HALO PhD Student Silvia González is a lead author on a paper, “Active School Transport among Children from Canada, Colombia, Finland, South Africa, and the United States: A Tale of Two Journeys,” that was just published in the International Journal of Environmental Research and Public Health. Citation details and a summary of the paper are below.
Congratulations Silvia and team!
González, S.A.; Sarmiento, O.L.; Lemoine, P.D.; Larouche, R.; Meisel, J.D.; Tremblay, M.S.; Naranjo, M.; Broyles, S.T.; Fogelholm, M.; Holguin, G.A.; Lambert, E.V.; Katzmarzyk, P.T. Active School Transport among Children from Canada, Colombia, Finland, South Africa, and the United States: A Tale of Two Journeys. Int. J. Environ. Res. Public Health 2020, 17, 3847.
This study investigated associations between screen-use (time and type) and cognition in children and tested the hypothesis that across all screen types, time spent on screens is negatively associated with cognition. Methods. This study presents cross-sectional data from 11,875 US children aged 9–10 years. Exposures were self-reported daily recreational screen-use. The primary outcome was global cognition measured by the Youth NIH Toolbox®. Covariates included child education, pubertal development, parental education, household income, race/ethnicity, physical activity, and sleep duration. Findings. The mean (SD) daily recreational screen time was 3.8 (3.1) hours and 99.7% of children reported using some form of screen daily. More screen time was accumulated on weekends compared to weekdays [4.6 (3.6) vs. 3.5 (3.1) hours, d = 0.34, p < 0.001], and boys reported more screen time than girls [4.1 (3.1) vs. 3.4 (3.0) hours, d = 0.22, p < 0.001]. Children in the high (7.2 h/day; β = −1.76 [-2.12, −1.40]) and middle (2.9 h/day; β = −0.82 [-1.15, −0.48]) daily screen time tertiles had lower measures of cognition compared to children in the low tertile (1.2 h/day). Children in the high tertile for TV watching (2.5 h/day; β = −0.99 [-1.55, −0.64]), video watching (2.3 h/day; β = −1.05 [-1.43, −0.67]), and social media (1.4 h/day; β = −0.79 [-1.14, −0.44]) had lower measures of cognition compared to children in the low tertile for each variable (0.3 h/day, 0.1 h/day, and 0.0 h/day, respectively). Higher video game time was positively associated with cognition compared to the low tertile (β = 0.12 [-0.25, 0.48], p = 0.53). Conclusions. Higher daily screen time is associated with lower cognition in children. These findings suggest moderating screen-use for promoting cognitive development in children.
The full article is available here.