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Technology is everywhere these days.
當今技術無處不在。
And devices like smartphones, tablets, TVs, and computers
手機、平板電腦、電視和電腦
can open kids up to a whole world from the comfort of their own home.
讓孩子們可以從舒適的家中看到整個世界。
What's not to love?
我們有什么理由不喜歡它呢？
Well, according to many scientists, even though there are potential benefits from all this technology,
許多科學家認為，盡管所有這些技術都有潛在好處，
there could be some downfalls, too.
但它們可能也有一些缺點。
Especially when you have too much screen time, too young.
特別是你太小又接觸太長時間的屏幕，就糟糕了。
A lot of our modern society is intertwined with technology, and we're surrounded by screens.
現代社會的很多事物都與技術密不可分，我們被屏幕包圍著。
Heck, everything from friendships to careers can depend on the internet.
真見鬼，從友誼到事業，一切都依賴互聯網。
So learning how to use tech like phones and computers at a young age might seem like a good idea.
因此，從小時候學習如何使用手機和電腦等技術似乎是個不錯的主意。
But psychologists are generally urging some caution.
不過，心理學家通常敦促人們保持謹慎。
Not everything about using a lot of technology can be positive,
并不是所有使用大量技術的就是積極的，
especially when it comes to early childhood development.
特別是在兒童早期發育方面。
Theories of learning in early childhood place a lot of emphasis on interaction with physical objects.
兒童早期學習理論非常強調與物理對象的交互作用。
Piaget is one of the most influential developmental psychologists.
皮亞杰是最有影響力的發展心理學家之一。
He called infants 'little scientists',
他稱嬰兒為“小科學家”，
and suggested that babies experiment with different objects to learn how they move,
建議嬰兒應該體驗不同的物體來了解它們的移動方式、
what they're made of, or how they can be used.
構成和使用方法。
Then, their brains store all this information away to understand the world and use as they grow older.
然后，他們的大腦將所有這些信息儲存起來以了解世界，并隨著年齡的增長使用它們。
However, screens don't provide the same variety of stimulation to young kids' brains:
然而，屏幕不能為孩子的大腦提供相同的刺激：
they can't touch, smell, taste, or feel the weight of stuff if it's virtual.
如果物體是虛擬的，他們就不能摸、聞、嘗或感受它的重量。
And this can lead to what some psychologists are calling video deficit.
這可能導致一些心理學家所說的視頻致呆癥。
Basically, infants are better at learning from real life examples than videos.
基本上，嬰兒更擅長從現實生活的例子，而不是視頻中學習。
And they don't seem to be very good at transferring things they've learned from screens to real life.
而且他們似乎不很擅長把屏幕上學到的東西轉移到現實生活中來。
This idea has been demonstrated by different studies that involve kids imitating actions or doing simple tasks.
孩子模仿動作或做簡單任務等不同的研究證明了這個觀點。
For instance, in a 2009 experiment,
例如，在2009年的一項實驗中，
scientists had 15-month-old children either watch someone push a virtual button on a touch screen, or a real-life button.
科學家們讓15個月大的孩子要么觀看人按觸摸屏的虛擬按鈕，要么觀看人按真實按鈕。
These buttons were on a shape, like a cow face or a bus,
這些按鈕有一定形狀，比如牛臉或巴士，
and they caused a noise, like a moo or a horn honk.
而且它們還發出噪音，如哞聲或喇叭聲。
After watching an adult do this a few times,
他們看到一個成年人這樣做了幾次之后，
some infants were given the chance to push a virtual button,
一些嬰兒有機會按下虛擬按鈕，
and some were given the chance to push a real button.
一些嬰兒有機會按真實按鈕。
The babies who watched a virtual button be pushed repeated it on a screen pretty easily.
那些觀看按虛擬按鈕的嬰兒很容易在屏幕上重復按鍵。
But if they had seen the virtual example,
但如果他們看過虛擬例子，
they were less likely to figure out how to push a physical button to make a similar-looking toy make a sound.
就不太可能知道如何按真實按鈕，讓長相類似的玩具發出聲音。
The opposite was also true.
反之亦然。
Kids that had seen a real life demonstration were pretty good at repeating the action,
看過真實生活演示的孩子很擅長重復這個動作，
but they weren't as good at pressing the virtual button.
但他們不擅長按虛擬按鈕。
In all cases though, imitating a demonstration meant they did better than coming into the task without any example,
不過在所有的例子中，模仿演示意味著他們更擅長進入沒有任何例子的任務中，
which the scientists measured as a baseline.
這被科學家測為底線。
The researchers suggest that this data means that infants are able to learn from both kinds of demonstrations.
研究人員表示，這一數據意味著嬰兒能夠從這兩種類型的演示中學習。
But their brains aren't great at translating what they learn between virtual and physical spaces.
但是他們的大腦并不擅長把虛擬空間和實際空間中學到的東西翻譯出來。
So babies might not be getting as much useful information from educational shows as you might hope.
因此，孩子們可能不會從教育節目中獲得你希望的那么多有用信息。
In other words, screen time could be eating into time that could be spent physically exploring the world,
換句話說，屏幕時間可能會消耗花在探索世界上、
or learning how to communicate with other people.
或者學習如何與他人交流的時間，
Because of research like this, organizations like the American Academy of Pediatrics
因為這樣的研究，美國兒科學會之類的組織
recommend no screen time for children under the age of two, and to limit screen time for other ages.
建議兩歲以下兒童不要看屏幕，并限制其他年齡段的屏幕時間。
It's important to remember that this research is all pretty new.
重要的是要記住，這項研究是全新的。
And it's not all doom and gloom.
并不都是絕望。
For example, a study from 2000 noted that using computers in kindergarten and elementary school
例如，2000年的一項研究聲稱，幼兒園和小學時使用計算機
children can be helpful with things like creativity, problem solving, and even motor skills.
可以在創造力、解決問題能力，甚至運動技能方面對孩子有所幫助。
But these results can vary depending on how often kids use computers, and how they're using them.
但是這些結果會因孩子使用電腦的頻率和方式而有所不同。
So educational psychologists think that technology can be a useful tool to help kids above the age of 3 or so learn.
因此，教育心理學家認為，技術可以成為幫助3歲以上兒童學習的有用工具。
But they also stress educational content needs be suited to their abilities, otherwise, they'll just be confused.
但他們也強調，教育內容需要適應他們的能力，否則，他們就會感到困惑。
Basically, you wouldn't use the same program
基本上，你不會用同樣的程序
to teach a three-year-old that you would to teach a seven-year-old, which makes sense.
教一個三歲孩子和七歲孩子，這就有意義了。
Outside of the classroom, guidelines get trickier.
在課堂之外，指導方針變得更加復雜。
There are a ton of online resources that can enrich kid's lives.
網上有大量資源可以豐富孩子的生活。
And some experiences, like being involved in a supportive fan community,
還有一些經歷，比如參與支持的粉絲團體，
can be psychologically and socially helpful.
對心理和社會都有幫助。
But research seems to suggest that increased screen time still isn't all fun and games,
但研究似乎表明，增加的屏幕時間并不只與玩樂有關，
there are small but consistent associations with things like poor mental health.
還與心理障礙等疾病有微小一致的聯系。
A study from 2014, for instance, asked 1030 parents
例如，2014年的一項研究詢問了1030名父母
about their own and their child's, technology usage, food, exercise, and health.
關于他們自己和子女在技術使用、食品、鍛煉和健康等方面的問題。
The investigators found that even when sedentary behavior and eating junk food were factored out,
調查人員發現，即使排除久坐不動和吃垃圾食品的行為，
technology use was still associated with higher levels of "ill-being",
技術使用仍與較高水平的“不健康”有關，
although the specifics varied between age groups.
盡管具體細節在年齡組別中有所不同。
In this study, ill-being meant factors like psychological issues,
在這項研究中，不健康意味著心理問題、
behavior problems, attention issues, and poor physical health.
行為問題、注意力問題以及身體狀況糟糕等因素。
And in teenagers, especially, increased technology usage predicted more of these factors.
特別是在青少年中，技術使用的增加預示著這些因素變得更多。
So technology is kind of unavoidable these days,
所以，當今科技是不可避免的
and kids' lives are more intertwined with media than ever as they grow up.
孩子在成長過程中，他們的生活與媒體的聯系更加緊密。
A lot of this kind of psychology research is new, so we're learning as our society is changing.
很多這樣的心理學研究都是新的，所以我們正隨社會變化而學習。
But if we can take anything away from all this so far,
但如果我們能從目前的研究中學到什么的話，
it's that moderation seems to be key.
適度似乎是關鍵。
Thanks for spending some of your screen time today watching this episode of SciShow Psych.
謝謝你今天花了一些屏幕時間收看本期的心理科學秀。
If you want to help support our show, you can go to patreon.com/scishow.
如果你想支持我們的節目，可以登錄patreon.com/scishow.
And to keep learning about the brain with us,
如果你想與我們繼續了解大腦，
you can go to youtube.com/scishowpsych and subscribe.
可以登錄youtube.com/scishowpsych點擊訂閱。
