Developmental Associations Between Media Use and Adolescent Prosocial Behavior
Bibliographic record
Abstract
Youth today spend a tremendous amount of time with digital media. The purpose of the present study was to estimate developmental associations between screen media use between the ages of 15 and 17 and corresponding changes in prosocial behavior. Participants ( N = 1,509) were part of the Quebec Longitudinal Study of Child Development, a population-based study of children born in the province of Quebec, Canada. Youth self-reported internet and video game use and television or movies/DVD viewing, as well as prosocial behavior at the ages of 15 and 17. Analyses were conducted using multilevel linear modelling to account for between-, within-, and lagged-person effects. Internet and video game use accounted for less prosocial behavior at the within-person and lagged-person levels. Television use also accounted for lagged-person effects in prosocial behavior. Finally, internet use and television viewing contributed to between person differences in prosocial behavior. Our study presents strong statistical evidence that media use during adolescence can undermine the development of prosocial behavior.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".