The associations between children’s working memory capacity and self-reported screen time.

<p>Abbreviations: OR, odds ratio; CI, confidence interval.</p>a<p>IED measures sifting and flexibility of attention and was categorized as 1 children who completed the test and 0 children who did not completed the test.</p>b<p>Self-reported viewing of television, playing of computer/video games and use of computer (other than playing) are expresses as h/day.</p><p>Model has been adjusted with gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education.</p

The associations between children’s cognitive processes and objectively measured physical activity, sedentary time and self-reported screen time.

<p>Abbreviations: B, estimate; SE, standard error; CI, confidence interval; p, P-value; MVPA, moderate to vigorous physical activity.</p>a<p>RTI measures children’s reaction time and speed of response to a visual target in milliseconds, where faster time indicates better performance.</p>b<p>MVPA measured with the ActiGraph accelerometer using a cut-off value of 2,296 counts per minute and expressed as min/day.</p>c<p>Sedentary time measured by the ActiGraph accelerometer using a cut-off value of 100 counts per minute and expressed as percentage of daily monitoring time (%/day).</p>d<p>RVP measures the sustained attention. The score of this task is RVP A’, where range is 0.00 to 1.00; bad to good.</p>e<p>SSP measures length of the visuospatial working memory span. The score of this task is the maximum number of items that the child can successfully reproduce.</p>f<p>Self-reported viewing of television, playing of computer/video games and use of computer (other than playing) are expresses as h/day.</p>g<p>P-values for parameter estimates.</p><p>Models have been adjusted with gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education.</p

Objectively measured physical activity and performance in attentional reaction time test.

<p>This figure presents the estimation results of the model for the associations of objectively measured moderate to vigorous physical activity (MVPA), sedentary time (SED) and the Reaction Time (RTI) test. Standardized parameter estimates and standard errors are presented. For structural equation modeling, three subscales of the RTI (RTI 1, RTI 2, RTI 3) (divided by 10) were formed from 15 patterns of RTI. The RTI test result is in milliseconds, where faster time indicates better performance. Confounding factors, gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education (yes) were taken into account. Highly correlated objectively measured MVPA and sedentary time were added to the model as latent variables.</p

Sample characteristics according to gender and overall participants.

<p>Abbreviations: SD, standard deviation; MVPA, moderate to vigorous physical activity; PRM, Pattern Recognition Memory; SSP, Spatial Span; RTI, Reaction Time; RVP, Rapid Visual Information Processing; IED, Intra-Extra Dimensional Set Shift.</p>a<p>P-values for the gender differences (T-test).</p>b<p>A’ indicates the result in RVP test. The scale is 0.00–1.00, whereas 0.00 indicates a poor result and 1.00 a good result.</p>c<p>MVPA measured with the ActiGraph accelerometer using a cut-off value of 2,296 counts per minute.</p>d<p>Sedentary time measured by the ActiGraph accelerometer using a cut-off value 100 counts per minute and expressed as percentage of daily monitoring time (%/day).</p

Summary of the CANTAB tests used to measure different dimensions of cognitive function.

<p>Summary of the CANTAB tests used to measure different dimensions of cognitive function.</p

Objectively measured sedentary time and performance in sustained attention test.

<p>This figure presents the estimation results of the model for the associations of objectively measured MVPA, sedentary time (SED) and the Rapid Visual Information Processing (RVP) test. Standardized parameter estimates and standard errors are presented. The RVP (multiplied by 10) of the three blocks of the test (RVP 1, RVP 2, RVP 3) were used as indicator variables in the structural equation modeling. The scale for the RVP test result (A’) is 0.00–1.00, where 0.00 indicates a poor result and 1.00 a good result. Confounding factors, gender (female), the highest level of parental education (tertiary level) and child’s need for remedial education (yes) were taken into account. Highly correlated objectively measured MVPA and sedentary time were added to the model as latent variables.</p

Regression analysis of education level and accelerometer-measured physical activity and sedentary time on weekdays and weekend days.

<p>Regression analysis of education level and accelerometer-measured physical activity and sedentary time on weekdays and weekend days.</p

Classes identified through the LCA with goodness-of-fit statistics (<i>n</i> = 5538).

<p>Classes identified through the LCA with goodness-of-fit statistics (<i>n</i> = 5538).</p

Classes formed based on physical activity and sedentary time by education level in young adults (<i>n</i> = 512).

<p>The colours denote the percentages of the class sample in class C1 (Inactive), C2 (Lightly active), C3 (Moderately active), C4 (Highly active) and C5 (Very highly active).</p

Characteristics of the ESTER study participants.

<p>Characteristics of the ESTER study participants.</p