The increased adoption and dependence of electronic devices have potential implications on parent–child relationships, including parental responsiveness. Few studies have examined the association between parent–child technology interference and developmental outcomes. The objective of this study was to examine the associations between parent–child technology interference and cognitive and social–emotional development in preschool-aged children (3–5 years).

中文翻译：

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亲子技术干预与学龄前儿童认知和社会情感发展的关系

电子设备的日益普及和依赖对亲子关系（包括父母的反应能力）有潜在影响。很少有研究考察亲子技术干预与发展结果之间的关联。本研究的目的是检查亲子技术干预与学龄前儿童（3-5 岁）认知和社会情感发展之间的关联。