Excessive cell phone use and attention difficulties in children aged 6 to 10
DOI:
https://doi.org/10.55892/jrg.v9i20.3126Keywords:
child attention, screens, cognitive‑behavioral therapyAbstract
Smartphone use in childhood expands during the very years when executive functions (sustained attention, inhibition, working memory) develop. This theoretical study integrates recent evidence (2022–2025) and, via a CBT lens, examines how screen time and screen context (co-use, content, background TV) relate to attentional difficulties (Mallawaarachchi et al., 2024). Meta-analytic data indicate higher odds of ADHD-compatible symptoms at ≥2 h/day (Liu et al., 2024), and associations between screen duration and internalizing/externalizing problems (Eirich et al., 2022). Neurofunctional hypotheses suggest competition between immediate digital reinforcement and prolonged focus (Montag & Becker, 2023). We outline applied implications for School and Educational Psychology: psychoeducation, clear rules, token economy, self-regulation training, and sleep/physical-activity hygiene.
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References
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