Computers and the Internet

Computer and Internet Use Across the Lifespan

Survey data attest that the adoption of computers and the Internet is widespread among both adults and youths. Among U.S. residents, there is almost full penetration among some groups, such as adolescents and young adults, adults with higher levels of education, and individuals from higher income households. With the introduction of tablet computers and mobile devices, children are beginning to use these new technologies very early in their lives.

In contrast to youths, who have always been quick to adopt new technologies, senior citizens had been slower to use the Internet, but now a majority do so. Despite the proliferation of computer and Internet use, there remain differences in access as a function of age as well as race and ethnic group, class, and community of residence (rural or urban).

Research suggests that computers and the Internet are used for information, entertainment, and interaction with peers, family members, and others. Especially among youths, interactive technologies have become ubiquitous and are used to communicate with peers, romantic partners, and family members. Older adults who use social media tend to do so to connect with family members and friends as well. Thus, these technologies need to be considered an important context with implications for lifespan development.

Implications of Computer and Internet Use for Infants and Children

Little is known about infants’ and toddlers’ use of touch screen devices and their comprehension and learning of content with them. Yet thousands of educational applications for tablets and smartphones aimed at these age groups are being developed and sold. More research is needed to understand the educational impact of these new technologies. Furthermore, it does appear that parents’ use of mobile devices may interfere with parent–child interactions, which are crucial for healthy cognitive and language development.

There is considerably more research on computer and Internet use by preschool and school-age children. Studies of children’s home use of computers (including educational software and electronic games) indicates that compared with minimal or excessive levels of home computer use, moderate use provides the most benefit for children’s cognitive and academic skills.

Although the changing nature of technology presents challenges to determining what constitutes moderate use, some researchers have recommended that daily use of computers and screens should not exceed 2 hours per day. Research suggests that playing action-based computer games is tied to short-term gains in the attentional and visual spatial skills used in the game. There is also evidence that repeated use of educational games may have some academic benefits for children at risk for reading or numeracy difficulties.

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