Longitudinal Associations Between Screen Time, Brain Development, and Language Outcomes in Early Childhood
Bibliographic record
Abstract
Abstract Language development during toddlerhood is supported by both neurobiological maturation and environmental experiences. It relies on reciprocal interaction, and excessive screen time exposure may have a negative impact. In the current study, we investigated how screen time at age two relates to language outcomes and brain development at ages two and three. Seventy toddlers underwent MRI scanning and neurodevelopmental testing, and brain volumes in language-related areas were extracted. Structural equation modelling showed that at age two, there was a negative relationship between screen time and pars triangularis volumes. Importantly, smaller volumes at age two predicted greater screen time usage at age three, mediated by poorer language outcomes. These results suggest that over time, children with smaller volumes and weaker language skills at age 2 became more likely to rely on screens at age 3, suggesting that early vulnerabilities amplify later screen use, highlighting the sensitivity of language networks to environmental input and the potential for screen exposure to alter developmental trajectories.
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".