; Reporting; Research; Research Personnel; Resistance; Shapes; Sleep; Stress; Tablets; Technology; Television; Temperament; Testing; Time; Toddler; Well in self; Work; behavioral response; caregiving; cognitive load; design; digital; digital ecosystem; digital media; early childhood; emotion regulation; emotional functioning; evidence base; executive function; experience; externalizing behavior; handheld mobile device; negative affect; news; novel; programs; psychosocial stressors; response; skills; social; social influence; social media; social skills; touchscreen; tv watching; virtual; 8 year old; Adolescence; Adoption; Age; American; Articulation; Attention; Behavior; Behavior Therapy; Cellular Phone; Characteristics; Child; Child Development; Child Health; Child Rearing; Childhood; Classification; Cognitive; Computers; Cues; Data Collection; Development; Devices; Disadvantaged; Educational workshop; Emotional; Environment; Equation; Exhibits; Family; Feeling; Frequencies; Guidelines; Home visitation; Hour; Household; Individual; Infant; Interruption; Interview; Knowledge; Life; Longitudinal cohort study; Mental Health; Michigan; Modeling; National Institute of Child Health and Human Development; Outcome; Parent-Child Relations; Parents; Pathway interactions; Play; Policies; Population; Predisposition; Psychosocial Stress; Reading; Recommendation; Reporting; Research; Research Personnel; Resistance; Shapes; Sleep; Stress; Tablets; Technology; Television; Temperament; Testing; Time; Toddler; Well in self; Work; behavioral response; caregiving; cognitive load; design; digital; digital ecosystem; digital media; early childhood; emotion regulation; emotional functioning; evidence base; executive function; experience; externalizing behavior; handheld mobile device; negative affect; news; novel; programs; psychosocial stressors; response; skills; social; social influence; social media; social skills; touchscreen; tv watching; virtual

ABSTRACT The rapid adoption of mobile and interactive technologies by American families has outpaced research on their potential effects on child development and health. Much prior research on television (TV) and older forms of media relied upon parent recall of global constructs such as “screen time,” which may not be a complete representation of family media use now that parents and children use mobile and interactive devices in an intermittent, on-demand manner throughout the day. As highlighted at the 2018 NICHD scientific workshop on Media Exposure and Early Child Development, the design affordances of mobile and interactive media differ from TV in several important ways, and deserve novel scientific paradigms to describe how children and families use media. The proposed project will fill these gaps in scientific knowledge by testing a conceptual framework that examines how parent and child mobile media use influence the development of child socio- emotional skills through mechanisms involving parent and child cognitive, emotional, and behavioral responses states. We will also test whether effects are moderated by child temperament, parent executive functioning, and family psychosocial stress. The proposed research leverages an ongoing longitudinal cohort study of diverse toddlers and their parents (NICHD 1R01HD102370, PI: Radesky) that conducts home visit-based data collection at ages 2, 3, and 4 years, adding virtual data collection waves at 2.5, 3.5, and 4.5 years with the CAFE Consortium data collection toolkit. Our approach will be synergistic with the other CAFE investigators on this P01 Proposal and include a program aim of efficiently classifying children’s content as positive and child- centered vs. engagement-prolonging and exploitative. In specific aim 1, we will use structural equation models to examine bidirectional, longitudinal associations between parent mobile media use duration, frequency of interruptions of family activities, and media response states (cognitive load related to media use) with early childhood social competence, emotion regulation, and problematic media use. In specific aim 2, we will examine bidirectional longitudinal associations between child mobile media use for regulatory purposes, content quality (exploitative vs. positive), and media response states (difficulty transitioning from media) with early childhood social competence, emotion regulation, and problematic media use. In specific aim 3, Examine differential susceptibility to media effects by testing moderation of associations in SA1 and SA2 by child temperament, parent executive functioning, and psychosocial stressors. Our findings will contribute to the evidence base upon which digital media guidelines are based, as well as digital design approaches that reflect the needs of families with young children. In addition, our attention to modeling bidirectional associations and articulating individual child, parent, and design affordance factors in the context of early socio-emotional development will inform development of both precise behavioral interventions and recommendations for population-level digital design and policy.

抽象的 美国家庭迅速采用移动和互动技术的研究超过了他们的研究 对儿童发育和健康的潜在影响。电视（电视）和旧形式的许多先前的研究 媒体依靠父母对全球构造（例如“屏幕时间””等全局构造的回忆，这可能不是完整的 现在，家庭媒体使用的代表是，父母和孩子使用移动和互动设备 全天间歇性，按需方式。正如2018年NICHD科学研讨会上强调的那样 媒体曝光和早期儿童发展，设计提供了移动和交互式媒体的不同 通过几种重要的方式从电视发出，应该得到新颖的科学范式来描述孩子和如何 家庭使用媒体。拟议的项目将通过测试概念的科学知识来填补这些空白 研究父母和儿童移动媒体使用如何影响儿童社会发展的框架 - 通过机制的情感技能涉及父母和孩子的认知，情感和行为反应 国家。我们还将测试效果是否由子温度，父母执行功能调节， 和家庭社会心理压力。拟议的研究利用了一项持续的纵向队列研究 多元化的幼儿及其父母（NICHD 1R01HD102370，PI：RADESKY） 2、3和4年的收集，在2.5、3.5和4.5岁时添加虚拟数据收集波。 咖啡馆联盟数据收集工具包。我们的方法将与其他咖啡馆调查人员协同作用 该P01建议，包括有效地将儿童内容分类为积极和儿童的计划 中心与订婚和探索。在特定目标1中，我们将使用结构当量模型 为了检查双向，父移动媒体之间的纵向关联使用持续时间，频率 早期的家庭活动和媒体反应状态的中断和媒体反应状态（与媒体使用相关的认知负荷） 儿童时期的社会能力，情绪调节和有问题的媒体使用。在特定的目标2中，我们将 检查儿童移动媒体在监管目的中使用之间使用双向纵向关联， 内容质量（剥削性与正面）以及媒体响应状态（从媒体过渡的困难） 幼儿时代的社会能力，情绪调节和有问题的媒体使用。在特定目标3中，检查 通过测试儿童对SA1和SA2中关联的适度测试，对媒体效应的敏感性差异 气质，父母执行功能和社会心理压力源。我们的发现将有助于 证据以哪些数字媒体指南为基础，以及反映的数字设计方法 有孩子的家庭的需求。此外，我们关注的是建模双向关联和 在早期社会情感的背景下，表达单个孩子，父母和设计负担因素 开发将为开发提供精确行为干预措施和建议 人口级数字设计和政策。