As most parents of small children will reluctantly admit, nothing can occupy a child quite like television. Unfortunately, the scientific evidence suggests that using the boob tube as a babysitter has its price: the more time babies spend sitting in front of the screen, the more their social, cognitive and language development may suffer. Recent studies show that TV-viewing tends to decrease babies' likelihood of learning new words, talking, playing and otherwise interacting with others.

    A new study published Monday in the Archive of Pediatrics and Adolescent Medicine adds to that evidence while introducing an intriguing new perspective. Many studies have suggested that television impedes learning by inhibiting youngsters' ability to interact with others, and according to Dr. Dimitri Christakis, a University of Washington pediatrician, that effect may be compounded when parents get drawn into TV-watching too.

    Christakis reports that when babies get caught up with what's playing on television, their parents are equally likely to get distracted, which limits their exchanges with their kids. It's a three-way interaction, with TV affecting both children and their parents, and the parents' detachment further impairing their children. For the first time, Christakis' group even quantified exactly the degree to which TV-viewing can cripple parent-child communication: for every hour a television was turned on, babies heard 770 fewer words from an adult, the new study found. Conversational exchanges between baby and parent dropped 15%, as did the overall number of vocalizations made by children.

    To document each "vocal event," Christakis outfitted 329 babies and children, ages 2 months to 4 years, with pager-sized recorders on their chests that recorded every audible sound either the baby or any adult made over a 16-hour period. Each child wore the monitor for one randomly assigned day a month for up to two years. In addition, the recorder captured sound from a television whenever it was turned on within earshot of the baby. Specially designed software then coded all audible sounds made or heard when the TV was both on and off.

    Christakis argues that regardless of what is playing on the screen — whether it's baby-friendly content or shows geared toward adults — television by nature is a passive medium that hampers rich social interaction. Even when parents and children interacted actively while watching TV together, the net effect of having it turned on, for a few minutes or hours, was a drop in vocalizations. On average, the study found, when the TV is switched on, youngsters spend more time in silence and solitude than they do in active social interaction. "At minimum, the findings should give parents pause," says Christakis, noting that in 30% of American households, the television is on most of the day, regardless of whether anyone is watching.

    That's especially true when it comes to DVDs and videos marketed to enhance infant development; many claim to work by encouraging parents and babies to engage and interact with each other as they watch. But the new study shows the opposite effect: whatever the programming, the ultimate outcome of television noise is to inhibit verbal exchanges. In earlier work, Christakis also documented that baby DVDs and videos may even contribute to adrop in language acquisition in infants. That's partly why the American Academy of Pediatrics discourages television-watching for babies under 2.

    One major weakness of the study, however, is that it fails to determine a specific association between programming content and infant development. Because the recorder documented only the sound of the television and not the content of what was playing, Christakis can't say for sure whether kid-targeted programming could actually lead the youngsters to vocalize, talk and interact with their parents more. "It is possible to put on the TV and really engage with a child verbally," says Christakis.

    But given his previous findings on the issue, his hunch is that television probably isn't the ideal medium for promoting real interaction between parent and child. If it were, he argues, then the net effect of having the TV on, whether in the foreground or in the background as noise, would have been richer and would have led to more sustained exchanges and conversations.

    Nothing, it seems, beats the most basic form of bonding — a good old-fashioned one-on-one powwow, even if you're only trading coos and gurgles.

    雖然大部分小孩的父母都不愿意承認(rèn)，但沒什么其他東西像電視這樣占據(jù)小孩子的時(shí)間了。很不幸的是，科學(xué)研究表明利用顯像管電視作為小孩的“保姆”要付出代價(jià)：孩子們坐在電視機(jī)前的時(shí)間越長，越容易影響他們的社會(huì)交往、語言和認(rèn)知能力的發(fā)展。最新的研究發(fā)現(xiàn)收看電視會(huì)導(dǎo)致孩子們學(xué)習(xí)新單詞、新對(duì)話、新游戲和其他與別人交流技巧這些可能性的降低。

    周一發(fā)表在《兒科和青春期醫(yī)學(xué)檔案》上的新的研究在介紹一種新視角的同時(shí)也為這一發(fā)現(xiàn)增加了進(jìn)一步的證據(jù)。許多研究表明，電視通過抑制青少年與其他人的交流從而阻礙其學(xué)習(xí)能力的發(fā)展，根據(jù)華盛頓大學(xué)的兒科迪米特里.克里斯塔基斯博士的研究，如果父母也沉迷于看電視，可能會(huì)加劇這種效應(yīng)。

    克里斯塔基斯報(bào)告說，當(dāng)嬰兒被出現(xiàn)在電視上的節(jié)目畫面牢牢吸引時(shí)，他們的父母同樣也可能會(huì)分心，這限制了他們與孩子的交流。這是一個(gè)三方面的互動(dòng)關(guān)系，電視影響兒童和他們的父母，父母的脫節(jié)進(jìn)一步損害到自己的孩子。第一次，克里斯塔基斯的小組甚至精確量化收看電視到底在何種程度上破壞親子之間的溝通，這項(xiàng)新的研究發(fā)現(xiàn)：電視每打開一小時(shí)，嬰兒從成人聽到的單詞少于770個(gè)。孩子與父母間的談話減少了15%，同時(shí)孩子總的發(fā)聲量也減少。

    為了記錄每個(gè)“聲音事件”，克里斯塔基斯為年齡在2個(gè)月至4年的每一個(gè)嬰兒和兒童配備了尋呼機(jī)大小的錄音機(jī)，將其放在他們胸前，在每天16小時(shí)的時(shí)間內(nèi)記錄嬰兒或成人的任何一個(gè)聲音。每個(gè)孩子在每個(gè)月隨機(jī)選擇一天進(jìn)行聲音記錄，為期兩年。此外，當(dāng)電視機(jī)被打開時(shí)，錄音機(jī)將在嬰兒的聽力所及范圍收錄聲音。然后由專門設(shè)計(jì)的軟件編碼電視打開和關(guān)閉時(shí)搜集到的聲音。

    克里斯塔基斯說，不管是屏幕上在放什么節(jié)目——無論是嬰兒性的內(nèi)容或面向成年人——電視的性質(zhì)是一種消極的媒介，它阻礙了豐富的社會(huì)互動(dòng)。即使在家長和孩子們?cè)诳措娨晻r(shí)積極互動(dòng)，但只要電視打開，無論是幾分鐘或者幾小時(shí)，其凈效果都是使得發(fā)聲行為減少。研究發(fā)現(xiàn)，平均而言，當(dāng)電視打開時(shí)，年輕人比他們進(jìn)行積極社會(huì)互動(dòng)時(shí)花更多的時(shí)間處于沉默和孤獨(dú)狀態(tài)。“至少，這個(gè)發(fā)現(xiàn)可以使父母們暫停”克里斯塔基斯說，值得注意的是，無論有沒有人在收看，30%的美國的主婦們都習(xí)慣一整天將電視打開。

    當(dāng)涉及到那些名義上為了提高嬰幼兒的發(fā)展而銷售的DVD和錄影帶時(shí)這個(gè)現(xiàn)象尤其如此；很多提議都鼓勵(lì)家長和孩子在觀看節(jié)目時(shí)進(jìn)行接觸和互相交流。但新的研究表明這具有相反的效果：無論節(jié)目是什么，最終結(jié)果是電視的噪音抑制了口頭交流。在早先的工作中，克里斯塔基斯也證明，嬰兒DVD和錄影帶甚至可能導(dǎo)致嬰幼兒語言習(xí)得的降低。這就是為什么美國兒科學(xué)術(shù)委員會(huì)不鼓勵(lì)2歲以下的兒童看電視的部分原因。

    然而，這項(xiàng)研究的一個(gè)主要弱點(diǎn)在于它不能確定具體的節(jié)目內(nèi)容和嬰兒發(fā)展之間的聯(lián)系。因?yàn)殇浺魴C(jī)記錄的只有聲音而沒有相關(guān)的電視節(jié)目內(nèi)容，克里斯塔基斯不能肯定針對(duì)孩子的電視節(jié)目是否可以真正引導(dǎo)孩子們發(fā)聲、說話和與他們的父母進(jìn)行更多交流。“有可能可以在電視上放針對(duì)兒童的節(jié)目，真正提高兒童的口頭表達(dá)，”克里斯塔基斯說。

    但是，鑒于他以前在這個(gè)問題上的研究發(fā)現(xiàn)，他的直覺是，電視也許不是促進(jìn)父母和孩子之間真正互動(dòng)關(guān)系的理想媒介。他認(rèn)為，如果是，那么無論是在前景或背景噪音，開著電視的凈影響將是豐富的，將導(dǎo)致更持續(xù)的交流和對(duì)話。

    看起來，沒什么可以打敗最基本的感情紐帶形式——一個(gè)很好的老式的一對(duì)一的“討論會(huì)”，即便你交換的只是那些喁喁細(xì)語和咯咯聲。