For example, internet‐based intervention proved to be a useful learning tool for health professions in a meta‐analysis (Cook et al., 2008). The internet can be a useful learning tool. Studies on the internet have been conducted in diverse fields, as the contents of internet activity can vary, reflecting the diverse information available online. Thus, the impact of this daily habit of children has become the focus of many studies, mainly cross‐sectional ones. In the modern age, children spend a significant amount of time on the internet (Jackson et al., 2006). In conclusion, frequent internet use is directly or indirectly associated with decrease of verbal intelligence and development to smaller gray matter volume at later stages. These areas involve areas related to language processing, attention and executive functions, emotion, and reward. Although there were no significant associations in cross sectional analyses, a higher frequency of internet use was found to be associated with decrease of verbal intelligence and smaller increase in rGMV and rWMV of widespread brain areas after a few years in longitudinal analyses. Here, we cross sectionally examined the effects of the frequency of internet use on regional gray/white matter volume (rGMV/rWMV) and verbal intelligence as well as their longitudinal changes after 3.0 ± 0.3 (standard deviation) years in a large sample of children recruited from the general population (mean age, 11.2 ± 3.1 years range, 5.7–18.4 years). However, the effects of daily internet use on the development of verbal intelligence and brain structures have not been investigated. Excessive internet use is shown to be cross sectionally associated with lower cognitive functioning and reduced volume of several brain areas.
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