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Social Media Use Is Linked to Brain Changes in Teens, Research Finds
The effect of social media use on children is a fraught area of research, as parents and policymakers try to ascertain the results of a vast experiment already in full swing. Successive studies have added pieces to the pu zzle, fleshing out the implications of a nearly constant stream of virtual interactions beginning in childhood.
A new study by neuroscientists at the University of North Carolina tries something new, conducting successive brain scans of middle schoolers between the ages of 12 and 15, a period of especially rapid brain development.
The researchers found that children who habitually checked their social media feeds at around age 12 showed a distinct trajectory, with their sensitivity to social rewards from peers heightening over time. Teenagers with less engagement in social media followed the opposite path, with a declining interest in social rewards.
The study has important limitations, the authors acknowledge. Because adolescence is a period of expanding social relationships, the brain differences could reflect a natural pivot toward peers, which could be driving more frequent social media use.
“We can’t make causal claims that social media is changing the brain,” said Eva H. Telzer, an associate professor of psychology and neuroscience at the University of North Carolina, Chapel Hill, and one of the authors of the study.
But, she added, “teens who are habitually checking their social media are showing these pretty dramatic changes in the way their brains are responding, which could potentially have long-term consequences well into adulthood, sort of setting the stage for brain development over time.”
A team of researchers studied an ethnically diverse group of 169 students in the sixth and seventh grades from a middle school in rural North Carolina, splitting them into groups according to how often they reported checking Facebook, Instagram and Snapchat feeds.
At around age 12, the students already showed distinct patterns of behavior. Habitual users reported checking their feeds 15 or more times a day; moderate users checked between one and 14 times; nonhabitual users checked less than once a day.
The subjects received full brain scans three times, at approximately one-year intervals, as they played a computerized game that delivered rewards and punishment in the form of smiling or scowling peers. While carrying out the task, the frequent checkers showed increasing activation of three brain areas: reward-processing circuits, which also respond to experiences like winning money or risk-taking behavior; brain regions that determine salience, picking out what stands out in the environment; and the prefrontal cortex, which helps with regulation and control.
The results showed that “teens who grow up checking social media more often are becoming hypersensitive to feedback from their peers,” Dr. Telzer said. Social sensitivity could be adaptive, showing that the teenagers are learning to connect with others; or it could lead to social anxiety and depression if social needs are not met.
“They are showing that the way you use it at one point in your life does influence the way your brain develops, but we don’t know by how much, or whether it’s good or bad,” said Jeff Hancock, the founding director of the Stanford Social Media Lab, who was not involved in the study. He said that many other variables could have contributed to these changes. He described the paper as “a very sophisticated piece of work,” contributing to research that has emerged recently showing that sensitivity to social media varies from person to person.
Over the last decade, social media has remapped the central experiences of adolescence, a period of rapid brain development. Researchers have documented a range of effects on children’s mental health. Some studies have linked use of social media with depression and anxiety, while others found little connection.
Without more information about other aspects of the students’ lives, “it is challenging to discern how specific differences in brain development are to social media checking,” said Adriana Galvan, a specialist in adolescent brain development at the University of California Los Angeles, who was not involved in the study.
Dr. Telzer, one of the study’s authors, described the rising sensitivity to social feedback as “neither good nor bad.” “It’s helping them connect to others and obtain rewards from the things that are common in their social world, which is engaging in social interactions online,” she said. This is the new norm,” she added. “Understanding how this new digital world is influencing teens is important. It may be associated with changes in the brain, but that may be for good or for bad. We don’t necessarily know the long-term implications yet.”
Adapted from: https://www.nytimes.com/2023/01/03/
T E X T
Social Media Use Is Linked to Brain Changes in Teens, Research Finds
The effect of social media use on children is a fraught area of research, as parents and policymakers try to ascertain the results of a vast experiment already in full swing. Successive studies have added pieces to the pu zzle, fleshing out the implications of a nearly constant stream of virtual interactions beginning in childhood.
A new study by neuroscientists at the University of North Carolina tries something new, conducting successive brain scans of middle schoolers between the ages of 12 and 15, a period of especially rapid brain development.
The researchers found that children who habitually checked their social media feeds at around age 12 showed a distinct trajectory, with their sensitivity to social rewards from peers heightening over time. Teenagers with less engagement in social media followed the opposite path, with a declining interest in social rewards.
The study has important limitations, the authors acknowledge. Because adolescence is a period of expanding social relationships, the brain differences could reflect a natural pivot toward peers, which could be driving more frequent social media use.
“We can’t make causal claims that social media is changing the brain,” said Eva H. Telzer, an associate professor of psychology and neuroscience at the University of North Carolina, Chapel Hill, and one of the authors of the study.
But, she added, “teens who are habitually checking their social media are showing these pretty dramatic changes in the way their brains are responding, which could potentially have long-term consequences well into adulthood, sort of setting the stage for brain development over time.”
A team of researchers studied an ethnically diverse group of 169 students in the sixth and seventh grades from a middle school in rural North Carolina, splitting them into groups according to how often they reported checking Facebook, Instagram and Snapchat feeds.
At around age 12, the students already showed distinct patterns of behavior. Habitual users reported checking their feeds 15 or more times a day; moderate users checked between one and 14 times; nonhabitual users checked less than once a day.
The subjects received full brain scans three times, at approximately one-year intervals, as they played a computerized game that delivered rewards and punishment in the form of smiling or scowling peers. While carrying out the task, the frequent checkers showed increasing activation of three brain areas: reward-processing circuits, which also respond to experiences like winning money or risk-taking behavior; brain regions that determine salience, picking out what stands out in the environment; and the prefrontal cortex, which helps with regulation and control.
The results showed that “teens who grow up checking social media more often are becoming hypersensitive to feedback from their peers,” Dr. Telzer said. Social sensitivity could be adaptive, showing that the teenagers are learning to connect with others; or it could lead to social anxiety and depression if social needs are not met.
“They are showing that the way you use it at one point in your life does influence the way your brain develops, but we don’t know by how much, or whether it’s good or bad,” said Jeff Hancock, the founding director of the Stanford Social Media Lab, who was not involved in the study. He said that many other variables could have contributed to these changes. He described the paper as “a very sophisticated piece of work,” contributing to research that has emerged recently showing that sensitivity to social media varies from person to person.
Over the last decade, social media has remapped the central experiences of adolescence, a period of rapid brain development. Researchers have documented a range of effects on children’s mental health. Some studies have linked use of social media with depression and anxiety, while others found little connection.
Without more information about other aspects of the students’ lives, “it is challenging to discern how specific differences in brain development are to social media checking,” said Adriana Galvan, a specialist in adolescent brain development at the University of California Los Angeles, who was not involved in the study.
Dr. Telzer, one of the study’s authors, described the rising sensitivity to social feedback as “neither good nor bad.” “It’s helping them connect to others and obtain rewards from the things that are common in their social world, which is engaging in social interactions online,” she said. This is the new norm,” she added. “Understanding how this new digital world is influencing teens is important. It may be associated with changes in the brain, but that may be for good or for bad. We don’t necessarily know the long-term implications yet.”
Adapted from: https://www.nytimes.com/2023/01/03/
“Suponhamos que ontem de manhã uma criança avistou Pedro pela primeira vez; Paulo, ao meio-dia, e Simão, à tarde. Essa mesma criança avistou Pedro outra vez hoje de manhã. Amanhã, ao avistar os primeiros raios de sol, ela imaginará imediatamente, que verá Pedro, pois é manhã; ao meio dia, imaginará que verá Paulo; e à tarde, ela imaginará que verá Simão. Essa sua imaginação será tanto mais constante quanto maior tiver sido a frequência com que os tiver avistado nesses horários e nessa ordem.”
SPINOZA, Benedictus de. Ética. Belo Horizonte: Autêntica,
2008. – Adaptado.
De acordo com o fragmento acima, quando a criança imagina que sempre às manhãs verá Pedro, aos meios-dias verá Paulo e, às tardes, Simão, significa que ela tem
Atente para o seguinte excerto, que se refere a uma querela entre duas concepções puras do Direito:
“A descoberta da natureza ou da distinção fundamental entre natureza e convenção é a condição necessária para o aparecimento da ideia de direito natural. Mas não é condição suficiente: todo o direito poderia ser convencional”.
STRAUSS, Leo. Direito Natural e história. Lisboa:
Ed.70, 2009, p. 81.
Assinale a opção que corresponde a essas duas concepções.
Em um laboratório, um estudante mediu o volume e a massa de 100 gotas de água, encontrando respectivamente os valores de 6,9 ml e 4,98 g. Assim, é correto afirmar que a ordem de grandeza do volume de uma gota somada à ordem de grandeza do número de moléculas de água em uma gota de água é
Dados: A massa molar da água é 18,02 e o número de Avogadro é 6,02. 1023.
Lentes são instrumentos ópticos muito comuns em nosso cotidiano, podemos encontrá-las em microscópios, telescópios, óculos, câmeras fotográficas etc. Dentre os tipos de lentes, existem as lentes esféricas, que podem ser convergentes ou divergentes. Sobre as propriedades das lentes esféricas são feitas as seguintes afirmações:
I. Lentes de bordas finas são sempre convergentes.
II. Lentes de bordas espessas podem produzir imagens reais e virtuais.
III. A convergência ou divergência das lentes são características determinadas pela relação entre seu índice de refração e o índice de refração do meio onde estão inseridas.
É correto o que se afirma em
Arquimedes foi um matemático, cientista e engenheiro que viveu na antiga cidade de Siracusa. Em um de seus nove tratados sobre a flutuação dos corpos, Arquimedes estabelece os fundamentos da hidrostática. De acordo com a lenda, é atribuída a Arquimedes a solução do problema posto por Hieron II de Siracusa, o de determinar se uma coroa confeccionada por um artesão era feita de ouro maciço ou possuía outro metal menos nobre em sua composição. É provável que Arquimedes tenha-se utilizado de uma balança hidrostática para resolver o problema da coroa, ao invés da versão popular da água transbordando na banheira. O problema em questão consiste em uma joia, confeccionada em ouro, que possui massa de 36 g quando medida no ar, ao passo que, quando imersa em água, cuja densidade é de 1g/cm³, possui massa aparente de 34 g. Suponha que outro metal menos nobre, prata, por exemplo, tenha sido misturado ao ouro na confecção da joia. Adotando para efeito de cálculo que a densidade do ouro e da prata valem, respectivamente, 20g/cm³ e 10g/cm³, a razão entre a massa de prata e a massa de ouro presentes na joia é de
Atente para o que diz o historiador David Landes sobre Geografia:
“A Geografia revela-nos uma verdade desagradável, a saber, que a natureza, assim como a vida, é desagradável e injusta ao distribuir seus benefícios; mais ainda, que não é fácil corrigir a parcialidade da natureza [...]. No entanto, seria um erro considerar a geografia destino. É possível diminuir ou evitar sua importância, embora invariavelmente isso tenha um preço [...]. Afastar ou ignorar o problema não fará com que ele desapareça nem nos ajudará a solucioná-lo”.
GALLUP, J. et al. "Geografia é destino?".
São Paulo: Ed. UNESP, 2007, p. 15.
A partir da leitura do excerto acima, é correto dizer que nele o historiador David Landes apresenta uma
