A review of studies examining the effects of artificial intelligence technologies on the cognitive abilities of preschool children
Light and shadows of digital reality. The image of the engineer in the 21st century
DOI:
https://doi.org/10.17072/2078-7898/2025-3-417-428Keywords:
artificial intelligence, cognitive abilities, preschool children, voice virtual assistants, adaptive games, media contentAbstract
Modern technologies based on artificial intelligence (AI), including voice virtual assistants, adaptive games with AI elements, media content created by generative algorithms, recommendation algorithms on video platforms all have become an integral component of the environment in which modern children grow and develop. Such forms of interaction have a stimulating effect on brain neuroplasticity, contributing to the activation of cognitive processes. At the same time, with an uncontrolled and excessive use of AI technologies, negative changes are possible. Thus, research into the influence of various forms of AI on cognitive abilities in preschool children is of scientific relevance. The study is based on a review of 14 full-text articles for the period 2020-2025. The research area includes 5 topics: the impact of AI on the cognitive development of preschoolers, indirect connection with executive functions, the impact of AI on speech development, comparison of interactions with and without AI, and assessment of the risks of using AI. The results obtained indicate that voice virtual assistants demonstrate a positive effect on the speech development in preschoolers when used under control on the part of adults, but often make errors when recognizing speech. AI-based gaming technologies are characterized by a dual impact: on the one hand, they contribute to positive changes in the cognitive development of children, on the other hand, they also require targeted adult participation, this providing and ensuring interpretation, support, and adaptation of the gameplay. Media content generated by AI algorithms is associated with a number of potential risks, including sensory overload, decreased concentration, and impaired thinking. The conclusions emphasize the need for a balanced approach that includes adult control. Further longitudinal studies are needed to assess the long-term impact of AI. The paper emphasizes the importance of developing ethical and legal standards to protect children’s data and ensure their psychological well-being. The results may be useful for psychologists working with preschool children and their parents, clinical psychologists and neuropsychologists involved in the diagnosis and correction of possible cognitive development disorders associated with the digital environment.References
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