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Technology is everywhere these days.
当今技术无处不在。
And devices like smartphones, tablets, TVs, and computers
手机、平板电脑、电视和电脑
can open kids up to a whole world from the comfort of their own home.
让孩子们可以从舒适的家中看到整个世界。
What's not to love?
我们有什么理由不喜欢它呢？
Well, according to many scientists, even though there are potential benefits from all this technology,
许多科学家认为，尽管所有这些技术都有潜在好处，
there could be some downfalls, too.
但它们可能也有一些缺点。
Especially when you have too much screen time, too young.
特别是你太小又接触太长时间的屏幕，就糟糕了。
A lot of our modern society is intertwined with technology, and we're surrounded by screens.
现代社会的很多事物都与技术密不可分，我们被屏幕包围着。
Heck, everything from friendships to careers can depend on the internet.
真见鬼，从友谊到事业，一切都依赖互联网。
So learning how to use tech like phones and computers at a young age might seem like a good idea.
因此，从小时候学习如何使用手机和电脑等技术似乎是个不错的主意。
But psychologists are generally urging some caution.
不过，心理学家通常敦促人们保持谨慎。
Not everything about using a lot of technology can be positive,
并不是所有使用大量技术的就是积极的，
especially when it comes to early childhood development.
特别是在儿童早期发育方面。
Theories of learning in early childhood place a lot of emphasis on interaction with physical objects.
儿童早期学习理论非常强调与物理对象的交互作用。
Piaget is one of the most influential developmental psychologists.
皮亚杰是最有影响力的发展心理学家之一。
He called infants 'little scientists',
他称婴儿为“小科学家”，
and suggested that babies experiment with different objects to learn how they move,
建议婴儿应该体验不同的物体来了解它们的移动方式、
what they're made of, or how they can be used.
构成和使用方法。
Then, their brains store all this information away to understand the world and use as they grow older.
然后，他们的大脑将所有这些信息储存起来以了解世界，并随着年龄的增长使用它们。
However, screens don't provide the same variety of stimulation to young kids' brains:
然而，屏幕不能为孩子的大脑提供相同的刺激：
they can't touch, smell, taste, or feel the weight of stuff if it's virtual.
如果物体是虚拟的，他们就不能摸、闻、尝或感受它的重量。
And this can lead to what some psychologists are calling video deficit.
这可能导致一些心理学家所说的视频致呆症。
Basically, infants are better at learning from real life examples than videos.
基本上，婴儿更擅长从现实生活的例子，而不是视频中学习。
And they don't seem to be very good at transferring things they've learned from screens to real life.
而且他们似乎不很擅长把屏幕上学到的东西转移到现实生活中来。
This idea has been demonstrated by different studies that involve kids imitating actions or doing simple tasks.
孩子模仿动作或做简单任务等不同的研究证明了这个观点。
For instance, in a 2009 experiment,
例如，在2009年的一项实验中，
scientists had 15-month-old children either watch someone push a virtual button on a touch screen, or a real-life button.
科学家们让15个月大的孩子要么观看人按触摸屏的虚拟按钮，要么观看人按真实按钮。
These buttons were on a shape, like a cow face or a bus,
这些按钮有一定形状，比如牛脸或巴士，
and they caused a noise, like a moo or a horn honk.
而且它们还发出噪音，如哞声或喇叭声。
After watching an adult do this a few times,
他们看到一个成年人这样做了几次之后，
some infants were given the chance to push a virtual button,
一些婴儿有机会按下虚拟按钮，
and some were given the chance to push a real button.
一些婴儿有机会按真实按钮。
The babies who watched a virtual button be pushed repeated it on a screen pretty easily.
那些观看按虚拟按钮的婴儿很容易在屏幕上重复按键。
But if they had seen the virtual example,
但如果他们看过虚拟例子，
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实按钮，让长相类似的玩具发出声音。
The opposite was also true.
反之亦然。
Kids that had seen a real life demonstration were pretty good at repeating the action,
看过真实生活演示的孩子很擅长重复这个动作，
but they weren't as good at pressing the virtual button.
但他们不擅长按虚拟按钮。
In all cases though, imitating a demonstration meant they did better than coming into the task without any example,
不过在所有的例子中，模仿演示意味着他们更擅长进入没有任何例子的任务中，
which the scientists measured as a baseline.
这被科学家测为底线。
The researchers suggest that this data means that infants are able to learn from both kinds of demonstrations.
研究人员表示，这一数据意味着婴儿能够从这两种类型的演示中学习。
But their brains aren't great at translating what they learn between virtual and physical spaces.
但是他们的大脑并不擅长把虚拟空间和实际空间中学到的东西翻译出来。
So babies might not be getting as much useful information from educational shows as you might hope.
因此，孩子们可能不会从教育节目中获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,
换句话说，屏幕时间可能会消耗花在探索世界上、
or learning how to communicate with other people.
或者学习如何与他人交流的时间，
Because of research like this, organizations like the American Academy of Pediatrics
因为这样的研究，美国儿科学会之类的组织
recommend no screen time for children under the age of two, and to limit screen time for other ages.
建议两岁以下儿童不要看屏幕，并限制其他年龄段的屏幕时间。
It's important to remember that this research is all pretty new.
重要的是要记住，这项研究是全新的。
And it's not all doom and gloom.
并不都是绝望。
For example, a study from 2000 noted that using computers in kindergarten and elementary school
例如，2000年的一项研究声称，幼儿园和小学时使用计算机
children can be helpful with things like creativity, problem solving, and even motor skills.
可以在创造力、解决问题能力，甚至运动技能方面对孩子有所帮助。
But these results can vary depending on how often kids use computers, and how they're using them.
但是这些结果会因孩子使用电脑的频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，教育心理学家认为，技术可以成为帮助3岁以上儿童学习的有用工具。
But they also stress educational content needs be suited to their abilities, otherwise, they'll just be confused.
但他们也强调，教育内容需要适应他们的能力，否则，他们就会感到困惑。
Basically, you wouldn't use the same program
基本上，你不会用同样的程序
to teach a three-year-old that you would to teach a seven-year-old, which makes sense.
教一个三岁孩子和七岁孩子，这就有意义了。
Outside of the classroom, guidelines get trickier.
在课堂之外，指导方针变得更加复杂。
There are a ton of online resources that can enrich kid's lives.
网上有大量资源可以丰富孩子的生活。
And some experiences, like being involved in a supportive fan community,
还有一些经历，比如参与支持的粉丝团体，
can be psychologically and socially helpful.
对心理和社会都有帮助。
But research seems to suggest that increased screen time still isn't all fun and games,
但研究似乎表明，增加的屏幕时间并不只与玩乐有关，
there are small but consistent associations with things like poor mental health.
还与心理障碍等疾病有微小一致的联系。
A study from 2014, for instance, asked 1030 parents
例如，2014年的一项研究询问了1030名父母
about their own and their child's, technology usage, food, exercise, and health.
关于他们自己和子女在技术使用、食品、锻炼和健康等方面的问题。
The investigators found that even when sedentary behavior and eating junk food were factored out,
调查人员发现，即使排除久坐不动和吃垃圾食品的行为，
technology use was still associated with higher levels of "ill-being",
技术使用仍与较高水平的“不健康”有关，
although the specifics varied between age groups.
尽管具体细节在年龄组别中有所不同。
In this study, ill-being meant factors like psychological issues,
在这项研究中，不健康意味着心理问题、
behavior problems, attention issues, and poor physical health.
行为问题、注意力问题以及身体状况糟糕等因素。
And in teenagers, especially, increased technology usage predicted more of these factors.
特别是在青少年中，技术使用的增加预示着这些因素变得更多。
So technology is kind of unavoidable these days,
所以，当今科技是不可避免的
and kids' lives are more intertwined with media than ever as they grow up.
孩子在成长过程中，他们的生活与媒体的联系更加紧密。
A lot of this kind of psychology research is new, so we're learning as our society is changing.
很多这样的心理学研究都是新的，所以我们正随社会变化而学习。
But if we can take anything away from all this so far,
但如果我们能从目前的研究中学到什么的话，
it's that moderation seems to be key.
适度似乎是关键。
Thanks for spending some of your screen time today watching this episode of SciShow Psych.
谢谢你今天花了一些屏幕时间收看本期的心理科学秀。
If you want to help support our show, you can go to patreon.com/scishow.
如果你想支持我们的节目，可以登录patreon.com/scishow.
And to keep learning about the brain with us,
如果你想与我们继续了解大脑，
you can go to youtube.com/scishowpsych and subscribe.
可以登录youtube.com/scishowpsych点击订阅。
