The three groups of children were similar in their media viewing habits and their attentional abilities prior to the study. They were quite different immediately following the study activity. The children who saw the fast-paced television did significantly worse on the executive function assessment test than the drawing group. Those who watched educational television tested similarly to those who drew.

The researchers suggest that the children viewing SpongeBob may have done poorly because they were overloaded by the mental demands of keeping track of a fast-paced, video with unfamiliar information. The SpongeBob scene changed every 11 seconds whereas the educational video scene changed 1/3 as often and had much less movement within each scene.

It may be that when the brain has to process too much rapid new material, it may, at least temporarily, deplete its resources for other executive functions. The researchers note that, "Whereas familiar events are encoded by established neural circuits, there is no such circuitry for new and unexpected events, which fantastical events often are."

The researchers proposed that the degree of executive impairment from fast-paced cartoons may be underestimated by this study, since most children's viewing time is much longer than nine minutes. But they noted that only 4-year-olds were tested and it is possible that older children's brains are less impacted and more able to handle the input overload. They further note that they only tested immediate, not long-term impact on executive function and state that there is much more research to be done.

Nonetheless, the study clearly showed that in the four-year-old age group, a short viewing of a fast-paced fantastical cartoon caused immediate deficits in certain executive functions and this is worth heeding in the larger context of children and media. Parents may want to reassess their children's screen habits with respect to both viewing time and content with an eye to not overloading or over-stimulating their children.

It is important, too, to recognize that parents' expectations of their child's ability to pay attention, make decisions, persist on tasks, and delay gratification must be age and developmentally appropriate. Factors such as fatigue, stress, hunger, and illness and temperament can impact executive functions. Parents may, at times, have to modify the demands they make on their children, simplify tasks, and help them achieve some goals in order to help a child cope with weaker -- or weakened -- executive skills.

A children's health or mental health care provider can be a useful resource to help families recognize the difference between educating, facilitating, and enabling challenging behaviors in children and teens. Professional counseling can also help families change deeply entrenched screen/media use habits.

Image: Nickelodeon.

This article originally appeared on TheDoctorWillSeeYouNow.com.

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