Screen Time and Cognitive Development

an interview with Dr. Mila Marinova

Hello! Please share a bit about your background and work.

Hello, I am Dr. Mila Marinova, a cognitive-developmental psychologist and neuroscientist specializing in how children and adults learn and develop numerical and mathematical abilities. More broadly, my work encompasses neurocognitive development, learning mechanisms, emotion, and language processing.

There is some concern that screen time may negatively impact children’s attention spans. Have you seen evidence supporting this?

In short, yes, there is quite some evidence suggesting a connection between excessive screen time and reduced cognitive performance including important functions such as attention and inhibition. The mechanisms of how excessive screen time affects these functions is not fully understood yet, however, there are couple of possible mechanisms for this.

Early Childhood and Brain Development

Early childhood is a critical period for brain development. During this time, enriching interactions—like parent-child conversations, creative play, and shared reading—help build cognitive skills, including attention and self-regulation.

Device usage has risen sharply in recent years:

In 2013, just 7% of children under 8 had their own device—by 2017, it was over 42%. Screen time among children under 2 doubled from 1.5 hours in 1997 to 3 hours in 2014, and the pandemic further accelerated this trend.

As screen time increasingly replaces some of the vital learning activities, especially during early developmental years, it may compromise opportunities for healthy learning and emotional growth.

Fragmented Digital Environment

Spending time on the phone screen often involves switching rapidly between apps and content. This means that the individual (a child or an adult) is exposed to a fragmented, highly stimulating digital environment that can make it difficult to sustain attention.

One study reported that people switch between apps over 100 times per day on average. This kind of frequent multitasking can trigger a state of inattention, weakening the ability to focus deeply on a single task—something essential for learning and academic success.

Behavioral Challenges

Cross-sectional studies show a link between high screen use and symptoms of anxiety, depression, ADHD, and other behavioral challenges. Longitudinal studies have even found that prolonged smartphone use is associated with increased ADHD symptoms two years later.

In short, while digital media isn’t inherently harmful, overuse—especially without thoughtful guidance or balance—may interfere with attention development and learning.

What positive and negative effects may screen time have on the cognitive development of young people?

Research shows that media exposure can have both positive and negative effects on children’s cognitive and language development. Cognitive development refers to the gradual growth of skills like memory, problem-solving, reasoning, knowledge acquisition, and understanding of the world. Language development includes abilities such as vocabulary building, speech, reading, writing, and effective communication.

Potential Benefits

Digital media—when used mindfully—can support learning, spark creativity, enhance communication skills, and provide access to a wide range of educational content. It can also serve as a tool for entertainment and social connection.

Risks

The negative effects of excessive or unregulated screen time are well-documented. Overexposure can lead to:

• screen dependency
• reduced academic performance
• behavioral challenges
• developmental delays
• social withdrawal
• increased vulnerability to online risks

Importantly, while high-quality educational apps can offer real benefits, they typically make up only a small portion of the total screen time most children accumulate.

Displacement of Language-Rich Interactions

Research clearly shows that excessive screen time in early childhood comes at a developmental cost. For example, increased screen exposure at 24 and 36 months has been linked to developmental delays observed at 36 and 54 months.

In one longitudinal study tracking children from 12 to 36 months, each additional minute of screen time was associated with a reduction of 6.6 adult words heard, 4.9 fewer child vocalizations, and 1.1 fewer back-and-forth conversational turns.

Considering that the average screen time in this study was 172 minutes per day, children were missing out on approximately 1,139 words spoken by adults, 843 vocalizations, and 194 conversational turns each day.

These early language-rich interactions are crucial for brain development. In this context, every extra minute of screen time doesn’t just displace time—it displaces opportunity for learning and growth.

How do recommendations for screen time and digital activities vary for preschoolers, elementary-age kids, and teenagers?

Currently, there are no universally strict guidelines for screen time across all age groups, but several health agencies—including the World Health Organization (WHO) and the American Academy of Pediatrics (AAP)—have issued general recommendations based on age and developmental needs.

Age-Based Recommentations

• Infants under 1 year: No screen time at all, aside from video chatting with family members, which can support social connection.

• Toddlers (18-24 months): Limited to short periods of high-quality, educational content—ideally co-viewed with a caregiver.

• Preschoolers (2 to 5 years): The recommendation is typically no more than 60 minutes per day of quality screen content, again with co-viewing encouraged to foster learning and comprehension.

• School-age children and adolescents: No fixed limits, but the emphasis shifts from strict time limits to building healthy digital habits and encouraging mindful screen use.

Ultimately, screen time recommendations should be guided not only by age, but also by content quality, context, and the individual child’s needs—with a focus on using digital tools to support healthy development rather than replace essential real-world experiences.

It is also worth mentioning that all this relationship is very complex and the data is still emerging. Especially for teens and adolescents, we need more research and solid data before we can make sound conclusions and recommendations.

What are some signs that a child might be struggling with addiction or other technology-related mental health issues?

The term “addiction” is often used casually to describe intense interest in or frequent use of digital media—especially among children and teens. However, unless a diagnosis has been made by a qualified mental health professional following a thorough clinical evaluation, it’s best to avoid labeling a child’s behavior as an “addiction.”

That said, digital media can exhibit addictive potential, particularly when usage begins to cause significant impairment or distress.

From a theoretical standpoint, a behavior may be considered addictive when symptoms include:

• preoccupation with the activity
• tolerance (needing more time to achieve the same satisfaction)
• withdrawal symptoms (e.g., sadness, anxiety, irritability when not using)
• giving up other activities or losing interest in previously enjoyed hobbies
• deception (hiding or lying about the extent of use)
• continuing the behavior despite clear negative consequences

Recognizing these patterns early and evaluating them in context is key to determining whether a child or teen may need additional support or professional guidance.

What practices do you recommend to parents who struggle with setting limits around screen time without damaging trust or creating power struggles?

There is no one-size-fits all solution. But some general recommendations could include:

• encouraging screen habits that prioritize quality over quantity
• making space for off-screen play, conversation, and rest

From a cognitive development standpoint, it’s important to prioritize hands-on, real-world experiences—such as creative play, puzzles, outdoor exploration, and other activities that promote problem-solving and curiosity. Establishing consistent daily routines and offering opportunities for active learning can also support healthy brain development.

When it comes to language development, regular reading aloud, engaging in rich conversations, playing word games, singing songs, and practicing early writing skills all contribute significantly. These interactions help build vocabulary, comprehension, and communication skills in ways that screen time alone cannot.

When digital media is used, it should be intentional and interactive. Opt for high-quality educational content and, whenever possible, co-view with your child (if they are very young) to help them process and learn from what they’re seeing.

Do children with ADHD, autism, or other conditions have different susceptibilities or benefits when it comes to digital platforms, and what strategies might help them most?

Speaking from the perspective of a cognitive-developmental neuroscientist (not a therapist), I could say, that yes, children with neurodevelopmental conditions such as ADHD and autism may experience the effects of digital media differently than their peers—both in terms of susceptibility to negative effects and potential benefits.

ADHD and Digital Media

For children with ADHD, research shows a consistent association between high levels of digital media use and increased ADHD symptoms over time.

There is evidence for a reciprocal relationship (Reciprocal Spirals Model), where individuals with existing ADHD symptoms are more drawn to digital media use and these reinforce each other over time.

In other words, children with ADHD may be more drawn to the fast-paced, stimulating nature of digital media—especially video games and social platforms—but overuse can, in turn, lead to increased symptom severity and greater challenges in daily life.

Excessive digital media use can also displace healthy habits that are especially important for managing ADHD, such as physical activity, regular sleep, and balanced eating. Once unhealthy patterns are established, they can be difficult to reverse

Parents and caregivers should be aware that digital platforms often include features—like constant rewards, rapid content switching, and social validation—that are particularly appealing to children with ADHD, making them more prone to developing problematic usage or even media addiction. This can negatively affect not just attention and self-regulation, but also academic performance and social relationships.

Autism and Digital Media

Children with autism spectrum disorder (ASD) may engage with digital platforms in ways that differ significantly from their typically developing peers—and they may also be more susceptible to certain risks, such as problematic internet use (PIU) or excessive gaming.

Indeed, research shows an association between autistic traits and problematic internet use, both in clinical ASD populations and in individuals with subclinical traits.

However, it’s not just the amount of digital media use that matters, but the reasons behind it as well. Rather than using digital platforms primarily to compensate for social difficulties (the “social compensation hypothesis”), individuals with ASD may be drawn to technology because of focused or restricted interests—a theory known as the “focused interest hypothesis.” This helps explain why certain media, such as video games or specific online content, can become intensely engaging or even obsessive.

In the case of gaming disorder (though mind that it is not “official” disorder just yet), studies comparing ASD and control groups found significant differences, with individuals on the spectrum more likely to show signs of gaming addiction. Shared challenges with impulse control and response inhibition—traits commonly found in both ASD and ADHD—may contribute to this risk.

However, it’s crucial to distinguish between gaming as a problematic behavior and gaming as a special interest, which can actually have therapeutic value when integrated into structured support or therapy.

Finally, it is worth noting that more research is needed not only on the total time spent in the digital space, but also on gaining a better understanding of which types of media are most problematic and which may be potentially beneficial for children with specific needs.

Connect with Dr. Mila Marinova

In addition to her research, Dr. Marinova is also a science communicator and educator. Her work focuses on making scientific findings accessible and actionable for a wide audience, and she is particularly passionate about promoting scientific literacy, critical thinking, and public understanding of the cognitive and behavioural sciences.

You can connect with her on Instagram, her website, Threads, and LinkedIn . You can view her scientific work on her ORCiD.

Used studies:

Andreassen, C. S., Billieux, J., Griffiths, M. D., Kuss, D. J., Demetrovics, Z., Mazzoni, E., & Pallesen, S. (2016). The relationship between addictive use of social media and video games and symptoms of psychiatric disorders: A large-scale cross-sectional study. Psychology of Addictive Behaviors, 30(2), 252–262.

Brailovskaia, J., Delveaux, J., John, J., Wicker, V., Noveski, A., Kim, S., … & Margraf, J. (2022). Finding the “sweet spot” of smartphone use: Reduction or abstinence to increase well-being and healthy lifestyle?! An experimental intervention study. Journal of Experimental Psychology: Applied.

Brushe, M. E., Haag, D. G., Melhuish, E. C., Reilly, S., & Gregory, T. (2024). Screen time and parent-child talk when children are aged 12 to 36 months. JAMA Pediatrics, 178(4), 369–375.

Deng, T., Kanthawala, S., Meng, J., Peng, W., Kononova, A., Hao, Q., … & David, P. (2019). Measuring smartphone usage and task switching with log tracking and self-reports. Mobile Media & Communication, 7(1), 3–23.

George, M. J., Russell, M. A., Piontak, J. R., & Odgers, C. L. (2018). Concurrent and subsequent associations between daily digital technology use and high‐risk adolescents’ mental health symptoms. Child Development, 89(1), 78–88.

Hedderson, M. M., Bekelman, T. A., Li, M., Knapp, E. A., Palmore, M., Dong, Y., … & Barrett, E. S. (2023). Trends in screen time use among children during the COVID-19 pandemic, July 2019 through August 2021. JAMA Network Open, 6(2), e2256157. https://doi.org/10.1001/jamanetworkopen.2022.56157

Liu, X., Luo, Y., Liu, Z. Z., Yang, Y., Liu, J., & Jia, C. X. (2020). Prolonged mobile phone use is associated with poor academic performance in adolescents. Cyberpsychology, Behavior, and Social Networking, 23(5), 303–311.

Lu, W. H., Chou, W. J., Hsiao, R. C., Hu, H. F., & Yen, C. F. (2019). Correlations of internet addiction severity with reinforcement sensitivity and frustration intolerance in adolescents with attention-deficit/hyperactivity disorder: The moderating effect of medications. Frontiers in Psychiatry, 10, 268.

Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020). Associations between screen use and child language skills: A systematic review and meta-analysis. JAMA Pediatrics, 174(7), 665–675.

McArthur, B. A., Tough, S., & Madigan, S. (2022). Screen time and developmental and behavioral outcomes for preschool children. Pediatric Research, 91(6), 1616–1621.

Murray, A., Koronczai, B., Király, O., Griffiths, M. D., Mannion, A., Leader, G., & Demetrovics, Z. (2021). Autism, problematic internet use and gaming disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 1–21.

Noah Castelo, Kostadin Kushlev, Adrian F Ward, Michael Esterman, Peter B Reiner, Blocking mobile internet on smartphones improves sustained attention, mental health, and subjective well-being, PNAS Nexus, Volume 4, Issue 2, February 2025,

Panjeti-Madan, V. N., & Ranganathan, P. (2023). Impact of screen time on children’s development: Cognitive, language, physical, and social and emotional domains. Multimodal Technologies and Interaction, 7(5), 52.

Ra, C. K., Cho, J., Stone, M. D., De La Cerda, J., Goldenson, N. I., Moroney, E., … & Leventhal, A. M. (2018). Association of digital media use with subsequent symptoms of attention-deficit/hyperactivity disorder among adolescents. JAMA, 320(3), 255–263.

Thorell, L. B., Buren, J., Ström Wiman, J., Sandberg, D., & Nutley, S. B. (2024). Longitudinal associations between digital media use and ADHD symptoms in children and adolescents: A systematic literature review. European Child & Adolescent Psychiatry, 33(8), 2503–2526.

Zheng, F., Gao, P., He, M., Li, M., Wang, C., Zeng, Q., … & Zhang, L. (2014). Association between mobile phone use and inattention in 7102 Chinese adolescents: A population-based cross-sectional study. BMC Public Health, 14(1), 1–7.

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