Using the abstract below, answer questions 7, 8, 9, and 10….
Using the abstract below, answer questions 7, 8, 9, and 10. Recent increase in children’s screen activities has raised concerns that screen time may replace face‐to‐face interaction, and hence impair children’s development of emotion understanding. This longitudinal community study of 960 Norwegian 4‐year‐olds, followed up at ages 6 and 8, examined bidirectional relations between screen use and emotion understanding. Results revealed that more screen time at age 4 predicted lower levels of emotion understanding at age 6. In addition, television in children’s bedroom at age 6 forecasted lower levels of emotion understanding at age 8. The effect of TV watching on emotion understanding was gender moderated, with stronger effects of TV watching observed among girls, but no significant effects detected among boys. In contrast, gaming forecasted lower level of emotion understanding in boys, not girls. Results are discussed in the light of the importance of face‐to‐face interaction to preserve the development of social‐emotional competence among young children. Skalická, V., Wold Hygen, B., Stenseng, F., Kårstad, S.B. and Wichstrøm, L. (2019). Screen time and the development of emotion understanding from age 4 to age 8: A community study. British Journal of Developmental Psychology, 37(3) 427-443. https://doi.org/10.1111/bjdp.12283 Which of the following most closely aligns with the hypothesis or key question of this research article.
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