The prefrontal cortex, located in the frontal lobe of the brain, plays an important role in executive functioning, higher level processing, judgment, and decision-making. The prefrontal cortex has also been noted to influence personality. This was discovered due to Phineas Gage, who, in an accident at work, had his prefrontal cortex destroyed. After this occurred, personality changes in Gage were observed. Although he had once been friendly and dedicated to his job, he was now regarded as disrespectful and irresponsible, proving that the prefrontal cortex has a role in higher level thinking and personality. The prefrontal cortex also has a role in memory, which therefore influences children’s academic performance in school and general cognitive functioning.
In the presentation that Dr. Martha Ann Bell gave during class and in her research article, she described the relationship between the prefrontal cortex and its role in inhibitory control (IC) and ability to predict later academic performance. Specifically, as described in her research paper, she examined how the prefrontal cortex (PFC) matures from infancy to early childhood, and the influence this has on inhibitory control, or the ability of one to control their emotions and behaviors. The study was initiated when subjects were 10 months old, and initial EEG tests were conducted while the subjects participated in cognitive tasks. Participants were once again assessed at age 4, where they performed tasks that evaluated inhibitory control. Once the participants reached age 6, a final study visit was conducted where participants took the Woodcock-Johnson Tests of Achievement, which was used to examine academic performance. From her research, it was discovered that an increased rate of maturation of the PFC was associated with a greater IC score at age 4, which was further correlated with a higher level of academic performance at age 6.
Although her study commented on the rate of PFC maturation and its impact on later cognitive functioning and ability, I was still curious about the implications of this discovery, and how these findings could be utilized to foster increased academic performance in children. I was led to a study conducted by Muppalla and colleagues, titled Effects of Excessive Screen Time on Child Development: An Updated Review and Strategies for Management. This article examined the impact of early and frequent screen use on children’s cognitive and social-emotional development, along with their language development. It was discovered that increased use of the TV at 2 years old led to reduced math ability in early childhood. This article also referenced a study that found that children who were exposed to screens for longer periods of time per day had a greater likelihood of having behavioral issues and a less extensive vocabulary. In addition, a correlation was noted between increased screen time and comorbidity of psychiatric disorders and emotional regulation issues, as children with higher screen times, specifically on video games, were more likely to display symptoms of depression.
The findings from Dr. Bell’s article linking PFC development with inhibitory control ability and academic achievement could be used in conjunction with Muppalla and colleague’s examination of screen use to potentially improve the academic performance and cognitive functioning of children from early childhood to adolescence. Bell’s study showed that there is a critical period of PFC maturation from 10 months old to 4 years old, which has an impact on later cognitive ability and academic performance. This claim was also supported by Muppalla’s article on early screen use, as it was found that increased TV exposure within this same period (at 2 years old) led to reduced academic performance when children were in early adolescence. From these two studies, recommendations could be made to parents to reduce their children’s screen time when they are toddlers, since this could potentially impact PFC development, emotional and social development, and eventual academic performance when children are of school-age. As the use of screens continues to grow in our society and children begin to use electronics at younger ages, it is essential to have research articles, like the ones written by Bell and Muppalla and their colleagues, that provide insight on the potential dangers of using these devices at young ages. From these findings, parents can be advised to reduce children’s screen time to promote the development and future success of their children.
References
Muppalla, S. K., Vuppalapati, S., Reddy Pulliahgaru, A., & Sreenivasulu, H. (2023). Effects of Excessive
Screen Time on Child Development: An Updated Review and Strategies for Management. Cureus, 15(6),
e40608. https://doi.org/10.7759/cureus.40608
Whedon, M., Perry, N. B., & Bell, M. A. (2020). Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children's early academic skills. Brain and cognition, 146, 105636. https://doi.org/10.1016/j.bandc.2020.105636
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