The LG G3 Is To Be One Of The First Devices To Have A 2K Screen
Tomi Fausey
One of the earliest electronic displays is the cathode-ray tube (CRT), which was first demonstrated in 1897 and made commercial in 1922.[1] The CRT consists of an electron gun that forms images by firing electrons onto a phosphor-coated screen. The earliest CRTs were monochrome and were used primarily in oscilloscopes and black and white televisions. The first commercial colour CRT was produced in 1954. CRTs were the single most popular display technology used in television sets and computer monitors for over half a century; it was not until the 2000s that LCDs began to gradually replace them.
Mobile first design is important for customer engagement. Mobile devices are at the forefront of the digital revolution that has taken place in the last decade. With approximately 54% of overall web traffic coming from mobile devices, a mobile-first approach has taken hold of the marketplace.
Widespread usage of mobile devices to access the web has led to new development methods like mobile-first design which encourages mobile-friendly web design. This guide will help you incorporate the mobile first design strategy for building device-friendly apps and websites that keep mobile user experience a priority.
Prioritizing design for mobiles makes sense as there are space limitations in devices with smaller screen sizes, and teams need to ensure that the key elements of the website are prominently displayed for anyone using those screens.
Mobile devices have become an integral part of the present web landscape and will continue to be vital for the future as well. As mentioned in the beginning, mobile contributes to approximately half of the overall web traffic.
When it comes to mobile-first design, designers must bear in mind the fact that content is the key. As there are space restrictions on smaller screens, web designers must ensure that the most critical elements are prominently displayed since those are the ones users will actively look for.
Increasing numbers of web users across the globe have shifted from desktop to mobile devices for accessing the web and the trend shows no sign of stopping. Consequently, it makes sense for designers to develop websites keeping the mobile audience as a priority.
However, adverse executive and academic outcomes may be confounded by the poorer attention and focus from multitasking behaviors rather than solely from screen media overuse, and more research is necessary to tease out this relationship. Language development has received the majority of emphasis in studies on screen usage and cognitive development in young children, whereas other cognitive development domains including executive skills have received less attention [10]. Thus, there are significant, albeit indirect, effects of screen media use on cognitive development in children [2].
The early years of childhood are crucial for acquiring language skills and children develop various aspects of language, including vocabulary and phonology [11]. These skills are acquired through interactions with adults [11]. Numerous studies have highlighted the significance of human interaction, particularly the frequency and quality of exchanges between adults and children, in the development of language skills [12]. However, there is a growing concern that screen time diminishes the quantity and quality of interactions between children and their parents, resulting in fewer chances for the child to practice and develop their language abilities [11]. The relationship between screen time and speech and language development is complex, and there are multiple factors that should be taken into account [13]. The impact of screen viewing is predominantly influenced by contextual factors rather than the sheer amount of time spent watching [14]. The context encompasses several aspects, such as the behavior exhibited by adult caregivers during screen time, the appropriateness of the content for the child's age, and the level of interactivity provided by the screen [14]. Increasing the amount of screen time at an early age has negative effects on language development [13]. However, beginning screen time at a later age has some potential benefits [13]. The characteristics of videos, their content, and co-viewing also play a role in influencing language development [13]. However, other studies have reported negative effects on speech, language, motor skills, cognitive development, and social development [13].
While it is true that screens have become ubiquitous in homes and are increasingly integrated into school systems, it is crucial to educate caregivers of children under the age of three years about the potential risks associated with prolonged screen exposure in inappropriate contexts [14]. The current findings suggest that future research should investigate the screen time patterns of the entire family and explore the cumulative impact of both children's and parents' total screen time on language skills, specifically focusing on lexical skills [11]. In addition to providing guidance, it is crucial to offer families alternative options to media use that promote positive development, such as parent-child play activities [16]. These alternatives should be made available in pediatric practices and early childhood centers to support families in creating enriching and interactive experiences with their children [16].
In recent years, the concept of screen time has become more complex, with a wide range of electronic devices available worldwide [17]. The advancement of technology in recent years has led to increased screen-based technology usage among young people, coinciding with a decrease in their engagement with nature and impacting their mental health and overall well-being [18]. Research has shown negative associations between screen time, particularly television viewing, and the development of physical and cognitive abilities. Additionally, screen time has been linked to obesity, sleep problems, depression, and anxiety [17]. The specific physiological mechanisms underlying the adverse health outcomes related to screen time, as well as the relative contributions of different types of screens and media content to these outcomes, are still not fully understood [17]. However, studies in very young children indicate that screen usage is an independent risk factor for reduced psychological well-being. One study shows that increased TV exposure between six and 18 months of age was associated with emotional reactivity, aggression, and externalizing behaviors [17]. Few studies indicate that higher screen time at the age of four years is associated with lower levels of emotional understanding at the age of six years. It also reveals that having a television in a child's bedroom at the age of six years predicts lower levels of emotional understanding at eight years [19]. Gaming was associated with lower levels of emotional understanding in boys but not in girls. This suggests that different types of screen activities may have distinct effects on the emotional development of children based on their gender [19].
Computer use and video gaming, but not television viewing, were shown to be connected with more severe depressive symptoms when looking at the effects of various types of screens. Video gaming, in particular, is correlated with the severity of anxiety [17]. These findings align with other studies showing a cumulative impact of high screen time on symptoms, with more pronounced effects emerging during early adolescence and beyond [17]. Screen time-induced poor sleep, nighttime use of digital devices, and dependency on mobile phones have been associated with depressive symptoms [20]. Sleep issues, excessive screen time, and exposure to content that is violent and fast-paced trigger dopamine and reward pathways in the brain, all of which have been associated with attention-deficit/hyperactivity disorder (ADHD)-related behavior [20]. Early and persistent exposure to violent content raises the chance of engaging in antisocial behavior [20]. Psychoneurological effects of addictive screen time use include a decrease in social coping skills and the development of craving behaviors resembling substance dependence [20]. Structural changes in the brain related to cognitive control and emotional regulation have been observed in individuals with addictive digital media behavior [20].
It is worth noting that screens can also have positive educational and informational benefits [17]. For example, many schools are effectively using blogs as educational tools to improve written English, and the Internet provides access to health resources, including information on sexually transmitted infections and mental health [17]. Starting around the age of two years, high-quality television programs that are designed for specific educational purposes can serve as an additional means for early language and literacy development in children [21]. Such programs can also support cognitive development, promote positive racial attitudes, and encourage imaginative play [21]. High-quality content can enhance social and language skills for all children aged two years and older, particularly for those who are living in poverty or facing other disadvantages [21]. The presence of smartphones blurs the boundaries between work and home life, making timing unpredictable, and frequently requiring emotional investment to respond to them [21]. These findings emphasize the potential negative consequences of excessive screen exposure during early childhood, particularly when screens are present in a child's personal space, such as their bedroom [19]. This study emphasizes the significance of face-to-face interaction, especially with primary caregivers, in promoting the development of social-emotional competence in young children [19]. Further research is needed to investigate the mechanisms underlying the connection between screen time and developmental vulnerabilities [22].
N.D. and N.M. conceived and planned the study in the context of a larger study on COVID-19 and language development (Kartushina et al., 2021, see details on author contributions there). N.D. and N.M. created the materials for the questionnaire on screen time. C.B., N.D. and N.M. managed the project. N.M. wrote the preregistration with comments from S.A., H.A., M.B., C.B., T.H.K., J.M. and J.S. N.D., K.A., A.A., H.A., S.A., C.D., C.K., N.G.G., S.G., N.H., T.H.K., J.K., N.K., J.M., J.S. and N.M. collected data for the manuscript and N.D., S.A., C.D., C.K., N.G.G., S.G., N.H., T.H.K., J.S. and N.M. collected additional data on screen time for the manuscript. C.B. and R.M. preprocessed the data. C.B., J.M., R.M. and N.M. analysed the data and created visualizations. N.M. took the lead in writing the manuscript with significant contributions from N.D., K.A., H.A., S.A., M.B., C.B., C.D., N.G.G., S.G. and J.K. A.A., H.A., K.A., C.B., J.K. and N.M. edited and prepared the manuscript for submission. All authors provided critical feedback and commented on the manuscript. C.B., S.A., H.A., J.K., R.M. and N.M. revised the manuscript after the first round of reviews.
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