Recently, we attended an online webinar addressing how technology impacts youth brain development. As a family with a personal history of navigating brain-related challenges, this topic resonates deeply with us. Our deep interest in this area stems from our experiences, particularly the journey of understanding the effects of motor-skill performance and psychological development on a family member who experienced a brain injury as a newborn.
The presenter, a Ph.D. clinical psychologist specializing in addiction, shared insights into youth brain development. While much of the presentation aligned with what we’ve learned over the past three decades, a particular claim about the “dopamine dump” related to technology use caught our attention – and not in a good way.
The presenter opined that the dopamine release from technology use mirrors that of substance addictions like heroin or cocaine. In fact, this presenter stated that they were seeing more debilitating effects from tech overuse than from some substance addictions. This assertion was supported by a number of slides , including a slide showing an MRI image that allegedly illustrated the dopamine release from mother-child interactions. This slide was used as an example of how things that trigger good feelings, like playing video games, using social media, or a hug from a parents (just like drugs) also trigger dopamine release in both adults and infants. Here’s the MRI image that was used to support this claim:
Our research into the origin of this MRI picture revealed that it is often cited in various online discussions to illustrate the release of dopamine or oxytocin. (1)(2)
Here’s where the red flags began to wave:
1/ Unverified MRI Evidence
The MRI image lacked a citation. In scientific discourse, any claim, especially one as significant as this, should be backed by peer-reviewed research citations that were present on several of their presentation slides, but not all – the MRI picture above did not include a citation.
Note – this is something that we have seen before when it comes to using un-cited brain scan images in discussions surrounding the effects of technology on teen brains (3)
After researching the origin of the above noted MRI, we discovered is was first published in an 2015 article in the Smithsonian Magazine titled, “Why I Captured This MRI of a Mother and Child”, which had nothing to do with dopamine (4) Here’s the original MRI image:
Notice that there are no glowing orange hot spots in the original MRI – they were artificially added at some point by some unknown person. In other words, the MRI picture in the presentation was NOT the original, it was a doctored version.
2/ Misrepresenting Dopamine Science
Leading psychologists and neuroscientists specializing in dopamine have debunked the idea of what some call technology addiction and how it parallels substance addiction in terms of neurochemical impact. While it’s true that dopamine is involved in the reward and pleasure systems of the brain, as well as other brain functions, the notion that the debilitating effects of technology use on dopamine rival those of narcotics such as cocaine, heroin, or methamphetamines oversimplifies a complex biological process. Such comparisons can distort public understanding and fuel unwarranted fear surrounding the use of technology by our kids. (5)
3/ Misrepresenting Vestibular System Development
The presenter also mentioned hearing from educators who reported anecdotal observations of kindergarten students falling when they stood up from their desks. The presenter attributed this to underdeveloped vestibular systems, suggesting that increased screen time and sedentary behaviour was responsible for hindering brain development necessary for activities like walking – something that we have heard before and have researched. However, no evidence-based citation was provided to support this claim. For context, vestibular development refers to the growth of the system responsible for balance, spatial orientation, and coordination. Located in the inner ear, this system helps individuals sense their body’s position in space and adjust movements accordingly to maintain balance.
However, the claim made by the presenter doesn’t necessarily align with all the existing research. A 2023 study titled “Effect of digital screen usage on the visual-vestibular system interaction” found:
“There is no conclusive evidence that digital screen usage directly affects the peripheral or central vestibular systems. However, the decrease in DVA in individuals who use digital screens for more than 6 hours may be related to the effects of digital screen exposure on the visual-vestibular system.” (6)
On the other hand, some research does shows a small correlation. A 2024 study, “The effects of screen time on balance in adolescents,” noted:
“The increase in the time spent in front of the screen may negatively affect balance functions of children and adolescents.” (7)
The research on how technology impacts a youth’s vestibular system is controversial at best, and still inconclusive. To tell parents that technology prevents the brain from developing in ways that will affect walking because children are too accustomed to sitting and watching screens is a fear-based narrative that lacks academic rigour and does not reflect ALL the current evidence-based research. Although this may be their opinion, there are others who specifically study this field that would strongly disagree – both sides should be shared with parents and caregivers, rather than cherry picked research to support a narrative, so that parents and caregivers can make an informed decision based on all the research available to date specific to the use of technology by their kids.
To be fair, the presenter made valuable points about the stages of brain development from infancy to adolescence that were based on current brain research that they made easily understandable. This nuanced understanding is crucial for parents and caregivers seeking to guide their children in today’s onlife world and something that we applaud this presenter for. However, the misleading claims about dopamine and social media addiction, the use of a previously doctored MRI scan to support a narrative, and their opinion on vestibular system development diminished the credibility of the presentation. When experts make dramatic statements about technology, ask for sources. Peer-reviewed academic research citations should underpin assertions, especially those that provoke strong emotional responses in parents and caregivers.
When it comes to technology and its effects on developing teen brains, it’s essential to question narratives – even when they come from someone with a Ph.D. While expertise and credentials lend weight to discussions, they do not exempt anyone from the responsibility of ensuring claims are accurate, well-supported, and grounded in reliable and repeatable evidence-based research.
The use of a previously altered MRI image, oversimplified explanations of dopamine science, and the failure to fully disclose research on vestibular system development in youth related to technology use in the webinar we attended highlight the need to critically evaluate such claims. Alarmist comparisons between technology use, substance addiction, and motor skill performance, particularly when lacking strong evidence, can mislead parents and policymakers, ultimately stalling meaningful discussions about how technology and internet use affect youth brain development both in a negative or positive way.
Fortunately, we have a strong foundation in the research on these topics, enabling us to identify these inconsistencies and share them with our audience. However, most parents and caregivers do not, which means they would have left this webinar with some misleading information to guide their decision-making about their child’s use of technology and the internet that was more fear-based and not evidence-based. In fact, this is something we witnessed first hand in some of the fear based questions that were spawned and asked in this webinar because of what this presenter had shared.
As parents, caregivers, and educators, our goal should be to foster informed, balanced discussions about technology. By emphasizing evidence-based practices over fear-driven narratives, we can better support young people in navigating the onlife world with resilience, understanding, and a focus on positive engagement.
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
References:
1/ https://x.com/CulturalMaverik/status/1178520832584437762
2/ https://www.tiktok.com/@beatrizgil79/video/7281195365125131553
3/ https://thewhitehatter.ca/blog/why-context-is-important-to-prevent-misinformation/
4/ https://www.smithsonianmag.com/science-nature/why–captured-MRI-mother-child-180957207/
5/ https://thewhitehatter.ca/dopamine-facts-vs-fear/
6/ https://link.springer.com/article/10.1186/s43163-023-00506-z
