“Media Use and the Analytical Brain”: Screen-Based Media Use and Behavioral Preference in Indonesian Children
[“Penggunaan Media dan Otak Analitik”: Penggunaan Media Berbasis Layar dan Preferensi Perilaku Anak Indonesia]
DOI:
Abstract Views:
818 times
PDF - Full Text Downloads:
364 times
Abstract
This study aims to examine the relationship between screen-based media use and autistic features. The present study involved 207 parents of Indonesian children 4-6 years old and 10-12 years old. Parents completed several questionnaires addressing children screen-based activities and level of autistic traits. The questionnaires are: (1) a screen-based media survey; (2) Empathizing-Systemizing Quotients (EQ-SQ Child); and (3) The Autism Spectrum Quotient (AQ-Child). An online survey was utilized to collect all study data. The results showed that children spent more than four hours on average per day with media use. The regression analysis indicated that total time spent by children on media use shows a positive correlation with systemizing. The total time spent by children on media use also positively correlated with the extreme male brain condition. The total time spent on screen-based media use did not significantly contribute to explaining the variance of empathizing. However, empathizing is negatively correlated with time devoted in watching activities (television, videos, and movies) and playing video games. The more children spend time playing in video games, the more the autism quotient (AQ) score increases. Finally, the current study provides empirical evidence for a relation of screen-based media use and autistic features in children. The findings suggest that the duration of screen-time are significant predictors of systemizing and extreme male behavior, albeit the significance for empathizing depends on the type of media. The results highlight the clinical importance of examining screen-based media use among children.
Studi ini bertujuan untuk menguji hubungan antara penggunaan media berbasis layar dengan karakteristik autisme. Studi ini melibatkan 207 orang tua di Indonesia yang memiliki anak berusia 4-6 tahun dan 10-12 tahun. Orang tua menyelesaikan beberapa survei secara daring. Kuesioner tersebut terdiri dari: (1) survei mengenai durasi penggunaan media berbasis layar pada anak; (2) skala Empathizing-Systemizing Quotient (EQ-SQ Child); dan (3) skala Autism Spectrum Quotient (AQ-Child). Hasil studi menunjukkan bahwa anak menghabiskan waktu secara rerata lebih dari empat jam per hari dengan penggunaan media. Analisis regresi menunjukkan bahwa durasi total penggunaan media berkorelasi positif dengan tingkat sistemisasi anak dan extreme male brain behavior, namun tidak berkontribusi secara signifikan dalam menjelaskan tingkat empati anak. Tingkat empati secara spesifik berkorelasi negatif dengan waktu yang digunakan untuk aktivitas menonton (televisi, video, dan film) dan bermain video game. Semakin lama durasi anak bermain video game, maka skor autism quotient (AQ) juga meningkat. Dengan demikian, studi ini memberikan bukti empiris mengenai hubungan penggunaan media berbasis layar dengan karakteristik autisme pada anak. Durasi penggunaan media berbasis layar adalah prediktor yang siginifikan untuk tingkat sistemasi dan extreme male brain behavior, sedangkan tingkat berempati anak lebih dipengaruhi oleh jenis media. Hasil studi ini menyoroti pentingnya memperhatikan dampak dari penggunaan media berbasis layar pada anak.
Downloads
References
Amelia, V. L., & Ramdani, M. L. (2019). Screen time activity and its impact to sleep duration of school-aged. Medisains: Jurnal Ilmiah Ilmu-Ilmu Kesehatan, 17(1), 3-7. https://doi.org/10.30595/medisains.v17i1.4823
American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc.. https://doi.org/10.1176/appi.books.9780890425596
Auyeung, B., Baron-Cohen, S., Wheelwright, S., & Allison, C. (2008). The Autism Spectrum Quotient: Children’s Version (AQ-Child). Journal of Autism and Developmental Disorders, 38(7), 1230-1240. https://doi.org/10.1007/s10803-007-0504-z
Auyeung, B., Wheelwright, S., Allison, C., Atkinson, M., Samarawickrema, N., & Baron-Cohen, S. (2009). The Children’s Empathy Quotient and Systemizing Quotient: Sex differences in typical development and in autism spectrum conditions. Journal of Autism and Developmental Disorders, 39(11), 1509-1521. https://doi.org/10.1007/s10803-009-0772-x
Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Science, 6(6), 248-254. https://doi.org/10.1016/S1364-6613(02)01904-6
Baron-Cohen, S. (2006). The hyper-systemizing, assortative mating theory of autism. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 30(5), 865-872. https://doi.org/10.1016/j.pnpbp.2006.01.010
Baron-Cohen, S. (2009). Autism: The empathizing-systemizing (E-S) theory. Annals of the New York Academy of Sciences, 1156(1), 68-80. https://doi.org/10.1111/j.1749-6632.2009.04467.x
Baron-Cohen, S. (2010). Chapter 11 - Empathizing, systemizing, and the extreme male brain theory of autism. Progress in Brain Research, 186, 167-175. https://doi.org/10.1016/b978-0-444-53630-3.00011-7
Baron-Cohen, S., & Belmonte, M. K. (2005). Autism: A window onto the development of the social and the analytic brain. Annual Review of Neuroscience, 28, 109-126. https://doi.org/10.1146/annurev.neuro.27.070203.144137
Baron-Cohen, S., Knickmeyer, R. C., & Belmonte, M. K. (2005). Sex differences in the brain: Implications for explaining autism. Science, 310(5749), 819-823. https://doi.org/10.1126/science.1115455
Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/high-functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disorders, 31(1), 5-17. https://doi.org/10.1023/a:1005653411471
Casale, S., Caplan, S. E., & Fioravanti, G. (2016). Positive metacognitions about Internet use: The mediating role in the relationship between emotional dysregulation and problematic use. Addictive Behaviors, 59, 84-88. https://doi.org/10.1016/j.addbeh.2016.03.014
Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London - Series B: Biological Sciences, 358(1430), 315-324. https://doi.org/10.1098/rstb.2002.1199
Chassiakos, Y. (L). R., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C., Council on Communications and Media, Hill, D., Ameenuddin, N., Hutchinson, J., Levina, A., Boyd, R., Mendelson, R., & Swanson, W. S. (2016). Children and adolescents and digital media. Pediatrics, 138(5):e20162593. https://doi.org/10.1542/peds.2016-2593
Cherney, I. D., & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5- to 13-year-old children. Sex Roles, 54(9), 717-726. https://doi.org/10.1007/s11199-006-9037-8
Committee on Public Education, American Academy of Pediatrics. (2001). Children, adolescents, and television. Pediatrics, 107(2), 423-426. https://doi.org/10.1542/peds.107.2.423
Constantino, J. N., & Todd, R. D. (2003). Autistic traits in the general population: A twin study. Archives of General Psychiatry, 60(5), 524-530. https://doi.org/10.1001/archpsyc.60.5.524
Council on Communications and Media, Strasburger, V. C., Hogan, M. J., Mulligan, D. A., Ameenuddin, N., Christakis, D. A., Cross, C., Fagbuyi, D. B., Hill, D. L., Levine, A. E., McCarthy, C., Moreno, M. A., & Swanson, W. S. L. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958-961. https://doi.org/10.1542/peds.2013-2656
Dunckley, V. L. (2015). Reset your child's brain: A four-week plan to end meltdowns, raise grades, and boost social skills by reversing the effects of electronic screen (1st ed.). New World Library. https://www.newworldlibrary.com/Health-and-Wellness/RESET-YOUR-CHILDS-BRAIN
Engelhardt, C. R., & Mazurek, M. O. (2013). Video game access, parental rules, and problem behavior: A study of boys with autism spectrum disorder. Autism, 18(5), 529-537. https://doi.org/10.1177/1362361313482053
Findlay, L. C., Girardi, A., & Coplan, R. J. (2006). Links between empathy, social behavior, and social understanding in early childhood. Early Childhood Research Quarterly, 21(3), 347-359. https://doi.org/10.1016/j.ecresq.2006.07.009
Finkenauer, C., Pollmann, M. M. H., Begeer, S., & Kerkhof, P. (2012). Brief report: Examining the link between autistic traits and compulsive Internet use in a non-clinical sample. Journal of Autism and Developmental Disorders, 42(10), 2252-2256. https://doi.org/10.1007/s10803-012-1465-4
Ge, Y., Se, J., & Zhang, J. (2014). Research on relationship among Internet-addiction, personality traits and mental health of urban left-behind children. Global Journal of Health Science, 7(4), 60-69. https://doi.org/10.5539/gjhs.v7n4p60
Gentile, D. A., Anderson, C. A., Yukawa, S., Ihori, N., Saleem, M., Ming, L. K., Shibuya, A., Liau, A. K., Khoo, A., Bushman, B. J., Huesmann, L. R., & Sakamoto, A. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, longitudinal, and experimental Studies. Personality and Social Psychology Bulletin, 35(6), 752-763. https://doi.org/10.1177/0146167209333045
Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319-e239. https://doi.org/10.1542/peds.2010-1353
Goldenfeld, N., Baron-Cohen, S., & Wheelwright, S. (2005). Empathizing and systemizing in males, females and autism. Clinical Neuropsychiatry: Journal of Treatment Evaluation, 2(6), 338-345. https://psycnet.apa.org/record/2006-04421-003
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534-537. https://doi.org/10.1038/nature01647
Grove, R., Baillie, A., Allison, C., Baron-Cohen, S., & Hoekstra, R. A. (2013). Empathizing, systemizing, and autistic traits: Latent structure in individuals with autism, their parents, and general population controls. Journal of Abnormal Psychology, 122(2), 600-609. https://doi.org/10.1037/a0031919
Harrington, B., & O’Connell, M. (2016). Video games as virtual teachers: Prosocial video game use by children and adolescents from different socioeconomic groups is associated with increased empathy and prosocial behaviour. Computers in Human Behavior, 63, 650-658. https://doi.org/10.1016/j.chb.2016.05.062
Heffler, K. F., Sienko, D. M., Subedi, K., McCann, K. A., & Bennett, D. S. (2020). Association of early-life social and digital media experiences with development of autism spectrum disorder-like symptoms. JAMA Pediatrics, 174(7), 690-696. https://doi.org/10.1001/jamapediatrics.2020.0230
Hendriyani, H. (2013). Children and media in Indonesia: Industries, messages, and audiences [Doctoral dissertation, Radboud University]. Radboud Repository. https://repository.ubn.ru.nl/handle/2066/112924
Hoekstra, R. A., Vinkhuyzen, A. A. E., Wheelwright, S., Bartels, M., Boomsma, D. I., Baron-Cohen, S., Posthuma, D., & van der Sluis, S. (2011). The construction and validation of an abridged version of the Autism-Spectrum Quotient (AQ-Short). Journal of Autism and Developmental Disorders, 41(5), 589-596. https://doi.org/10.1007/s10803-010-1073-0
Lee, S. -J., Bartolic, S., & Vandewater, E. A. (2009). Predicting children’s media use in the USA: Differences in cross-sectional and longitudinal analysis. The British Journal of Developmental Psychology, 27(1), 123-143. https://doi.org/10.1348/026151008X401336
Li, X., & Atkins, M. S. (2004). Early childhood computer experience and cognitive and motor development. Pediatrics, 113(6), 1715-1722. https://doi.org/10.1542/peds.113.6.1715
Lichtenberger, E. O. (2005). General measures of cognition for the preschool child. Mental Retardation and Developmental Disabilities Research Reviews, 11(3), 197-208. https://doi.org/10.1002/mrdd.20076
Mazurek, M. O., & Engelhardt, C. R. (2013). Video game use and problem behaviors in boys with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(2), 316-324. https://doi.org/10.1016/j.rasd.2012.09.008
Mazurek, M. O., & Wenstrup, C. (2013). Television, video game and social media use among children with ASD and typically developing siblings. Journal of Autism and Developmental Disorders, 43(6), 1258-1271. https://doi.org/10.1007/s10803-012-1659-9
Mazurek, M. O., Shattuck, P. T., Wagner, M., & Cooper, B. P. (2012). Prevalence and correlates of screen-based media use among youths with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(8), 1757-1767. doi: https://doi.org/10.1007/s10803-011-1413-8
Montes, G. (2016). Children with autism spectrum disorder and screen time: Results from a large, nationally representative US study. Academic Pediatrics: The Official Journal of the Academic Pediatric Association, 16(2), 122-128. https://doi.org/10.1016/j.acap.2015.08.007
Nabi, R. L., & Wolfers, L. N. (2022). Does digital media use harm children’s emotional intelligence? A parental perspective. Media and Communication, 10(1), 350-360. https://doi.org/10.17645/mac.v10i1.4731
Nagata, J. M., Ganson, K. T., Iyer, P., Chu, J., Baker, F. C., Gabriel, K. P., Garber, A. K., Murray, S. B., & Bibbins-Domingo, K. (2022). Sociodemographic correlates of contemporary screen time use among 9- and 10-year-old children. The Journal of Pediatrics, 240, 213-220.e2. https://doi.org/10.1016/j.jpeds.2021.08.077
Natalya, L. (2018). Validation of Academic Motivation Scale: Short Indonesian Language Version. ANIMA Indonesian Psychological Journal, 34(1), 45-53. https://doi.org/10.24123/aipj.v34i1.2025
Newschaffer, C. J., Croen, L. A., Daniels, J., Giarelli, E., Grether, J. K., Levy, S. E., Mandell, D. S., Miller, L. A., Pinto-Martin, J., Reaven, J., Reynolds, A. M., Rice, C. E., Schendel, D., & Windham, G. C. (2007). The epidemiology of autism spectrum disorders. Annual Review of Public Health, 28, 235-258. https://doi.org/10.1146/annurev.publhealth.28.021406.144007
Nielsen. (2015). Kids’ audience behavior across platform. The Nielsen Company. https://www.nielsen.com/wp-content/uploads/sites/2/2019/04/kids-audience-behavior-across-platforms-aug-2015.pdf
Orsmond, G. I., & Kuo, H. -Y. (2011). The daily lives of adolescents with an autism spectrum disorder: Discretionary time use and activity partners. Autism: The International Journal of Research and Practice, 15(5), 579-599. https://doi.org/10.1177/1362361310386503
Pandia, W. S. S., Purwanti, M., & Pristinella, D. (2019). Parental mediation with adolescent users of I.T. devices. ANIMA Indonesian Psychological Journal, 34(4), 222-230. https://doi.org/10.24123/aipj.v34i4.2582
Peneva, I., Yordzhev, K. Y., & Ali, A. S. (2014). The adaptation of translation psychological test as a necessary condition for ensuring the reliability of scientific research. International Journal of Engineering Science and Innovative Technology (IJESIT), 2(4), 557-560. https://www.ijesit.com/Volume%202/Issue%204/IJESIT201304_71.pdf
Posserud, M. -B., Lundervold, A. J., & Gillberg, C. (2006). Autistic features in a total population of 7-9-year-old children assessed by the ASSQ (Autism Spectrum Screening Questionnaire). The Journal of Child Psychology and Psychiatry, 47(2), 167-175. https://doi.org/10.1111/j.1469-7610.2005.01462.x
Richert, R. A., Robb, M. B., & Smith, E. I. (2011). Media as social partners: The social nature of young children's learning from screen media. Child Development, 82(1), 82-95. https://doi.org/10.1111/j.1467-8624.2010.01542.x
Roberts, D. F., & Foehr, U. G. (2008). Trends in media use. The Future of Children, 18(1), 11-37. https://doi.org/10.1353/foc.0.0000
Rutter, M. (2005). Incidence of autism spectrum disorders: Changes over time and their meaning. Acta Paediatrica, 94(1), 2-15. https://doi.org/10.1111/j.1651-2227.2005.tb01779.x
Ruzich, E., Allison, C., Smith, P., Watson, P., Auyeung, B., Ring, H., & Baron-Cohen, S. (2015). Measuring autistic traits in the general population: A systematic review of the Autism-Spectrum Quotient (AQ) in a nonclinical population sample of 6,900 typical adult males and females. Molecular Autism, 6:2. https://doi.org/10.1186/2040-2392-6-2
Salomon, G. (1979). Interaction of media, cognition, and learning: An exploration of how symbolic forms cultivate mental skills and affect knowledge acquisition. Jossey-Bass. https://doi.org/10.4324/9780203052945
Schmidt, M. E., & Vandewater, E. A. (2008). Media and attention, cognition, and school achievement. The Future of Children, 18(1), 63-85. https://doi.org/10.1353/foc.0.0004
Sharif, I., Wills, T. A., & Sargent, J. D. (2010). Effect of visual media use on school performance: A prospective study. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 46(1), 52-61. https://doi.org/10.1016/j.jadohealth.2009.05.012
Sisson, S. B., Broyles, S. T., Baker, B. L., & Katzmarzyk, P. T. (2010). Screen time, physical activity, and overweight in U.S. youth: National survey of children's health 2003. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 47(3), 309-311. https://doi.org/10.1016/j.jadohealth.2010.02.016
Siyez, D. M., & Baran, B. (2017). Determining reactive and proactive aggression and empathy levels of middle school students regarding their video game preferences. Computers in Human Behavior, 72, 286-295. https://doi.org/10.1016/j.chb.2017.03.006
Spence, I., & Feng, J. (2010). Video games and spatial cognition. Review of General Psychology, 14(2), 92-104. https://doi.org/10.1037/a0019491
Stiller, A., & Mößle, T. (2018). Media use among children and adolescents with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 5, 227-246. https://doi.org/10.1007/s40489-018-0135-7
Straker, L., Smith, A., Hands, B., Olds, T., & Abbott, R. (2013). Screen-based media use clusters are related to other activity behaviours and health indicators in adolescents. BioMed Central (BMC) Public Health, 13:1174. https://doi.org/10.1186/1471-2458-13-1174
Subrahmanyam, K., & Greenfield, P. M. (1994). Effect of video game practice on spatial skills in girls and boys. Journal of Applied Developmental Psychology, 15(1), 13-32. https://doi.org/10.1016/0193-3973(94)90004-3
Subrahmanyam, K., Kraut, R. E., Greenfield, P. M., & Gross, E. F. (2000). The impact of home computer use on children's activities and development. The Future of Children, 10(2), 123-144. https://doi.org/10.2307/1602692
Susilowati, I. H., Nugraha, S., Alimoeso, S., & Hasiholan, B. P. (2021). Screen time for preschool children: Learning from home during the COVID-19 pandemic. Global Pediatric Health, 2021:8. https://doi.org/10.1177/2333794X211017836
Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and video game exposure and the development of attention problems. Pediatrics, 126(2), 214-221. https://doi.org/10.1542/peds.2009-1508
Tanimura, M., Okuma, K., & Kyoshima, K. (2007). Television viewing, reduced parental utterance, and delayed speech development in infants and young children. Archives of Pediatrics and Adolescent Medicine, 161(6), 618-619. https://doi.org/10.1001/archpedi.161.6.618-b
theAsianparent Insight. (2014). Mobile device usage among young kids: A Southeast Asia study. theAsianParents Insight.
Waldman, W., Nicholson, S., & Adilov, N. (2006). Does television cause autism? (NBER Working Paper Series No. 12632). https://doi.org/10.3386/w12632
Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) [Database record]. APA PsycTests. https://doi.org/10.1037/t48859-000
Werling, D. M., & Geschwind, D. H. (2013). Sex differences in autism spectrum disorders. Current Opinion in Neurology, 26(2), 146-153. https://doi.org/10.1097/WCO.0b013e32835ee548
Westby, C. (2021). Screen time and children with autism spectrum disorder. Folia Phoniatrica et Logopaedica, 73(3), 233-240. https://doi.org/10.1159/000506682
Wheelwright, S., Baron-Cohen, S., Goldenfeld, N., Delaney, J., Fine, D., Smith, R., Weil, L., & Wakabayashi, A. (2006). Predicting Autism Spectrum Quotient (AQ) from the Systemizing Quotient-Revised (SQ-R) and Empathy Quotient (EQ). Brain Research, 1079(1), 47-56. https://doi.org/10.1016/j.brainres.2006.01.012
Wilson, B. J. (2008). Media and children's aggression, fear, and altruism. The Future of Children, 18(1), 87-118. https://doi.org/10.1353/foc.0.0005
Wing, L. (1988). The continuum of autistic characteristics. In E. Schopler, & G. B. Mesibov (Eds.), Diagnosis and assessment in autism (pp. 91-110). Springer. https://link.springer.com/chapter/10.1007/978-1-4899-0792-9_7
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles published in ANIMA are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful, non-commercial purpose in any medium, provided you give appropriate credit to ANIMA and the original Author(s), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
Copyright on articles is retained by the respective Author(s), without restrictions. A non-exclusive license is granted to ANIMA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
By publishing in ANIMA, Author(s) grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
