Friday, June 20, 2025

 

Addictive use of social media, not total time, associated with youth mental health




Columbia University Irving Medical Center





NEW YORK, NY (June 18, 2025)--Addictive use of social media, video games, or mobile phones—but not total screen time—is associated with worse mental health among preteens, a new study by researchers at Columbia and Cornell universities has found.  

The study, published June 18 in JAMA, examined the social media use of nearly 4,300 children, starting at age 8, and how use changed over the next four years.  

Addictive use of screens—excessive use that interfered with schoolwork, home responsibilities, or other activities—was common, and use patterns varied by screen type and over time. For mobile phones, about half of the children reported high addictive use from the start of the study that remained high through early adolescence, and about 25% developed increasingly addictive use as they aged. For social media, approximately 40% of children had high or increasingly addictive use. Unlike social media and mobile phones, video game use followed only two trajectories—high and low—without a distinct “increasing” group over time. 

Both high and increasingly addictive screen use were associated with worse mental health (e.g. anxiety, depression, or aggression) and suicidal behaviors and thoughts.  

“These kids experience a craving for such use that they find it hard to curtail. Parents who notice these problems should have their kids evaluated for this addictive use and then seek professional help for kids with an addiction,” says psychiatrist J. John Mann, the Paul Janssen Professor of Translational Neuroscience in Psychiatry and Radiology at Columbia University Vagelos College of Physicians and Surgeons and the New York State Psychiatric Institute and one of the study’s senior leaders. 

“While national surveys and previous studies have documented rising screen use, our study is the first to map longitudinal trajectories of addictive use specifically, offering new insights into when and for whom risks emerge. Policy efforts should move away from generic limits on screen time and instead focus on identifying and addressing addictive patterns of screen use,” says Yunyu Xiao, PhD, the first and lead author, assistant professor of population health science and psychiatry at Weill Cornell Medicine.  

Children entering adolescence also should be assessed repeatedly for addictive use. “If you do not follow kids over time, you would miss this substantial group that shifts from low risk to higher risk,” Mann says. 

Background 

Increasing use of social media, video games, and mobile phones among children and teenagers has raised concerns that excessive use may be contributing to a rise in mental health problems among young people.  

Most research has focused on total screen time, rather than the nature of screen time or how that use may change over time. 

Study details 

The new study—the first to characterize addictive use trajectories for social media, mobile phones, and video games among children—looked at children in the Adolescent Brain Cognitive Development Study.  

The researchers analyzed data collected over four years on the youths’ mental health; use of social media, mobile phones, and video games; and their agreement with various statements about screen use (e.g. “I play video games so I can forget about my problems,” and “I feel the need to use social media apps more and more.”)  

Based on the participants’ agreement with such statements, the researchers identified several addictive use patterns and examined the relationship between these addictive patterns and mental health. 

Screen use and mental health 

Overall, about 5% of the nearly 4,300 study participants exhibited suicidal behaviors (from preparatory actions to suicide attempts) during the study’s fourth year, and this was the outcome used to evaluate the impact of addictive screen use or the total time of screen use. 

For social media and mobile phones, children with high or increasingly addictive use patterns had a two to three times greater risk of suicidal behaviors and suicidal ideation compared to children with a low addictive use pattern. 

Total screen time was not associated with suicide-related or mental health outcomes.   

Next steps 

This study indicates that interventions that focus on addictive screen use may hold more promise as a prevention approach and do not support prevention focusing on total screen time. 

“Now that we know that an addictive use pattern is so important, we need to develop intervention strategies and test them in controlled clinical trials,” says Mann, who adds that it’s not known if screen access needs to be eliminated or just restricted. “We know from studies of addiction management that partial access can quickly reinforce the addiction.” 

More information 

The study, “Addictive Screen Use Trajectories and Suicidal Behaviors, Suicidal Ideation, and Mental Health in US Youths,” was published June 18 in JAMA. 

J. John Mann, MD, PhD, is also director of the Division of Molecular Imaging and Neuropathology, Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons and co-director of the Columbia Center for Prevention and Treatment of Depression. 

All authors: Yunyu Xiao (Weill Cornell Medicine), Yuan Meng (Weill Cornell Medicine), Timothy T. Brown (University of California, Berkeley), Katherine M. Keyes (Columbia), and J. John Mann (Columbia). 

This study was supported by funding from the National Institutes of Health (RF1MH134649), American Foundation for Suicide Prevention (YIG-2-133-22), Google, and the Artificial Intelligence/Machine Learning Consortium to Advance Health Equity and Researcher Diversity (AIM-AHEAD), a program of the National Institutes of Health (1OT2OD032581-02-259). 

J. John Mann reports receipt of royalties for commercial use of the Columbia-Suicide Severity Rating Scale from the Research Foundation for Mental Hygiene and the Columbia Pathways App from Columbia University.  

 

Preschool intervention linked to high school performance



Researchers led by Evan Pugh Professor Karen Bierman found early social-emotional learning curriculum led to improved teen behavior and mental health




Penn State





UNIVERSITY PARK, Pa. — Low-income students who received a preschool intervention focused on social-emotional development continued to benefit from it during their teen years according to a recent study published in the journal Child Development.

The researchers, led by Karen Bierman, Evan Pugh University Professor of Psychology and Human Development and Family Studies at Penn State, found that their Head Start Research-based, Developmentally Informed (REDI) intervention improved students’ behavior and mental health during high school.

Funded by the U.S. National Institutes of Health’s Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), the longitudinal study began in 2002 to build on the mission of the Head Start program, which was initiated by the federal government in the 1960s to serve the developmental and educational needs of low-income children and their families.

“We wanted to work with Head Start and look at whether there were ways to strengthen the programming by incorporating more up-to-date research on what we knew about social-emotional development, how growing up in poverty affects that, and how to compensate for early disparities and build on strengths for school,” Bierman said. “We also focused on early language development and emergent literacy skills, which provide the foundation for later reading, and also support social-emotional and self-regulation skills, like impulse control and attention focus.”

The study started with 356 children from 26 Head Start centers in three Pennsylvania counties, with half of them receiving the intervention and the others continuing with their usual practices. The intervention included a social-emotional learning curriculum focused on developing friendship skills and emotional knowledge such as being able to tell the difference between sadness and anger, along with an interactive reading program that supported language development and reinforced learning with social-emotional stories.

Understanding the context of different feelings and becoming more aware of their own feelings helps children develop better self-control and focus, which supports growth in problem-solving skills and overall academic readiness, said Bierman, former director of the College of the Liberal Arts’ Child Study Center and current director of its School Readiness Initiative.

When the intervention yielded positive effects, Bierman and her collaborators were able to secure additional funding from the NICHD to keep the study going into the students’ elementary school years and beyond.

“How do these things learned as a preschooler pay off in future years? That was the question we were asking in these longitudinal follow-ups,” Bierman said. “We saw effects in social adjustment were paying off, and elementary school teachers were saying they’re more cooperative, they’re doing better with peers and they’re adjusting better to the classroom setting. The other area was parent involvement — teachers were seeing parents being more involved in their kids’ schooling.”

For this most recent phase of the study focused on high school, Bierman and her colleagues — Child Study Center statistician Brenda Heinrichs and College of Health and Human Development and Edna Bennett Pierce Prevention Research Centerfaculty members Janet WelshDamon Jones and Max Crowley — had students and their parents independently complete an assessment describing school behavior issues such as getting into trouble with teachers and breaking school rules. Teachers, meanwhile, were tasked with describing students’ rule-breaking, fighting and non-compliance frequency, as well as assessing internalizing problems including worry, unhappiness and depression.

In addition, the researchers obtained student grades and calculated GPAs on a four-point scale. They also determined whether students graduated on time based on student records and interviews.

Once analyzed, the data revealed students who received the REDI intervention experienced significantly fewer high school behavioral problems and emotional symptoms than children in the control group.

“We were now seeing reductions in teacher-reported emotional symptoms like anxiety,” Bierman said. “The preschool intervention had built a protective capacity for kids to better manage the social pressures and emotional demands of adolescence.”

While the researchers didn’t find any direct effects on academic outcomes, they were able to make connections between improved social-emotional behavior and higher GPAs and on-time graduation, Bierman said.

“Our findings suggest that when you boost early social-emotional skills, the big payoff is going to be sustained improvements in social-emotional and behavioral adjustment that is going to have a more subtle, cascading effect on your ability to focus and finish school,” she said.

The study continues as the students have moved into young adulthood. Bierman and her team are currently analyzing data for the participants at ages 18 to 19 and 21 to 22, while collecting data for ages 23 to 24. The goal now is to see how those skills have benefited them in the college classroom and/or the workplace.

“We’ve been fortunate to have the NIH funding, because I don’t know that we’d be able to make the claims of the long-range impact of this social-emotional learning enrichment without it,” Bierman said. “And I think the kids and the families in the study have been amazing partners; they’ve been really willing to hang in there with us.”

 

Researcher talks nonsense to ChatGPT to understand how it processes language


All mimsy were the borogoves, And the mome raths outgrabe



University of Kansas




LAWRENCE — A new study appearing in the peer-reviewed journal PLOS One from a psycholinguist at the University of Kansas explores how ChatGPT, the popular artificial-intelligence chatbot, responded to nonwords.

Nonwords are meaningless letters and sounds used in cognitive psychology to explore how humans learn, remember and process language.

Author Michael Vitevitch, professor in the Speech-Language-Hearing Department at KU, wanted to know how the “black box” of ChatGPT might react to similar experimental prompts.

“As a psycholinguist, one of the things I've done in the past is to give people nonsense to see how they respond to it — nonsense that's specially designed to get an understanding of what they know,” he said. “I’ve tried to use methods we use with people to appreciate how they're doing what they're doing — and to do the same thing with AI to see how it's doing what it's doing.”

By feeding nonsense to ChatGPT, Vitevitch found it was quite good at discovering relationships between things.

“It finds patterns, but not necessarily the same patterns that a human would use to do the same task,” he said. “We do things very differently from how AI does things. That's an important point. It's okay that we do things differently. And the things that we need help with, that's where we should engineer AI to give us a safety net — to help us on those things.”

In one part of the study, ChatGPT showed it could provide correct definitions to many actual English words that are no longer in use. One example is “upknocking,” an occupation from the 1800s that involved waking people up, now made obsolete by alarm clocks.

As these words are no longer part of English, researchers consider them “nonwords.”

The results are illustrative of the chatbot’s internal workings. Of 52 carefully chosen extinct words, ChatGPT responded with 36 correct definitions. For 11 words, ChatGPT responded that it couldn’t recognize the word. For three words, the chatbot gave definitions gleaned from words in foreign languages. 

For two words, ChatGPT appears to have made up answers, giving so-called “hallucinations” in response to the word-definition requests.

“It did hallucinate on a couple of things,” Vitevitch said. “We asked it to define these extinct words. It got a good number of them right. On another bunch, it said, ‘Yeah, I don't know what this is. This is an odd word or very rare word that's not used anymore.’ But then, on a couple, it made stuff up. I guess it was trying to be helpful.”

In another part of the experiment, ChatGPT was given a set of Spanish words and asked to provide similar-sounding words from English. The task is much like the “phonological associate task” used with English speakers to gauge aspects of phonological similarity.

Vitevitch said the experiment highlighted the difference in how humans and AI process language.

“If I give you a Spanish word and tell you to give me a word that sounds like it, you, as an English speaker, would give me an English word that sounds like that thing,” he explained. “You wouldn’t switch languages on me and just kind of give me something from a completely different language, which is what ChatGPT did. 

“The only time people switch languages like that is when multilingual parents who didn’t teach their kids any language besides English want to talk about something without the kids understanding.”

In a third aspect of the study, nonwords were designed to resemble real words in English. Chat GPT then was asked to rate the words on a scale from one for a “Bad English word” up to seven for a “Good English word” — its assessment of how much the nonword sounded like a word in English. ChatGPT’s ratings then were compared against those given by human English speakers.

Lastly, the KU researcher prompted Chat GPT to create new English words that refer to a novel concept — much like the “sniglets” popularized in the 1980s by comedian Rich Hall on HBO’s “Not Necessarily the News.”

“He used to do ‘sniglets,’ which were words that don’t exist,” said Vitevitch. “Like with a vacuum cleaner, when there’s a thread on the floor and you go over it and it doesn’t get sucked up. So, you go over it — again and again. What is that thread called? ‘Carperpetuation.’ He came up with a name for that thread that doesn’t get sucked up. So, we have many things that should have a word, but we don’t have one in English.”

According to Vitevitch, the AI chat bot did “kind of an interesting job there.” After prompting ChatGPT for new words that matched certain concepts, he found it often relied on a predictable method of combining two words.

“My favorite was ‘rousrage,’ for anger expressed upon being woken,” said Vitevitch.

Other ChatGPT word coinages from the research include:

“Prideify:” taking pride in someone else’s achievement

“Lexinize:” the process by which a nonword begins to take on meaning

“Stumblop:” to trip over one’s own feet

By talking nonsense to ChatGPT, Vitevitch hopes to better understand when AI might be able to help humans in certain language tasks rather than simply duplicate what humans can already do quite well.