Neuropsychological foundations of cognitive development in the digital age: Risks and opportunities

Abstract

This article examines the influence of digital technologies on the cognitive development of children and adolescents from the perspective of modern neuropsychology. Objective. The study is a systematic analysis of contemporary neuropsychological data on the impact of digital technologies on the cognitive development of children and adolescents. It aims to identify the main risks and opportunities, and to develop evidence-based recommendations for optimizing digital educational tools. Materials and Methods. The study involved a systematic analytional journals between 2020 and 2025. Searches were connisms, and non-peer-reviewed publications were excluded. The final list for analysis included 47 studies, comprising 23 neuroimaging investigations, 12 longitudinal studies, 8 experimental intervention studies, and 4 systematic reviews. Analysis of recent neuroimaging and longitudinal data reveals both beneficial effects of well-designed digital interventions on working memory and problem-solving skills, and risks associated with excessive screen use, including attention fragmentation and deficits in inhibitory control, with executive functions appearing particularly vulnerable. Particular emphasis is placed on changes in frontoparietal network connectivity within multitasking digital environments. The study proposes a conceptual framework for optimizing digital educational tools. It argues for the synchronization of content complexity with developmental stage, implementation of adaptive systems capable of dynamic adjustment to individual cognitive developmental profiles, and a balanced media diet — an optimal mix of digital content types, integration of digital and traditional learning formats to promote harmonious cognitive development, and scientifically-informed parental mediation in digital education.