During typical childhood interactions with screen-media, input is dominated by visual signals, with a likely reduction in haptic, proprioceptive, and fine motor domains. We present the first study to investigate sensorimotor skills in a detailed manner, using a two-year longitudinal design on a sample of 117 preschool children. We measured screen-time and sensorimotor development in a differentiated manner, including measures of fine motor skills (FMS), haptic, proprioceptive, visual-haptic integration, and visual-shape discrimination. Further, we accounted for vocabulary, working memory and the purpose of media use (learning vs. entertainment; active vs. passive) via a parent-report questionnaire and a novel child-administered Media-Titles Test. Results indicated that, generally, media usage was associated with worse haptic and FMS, but better visual-shape discrimination. Visual-haptic integration and proprioception were not predicted by screen-media. Findings are discussed in terms of the differential effects of screen-media on sensorimotor skill.

在儿童期与屏幕媒体进行的典型交互中，输入以视觉信号为主，可能会减少触觉，本体感受和精细运动区域。我们对117名学龄前儿童进行了为期两年的纵向设计，提出了一项详细研究感觉运动技能的研究。我们以不同的方式测量了屏幕时间和感觉运动的发展，包括对精细运动技能（FMS），触觉，本体感觉，视觉-触觉整合以及视觉形状辨别力的测量。此外，我们通过家长报告调查表和新颖的由儿童管理的媒体标题测试来说明词汇，工作记忆和媒体使用的目的（学习与娱乐；主动与被动）。结果表明，一般而言，媒体使用与较差的触觉和FMS相关，但更好的视觉形状辨别力。屏幕媒体无法预测视觉-触觉的融合和本体感觉。根据屏幕媒体对感觉运动技能的不同影响来讨论研究结果。