Question: Is it too soon to see a difference in brain structure or function from the endless screen time, and learning by putting questions into google? I would expect fewer connections/ neural pathways, with the context not being explored and instant information at the touch of a finger.

Michael Thomas answered on 16 Apr 2015:

The brain is plastic and can reconfigure itself to the particular tasks and environments that each culture determines are appropriate. This is, in fact, the very basis of education. The neural systems that allow us to read or carry out mathematics only come about by the combination of brain plasticity and extended exposure to particular educational tasks and environments.

I would expect extended screen time to be no different. Visual systems will adapt to visual discrimination tasks at particular distances and luminances, motor systems will adapt to the responses required of keyboards, touchscreens, or controllers.

A raft of recent research has investigated how ‘action’ video games, which require fast fluent interaction with simulated environments, may actually enhance visual attention (see the work of Daphne Bavelier: http://www.ted.com/talks/daphne_bavelier_your_brain_on_video_games?language=en). These effects are not found for slower moving or more strategic games (like SimCity or Tetris). So the brain adaptations may be specific to particular screen time experiences.

The big question is whether there will be negative effects of increases in screen time and the use of computers and video games for education / work / leisure.

There can be a reactionary responses from the older generation that any new technology that young people are using must be bad for them. I’m yet to be convinced that there is anything intrinsic about modern technology that is harmful compared, say, to reading a lot of books. Reading a lot of books is generally regarded as positive, but it is a non-social, solo activity, requiring focused visual attention on a relatively impoverished visual stimulus held at a fixed distance. I can imagine a few hundred years ago, elders declaring that too much time spent with books couldn’t be good for you.

By contrast, on-line technology is more social (albeit at a distance), both in gaming and educational contexts. The prominence of social media suggest that connectivity may give young people more exposure to social experiences.

For me, the key issue is the content that is being presented via whatever modality, be it technology, TV, or books. If the content is poor, the outcome will be poor.

In that regard, I think modern technology may present both advantages and disadvantages. The information available can be very much richer, encouraging children to explore and develop self-guided study skills. On the other hand, if technology can always provide ready answers to any question (answers of sometimes variable quality), there may be less pressure to gain knowledge, understanding, and critical analysis skills for oneself.