TY - JOUR
T1 - Children, Wired
T2 - For Better and for Worse
AU - Bavelier, Daphne
AU - Green, C. Shawn
AU - Dye, Matthew W.G.
N1 - Funding Information:
We are thankful to T. Jacques as well as L. Takeuchi and G. Cayton-Hodges from the Joan Ganz Cooney Center at Sesame Workshop for their help in literature searches. We also thank T. Jacques for invaluable help with manuscript preparation. This work was funded by EY016880, the James S. McDonnell Foundation, and the Office of Naval Research (MURI Program) to D.B.
PY - 2010/9
Y1 - 2010/9
N2 - Children encounter technology constantly at home and in school. Television, DVDs, video games, the Internet, and smart phones all play a formative role in children's development. The term " technology" subsumes a large variety of somewhat independent items, and it is no surprise that current research indicates causes for both optimism and concern depending upon the content of the technology, the context in which the technology immerses the user, and the user's developmental stage. Furthermore, because the field is still in its infancy, results can be surprising: video games designed to be reasonably mindless result in widespread enhancements of various abilities, acting, we will argue, as exemplary learning tools. Counterintuitive outcomes like these, besides being practically relevant, challenge and eventually lead to refinement of theories concerning fundamental principles of brain plasticity and learning.
AB - Children encounter technology constantly at home and in school. Television, DVDs, video games, the Internet, and smart phones all play a formative role in children's development. The term " technology" subsumes a large variety of somewhat independent items, and it is no surprise that current research indicates causes for both optimism and concern depending upon the content of the technology, the context in which the technology immerses the user, and the user's developmental stage. Furthermore, because the field is still in its infancy, results can be surprising: video games designed to be reasonably mindless result in widespread enhancements of various abilities, acting, we will argue, as exemplary learning tools. Counterintuitive outcomes like these, besides being practically relevant, challenge and eventually lead to refinement of theories concerning fundamental principles of brain plasticity and learning.
UR - http://www.scopus.com/inward/record.url?scp=77956331532&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77956331532&partnerID=8YFLogxK
U2 - 10.1016/j.neuron.2010.08.035
DO - 10.1016/j.neuron.2010.08.035
M3 - Review article
C2 - 20826302
AN - SCOPUS:77956331532
SN - 0896-6273
VL - 67
SP - 692
EP - 701
JO - Neuron
JF - Neuron
IS - 5
ER -