265. おもちゃとタブレット、頭にいいのはどっちだ？トイストーリーのテーマを考えてみた。

<p>電子デバイスで本当に頭は悪くなる？ 紙の本と電子書籍で理解は違う？ 子どもにタブレットはアリなの？ など、トイ・ストーリー5のおもちゃ vs タブレットをきっかけに、「デジタルと脳」について語ります。</p><p>•─────• 💬 Pick UP 💬 •─────•</p><p>コミュニティ「サイエントークラボ」<br>書籍化プロジェクトやラボミーティングなど、科学×ポッドキャストを応援したい方へ！<br>👇<br><a href="https://scien-talk.com/lab/">https://scien-talk.com/lab/</a></p><p>•─────• 💬 <strong>Topics</strong> 💬 •─────•<br>00:00 タブレットと『トイ・ストーリー5』<br>01:48 デジタルデバイスやゲームは子供の頭を悪くするのか？<br>04:08 電子おもちゃ vs アナログおもちゃ・絵本での会話量の比較<br>09:01 リアルから学ぶ「ビデオデフィシット効果」と対面学習<br>13:00 子供の脳の発達とデジタルメディア利用の大規模調査<br>19:43 紙の本 vs 電子書籍：理解度の違い<br>26:55 予定記入テスト：紙の手帳・タブレット・スマホの比較<br>33:00 教育アプリなど反復学習におけるデジタルのメリット<br>37:30 AIを活用した能動的な学習と、アナログ・デジタルの使い分け<br>41:00 物理AI搭載おもちゃが登場した未来の『トイ・ストーリー』考察<br></p><p>•─────• 💎 <strong>Reference</strong> 💎 •─────•</p><ul><li>Long-term impact of digital media on brain development in children (Nivins et al., 2024, Scientific Reports)</li><li><a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC11156852">https://pmc.ncbi.nlm.nih.gov/articles/PMC11156852</a></li><li>Screen Usage Linked to Differences in Brain Structure in Young Children (Hutton et al., 2022, Scientific Reports)</li><li><a href="https://scienceblog.cincinnatichildrens.org/screen-usage-linked-to-differences-in-brain-structure-in-young-children">https://scienceblog.cincinnatichildrens.org/screen-usage-linked-to-differences-in-brain-structure-in-young-children</a></li><li>Screen time and outcomes in 9–10 year olds: the ABCD Study (2021, PubMed)</li><li><a href="https://pubmed.ncbi.nlm.nih.gov/34496002">https://pubmed.ncbi.nlm.nih.gov/34496002</a></li><li>What is all that screen time doing to your child&#39;s brain? (NIH MedlinePlus)</li><li><a href="https://magazine.medlineplus.gov/article/what-is-all-that-screen-time-doing-to-your-childs-brain">https://magazine.medlineplus.gov/article/what-is-all-that-screen-time-doing-to-your-childs-brain</a></li><li>Association of the Type of Toy Used During Play With the Quantity and Quality of Parent-Infant Communication (Sosa, 2016, JAMA Pediatrics)</li><li><a href="https://jamanetwork.com/journals/jamapediatrics/fullarticle/2478386">https://jamanetwork.com/journals/jamapediatrics/fullarticle/2478386</a></li><li>Playing with Technology: Mother–Toddler Interaction Scores Lower during Play with Electronic Toys (Wooldridge &amp; Shapka, 2012, J. Applied Developmental Psychology)</li><li><a href="https://www.sciencedirect.com/science/article/abs/pii/S0193397312000482">https://www.sciencedirect.com/science/article/abs/pii/S0193397312000482</a></li><li>Talking Shape: Parental Language with Electronic versus Traditional Shape Sorters (Zosh et al., 2015, Mind, Brain, and Education)</li><li><a href="https://templeinfantlab.com/wp-content/uploads/sites/2/2017/12/Zosh_et_al-2015-Talking-shape-Mind_Brain_and_Education.pdf">https://templeinfantlab.com/wp-content/uploads/sites/2/2017/12/Zosh_et_al-2015-Talking-shape-Mind_Brain_and_Education.pdf</a></li><li>Electronic Toys Decrease the Quantity and Lexical Diversity of Spoken Language (2022, Frontiers in Psychology)</li><li><a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.929589/full">https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.929589/full</a></li><li>Deconstructing Building Blocks: Preschoolers&#39; Spatial Assembly Performance Relates to Early Mathematical Skills (Verdine et al., 2014, Child Development)</li><li><a href="https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.12165">https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.12165</a></li><li>Building Blocks for Developing Spatial Skills (Jirout &amp; Newcombe, 2015, Psychological Science)</li><li><a href="https://journals.sagepub.com/doi/10.1177/0956797614563338">https://journals.sagepub.com/doi/10.1177/0956797614563338</a></li><li>Enhancing spatial skills of preschoolers from under-resourced backgrounds: concrete vs digital training (Polinsky, Haden &amp; Levin, 2022, Mind, Brain, and Education)</li><li><a href="https://kathyhirshpasek.com/wp-cont