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Internet Use and Cognitive Development

Internet Use and Cognitive Development
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Author(s): Linda A. Jackson (Michigan State University, USA)and Edward A. Witt (Michigan State University, USA)
Copyright: 2012
Pages: 13
Source title: Encyclopedia of Cyber Behavior
Source Author(s)/Editor(s): Zheng Yan (University at Albany - SUNY, USA)
DOI: 10.4018/978-1-4666-0315-8.ch027

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Abstract

There are surprisingly few studies of the effects of Internet use on children’s cognitive development. Surveys by the Pew Internet and American Life Project (Pew, 2000, 2001, 2005, 2007) indicate that children and adolescents strongly believe that the Internet has improved their academic performance, primarily by making educational resources readily and conveniently available. The authors’ research has found that Internet use is related to academic performance, specifically, to grade point averages (GPAs) and scores on standardized tests of reading skills, at least for underperforming children. No benefits were observed for mathematics skills, or for average or above average performing children. Though null findings must be interpreted with caution, one potential explanation is that Internet use is more likely to exercise reading skills than mathematics skills, and less likely to improve the reading skills or GPA of students who are already reading well and performing at or above average in school. Implications of the findings for future research and the importance of Internet access for underserved children are discussed.

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