ArticleEuropean journal of pediatrics2024
Associations between sedentary types, sedentary patterns and cognitive ability in preschool children.
Article in European journal of pediatrics, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- Within-Person Longitudinal Associations Between Obesity-Related Eating Behaviors and Physical Activity Among Older Adults: A Three-Wave Random-Intercept Cross-Lagged Study.Healthcare (Basel, Switzerland) · 2026Article
- 24-hour movement behaviors and cognitive ability in preschool children: A compositional and isotemporal reallocation analysis.PloS one · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
Abstract
The preschool years are a critical period for developing cognitive abilities such as reasoning, memorization, comprehension, quick thinking, and problem-solving. Sedentary behavior (SB) is known to be associated with cognitive development in preschool children. However, limited research has focused on how different types of SB (active, passive) and sedentary patterns (bouts, breaks) affect preschool children's cognitive abilities. This cross-sectional study aimed to investigate: (1) the relationship between sedentary types and preschoolers' cognitive abilities; and (2) the relationship between sedentary patterns and preschoolers' cognitive abilities. Preschoolers aged 3 to 6 years (n = 353) were recruited from 5 kindergartens in Changsha, Hunan, China. Sedentary types were reported by parents, sedentary patterns were measured by preschoolers wearing an ActiGraph wGT3X-BT for seven consecutive days, and cognitive abilities were assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV). The relationships between variables were analyzed using multiple linear regression models. Non-screen-based active SB was associated with higher full-scale IQ and fluid reasoning index in boys and higher visual spatial index in girls. Screen-based active SB was negatively associated with overall cognitive ability. Passive SB potentially had a negative effect on overall cognitive ability, but screen-based passive SB was positively associated with higher fluid reasoning indices in girls. Preschoolers' cognitive ability was positively associated with sedentary breaks, but not with sedentary bouts.
conclusionsNot all types of SB are equal when examining optimal cognitive development in preschoolers. Frequent breaks from sedentary time were associated with better cognitive development. Encouraging more frequent breaks to interrupt prolonged SB may be a viable strategy for reducing sedentary time to promote optimal cognitive development. These findings should be further validated in larger prospective studies. WHAT IS KNOWN: • Sedentary behavior is not advantageous for cognitive development. WHAT IS NEW: • Not all types of sedentary behavior are harmful. • Active sedentary behaviors are beneficial to overall cognitive development, but screen-based active sedentary behaviors may negatively impact some areas of cognitive performance. • Cognitive abilities in preschoolers are associated with sedentary breaks, but not with sedentary bouts.
Indexed as
Identifiers
39387906What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.