Child’s Play? Assessing the Bi-Directional Longitudinal Relationship between Gaming and Intelligence in Early Childhood

• In Event: Early Years, Early Media

Abstract

This study investigated the bi-directional longitudinal relationship between children’s digital game use and their fluid intelligence (i.e., problem-solving skills). Specifically, this study tested whether digital games affect children’s fluid intelligence (effects hypothesis), whether children with higher levels of fluid intelligence are more attracted to digital games (selection hypothesis), or both (a transactional relationship). The study also investigated potential bi-directional relationships between games and crystallized intelligence (i.e., general knowledge). Using data from 943 children aged 3 to 7 years (52% girls) across four waves with one-year intervals, findings for fluid intelligence indicated partial support for the effects hypothesis and no evidence for the selection hypothesis. Digital game use was not related to children’s crystallized intelligence. Results suggest that digital games can move the needle for fluid intelligence, but more insight is needed to identify how this process occurs and in which situations this is most likely.

Authors

• Karin Fikkers, Utrecht University / UiL OTS

• Jessica Taylor Piotrowski, U of Amsterdam/ASCoR

• Patti M. Valkenburg, U of Amsterdam