questionnaire: use of mobile phone, current ownership, current use, age when starting use, average number of calls per week, average number of received calls per week, average number of text messages (SMS) per week
7th grade students of secondary schools
2005 - 2006
students with known cognitive disorder and those receiving medication known to impair or alter cognitive function
Statistical analysis method:
multiple linear regression analysis
ethnicity (languages other than English spoken at home). handedness and school
Conclusion (acc. to author)
299 children (94 %) had used a mobile phone and 243 (77 %) had their own phones. Students who reported more voice calls per week demonstrated shorter response times for the simple and associative learning tasks but less accurate responses to the working memory and associative learning tasks. Signal detection and movement monitoring/estimation were not related to the total number of calls per week. The completion time for Stroop test was longer for those students reporting more mobile phone calls. The findings were similar for total SMS messages per weak suggesting these cognitive changes were unlikely due to radiofrequencyexposure. The authors concluded that mobile phone use was associated with faster and less accurate responding to higher level cognitive tasks. Theses behaviours may have been learned through frequent use of a mobile phone.
Study funded by
National Health and Medical Research Council (NHMRC), Australia
Australian Centre for Radiofrequency Bioeffects
Comments on this article
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