Brain Rot, TikTok, Learning, and Attention Spans//Sarah Shepherd PhD

Summary

Healthy Screen Habits Podcast
Episode: Brain Rot, TikTok, Learning, and Attention Spans - with Sarah Shepherd, PhD
Host: Hillary Wilkinson
Guest: Sarah Shepherd, PhD
Date: May 20, 2026

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Episode Overview

In this episode, host Hillary Wilkinson welcomes developmental psychology researcher Dr. Sarah Shepherd to explore how modern digital media, particularly overstimulating and TikTok-style content, is impacting children’s attention, learning, and overall development. The conversation unpacks the latest research on “brain rot,” adaptive attentional bandwidth, and the influence of socio-economic status on digital media exposure—offering practical tips for nurturing healthy screen habits in families.

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Key Discussion Points & Insights

1. The False Link between Screen Engagement and Learning

• Challenging Conventional Wisdom: Dr. Shepherd’s research reveals that high engagement with a screen does not always indicate deeper learning—especially for children.
  • Quote: “We actually tested, when you get a kid to really pay more attention to a screen, do they learn more? And we actually found that the more they paid attention...they learned less from those videos.” — Sarah Shepherd [03:35]
• The Overstimulation Effect: Fun, colorful, fast-paced videos often overstimulate kids, distracting from meaningful learning and potentially harming attentional development.

2. Overstimulation and Attention Systems in Children

• Kids vs. Adults: Young children lack the executive function adults use to filter or redirect their attention. Overstimulating media “hacks” into their developing systems, making it difficult to focus on less visually intense but more valuable activities.
  • Quote: “These digital media companies...have some of the greatest minds in the world who know how to capture attention...It’s kind of this race to the bottom to, like, who can capture the most attention.” — Sarah Shepherd [05:50]
• Automatic Engagement: Because shifting attention away from screens is harder for kids, they may prefer the "online playground" even over exciting real-life experiences (e.g., Disneyland, concerts).

3. The Problem with ‘Bright and Shiny’

• Intrusion on Natural Development: Eye-tracking research shows children usually focus on what helps them learn—until “bright and shiny” media hijacks their attention.
  • Quote: “It might actually create conflict with, with their ability to shift and look at stuff that’s useful for their learning.” — Sarah Shepherd [09:18]
• Potential to Block Growth: Overstimulating media may limit kids’ ability to discover their own talents and interests—creating “experience blockers.”

4. The 'Brain Rot' Effect and Adaptive Attentional Bandwidth

• Origin of 'Brain Rot': Shepherd’s research builds on undergraduates' descriptions of using “brain rot”—watching split-screen TikTok-style videos to study.
  • Quote: “Students who engage more with that kind of content...learn better from it, but they learn worse from traditional media.” — Sarah Shepherd [14:37]
• Consequences: Exposure to rapid, dual-tasking media may nudge attentional systems to crave stimulation, making traditional learning (like reading or classroom instruction) harder.
• Analogy: The need for stimulation is likened to adults needing background noise to focus, but amplified for digital natives.

5. Equity Concerns: Screen Content and Socio-economic Disparities

• ‘Visual Flicker’ Gap: Shepherd notes that free content (e.g., YouTube) often contains more rapid visual changes and less educational depth than paid media, disproportionately affecting lower-income families.
  • Quote: “We found that the content that lower-income families have access to...is actually more likely to be overstimulating.” — Sarah Shepherd [20:17]
• Potential Harm: This digital “junk food” could compound existing educational gaps by “dispreparing” children for focused, in-person learning.

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Notable Quotes & Moments

• On Overstimulated Environments:
  “There were kids in the crowd in front of me that were choosing to scroll over, focusing on what was going on on stage, live, right in front of them. Like, what?” — Hillary Wilkinson [04:41]

• On Passive Content Consumption:
  “It’s a different sort of kind of turning off your brain, so to speak.” — Sarah Shepherd [07:57]

• On the Need for Quality Content:
  “We really need to start having these conversations...to make better stuff for kids.” — Sarah Shepherd [11:00]

• On Deep Focus and Classroom Challenges:
  “I already get the feedback from many of our friends in education...Me at the...whiteboard is never going to do it for these kids anymore. Like unless I had, you know, fireworks going off behind me.” — Hillary Wilkinson [18:52]

• On Digital ‘Food Deserts’:
  “Lower income families not having access to the more in-depth, slower-paced...nature channel type stuff is the equivalent of the urban food deserts that we see.” — Hillary Wilkinson [21:38]

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Practical Takeaways & Recommendations

[23:49] Sarah Shepherd’s Healthy Screen Habit

• Tip: Prioritize quality over quantity of screen time, especially for little kids who are developing attentional systems.

  • Quote: “Thinking about the quality of the screen time and what kids are watching rather than just how much time they’re getting on these screens, especially for little kids, is super important.” — Sarah Shepherd [23:52]

• Examples of Quality, Low-Stimulation Content:

  • Bluey, Trash Truck, Arthur, classic Disney content, and PBS shows
  • Avoid highly overstimulating shows like Cocomelon

• Tool Announcement: Common Sense Media is releasing a tool to help parents analyze the stimulation level in children’s content.

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Important Timestamps

• 01:20 — Sarah Shepherd’s background and motivation
• 02:59 — Findings: Engagement ≠ Learning
• 04:45 — Live event example: kids prefer screens over real-world excitement
• 07:45 — The “online playground” is comfortable for kids
• 09:18 — How overstimulation conflicts with natural learning drives
• 13:18 — Introduction of ‘brain rot’ and adaptive attentional bandwidth
• 15:36 — Traditional vs. highly stimulating content: impact on learning
• 20:15 — Equity implications: content accessed by lower-income families
• 23:49 — Sarah’s practical healthy screen habit
• 25:01 — Specific recommendations for healthier screen content

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Conclusion

Dr. Sarah Shepherd’s research calls for a critical reevaluation of not just how much screen time children have, but what kind. Overstimulating, fast-paced “brain rot” content can impair developing attention systems, potentially creating long-term challenges for learning and focus—challenges multiplied for children with less access to high-quality digital resources. For families and educators, the focus should shift from screen quantity to screen quality, seeking out slower, narrative-rich content that supports sustained engagement and healthy development.

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For additional resources and a full transcript, visit HealthyScreenHabits.org.

Transcript

[Sarah Shepherd]

We found that the content that lower income families have access to and that we know they're watching more of is actually more likely to be overstimulating.

[Podcast Host]

Welcome to the Healthy Screen Habits podcast.

[Hillary Wilkinson]

I'm Hillary Wilkinson.

[Podcast Host]

Whether you're starting your parenting journey with

[Hillary Wilkinson]

a newborn or looking to connect with

[Podcast Host]

your teen on technology, let's learn some new Healthy screen habits together.

[Narrator/Ad]

Foreign.

[Hillary Wilkinson]

Attention learning and digital media are all areas of specialty for today's guest. She has published empirical work on over stimulation in children's media and the effects of that tick tock style content that we are inundated with on young adults learning and attention. All of these areas are kind of getting huge amounts of media coverage right now as we see sweeping bands of laptops and tech in classrooms being regulated. I'm super interested to hear what the latest and greatest research is on this. Welcome to Healthy Screen Habits. Sarah shepherd hi.

[Sarah Shepherd]

Thank you so much for having me. It's great to be here.

[Hillary Wilkinson]

I'm super excited you're here. Sarah. The topic of learning and the role tech has to play in educational settings is a super hot one. I'm sure you probably don't even tell people exactly what it is that you do unless you want to get embroiled in massive conversation. But what, what made you want to explore it?

[Sarah Shepherd]

Yeah, I actually started off as a preschool teacher for my first job and seeing how kids engage with tech has been super formative to like the way that I think about my relationship with screens. You know, like, huh, If I don't want this three year old to be sitting here on their screen at preschool time, like maybe I shouldn't be on mine all day either. Like, what is this doing to my brain? Which really spurred me on to do my PhD in these topics, thinking about how these devices might be shaping our attention, right? Not just the moment to moment stuff that we're thinking about, but does it change the way that our attention system Adapts? Does watching TikTok made you need more? Especially with little kids who are still learning how to control their attention and develop their attention.

[Hillary Wilkinson]

Your research challenges this sort of core consumption in ed tech and media that if a kid is glued to a screen, they must be learning from it. And what did you actually find out about this relationship with the engagement of digital media and learning?

[Sarah Shepherd]

We all know that attention is like required for learning, right? You can't learn something if you're not paying attention to it. But as tech has kind of changed to try and capture more and more engagement, right? Most platforms rely on engagement metrics to, you know, suggest top content or drive ad revenue. Right. The more views you get, the more money you make on YouTube, for example. So the question kind of came like, okay, well, is it a good idea to be promoting stuff to kids that is maximizing their attention? Right. Is it a good idea to be using this metric of engagement to create content for kids? And we see. I mean, most parents would know that you can see a kid that's on an iPad or watching a screen that's kind of zombied out, like, kind of zoned out, but they look totally glued to this screen. And so we actually tested, when you get a kid to really pay more attention to a screen, do they learn more? And we actually found that the more they paid attention to screens when there was fun, cute, colorful videos of puppies and paint mixing and sparkles, they learned less from those videos. So we're actually finding that probably these kids are getting overstimulated, which makes them look like they're learning and paying attention and focused, but actually they're learning less and they're overstimulated, which could have these kind of downstream harms for things like developing healthy attention.

[Hillary Wilkinson]

Yeah, yeah. So let's talk about this whole thing of overstimulation for a minute, because I have literally been at concerts. I mean, like, like, Rockstar concert. I'm going to talk. I was at Benson Boone, okay. When he was in la.

[Sarah Shepherd]

Amazing.

[Hillary Wilkinson]

It was. It was a very good show. So I'm at a show that has all. All the razzle dazzle, I mean, super, you know, hot performer of the moment, etc. Etc. And there were kids in the crowd in front of me that were choosing to scroll over, focusing on what was going on on stage, live, right in front of them. Like, what, What? Amal, can. Can you unpack that for me? I. I remain baffled by that type of thing that I see or. Or parents who l. In Southern California. I'm using a lot of SoCal references, but literally being at Disneyland with a toddler who has a tablet in their lap and a stroller, like, and they're choosing that over the, you know, being at Disneyland, which for a kid is kind of a pinnacle moment, you know, so what can you talk about that?

[Sarah Shepherd]

It does kind of seem a little backwards. Right? It's like, it's. It's much more interesting and great to talk to people or, you know, look for Mickey Mouse at Disneyland. Right. And, you know, the. The other side of it is that these pieces of tech, these digital media companies, you know, have some of the greatest minds in the world who know how to capture attention using that and kind of weaponizing what we know about attention against us. In some ways, it's kind of this race to the bottom to, like, who can capture the most attention. Right. On YouTube, TikTok, whatever it might be. And if you can hold the attention, you kind of win in this. In this digital space that we're all operating in. And little kids especially are not equipped to handle that. You know, adults have more developed attention systems. We have some people call it executive function, where we have a lot more developed ability to shift our attention away from things as we want, as it kind of fits our needs and goals. Little kids are still working on developing that. So these sort of bright and shiny fun to look at features, maybe in Cocomelon on YouTube, for example, that are really colorful and engaging are harder for them to look away from than it would be for an adult because they don't yet have that ability. They're still practicing it and developing it, which is why there's also more concern with exposure to that kind of media at those really young ages. Might not give you the practice that you need of a shifting your attention away from things and learning how to disengage with stuff at the appropriate time.

[Hillary Wilkinson]

Yeah, yeah. It's interesting because it does almost seem as though, I mean, that that highly overstimulated place of the online playground, if you will, is a more comfortable place for a lot of kids. It's a more comfortable place for them to be rather than engaging in what's around them.

[Sarah Shepherd]

Yeah, yeah. It's kind of automatic and easy, maybe, which, you know, isn't always inherently bad. You know, it's good to have breaks and, you know, watching a movie or reading a book is kind of a similar break that maybe, you know, we would have thought of differently in the past. But these kind of longer sessions where there maybe isn't a coherent story arc in some YouTube video that's really fun to look at is a different sort of kind of turning off of your brain, so to speak.

[Hillary Wilkinson]

Right. Can you speak to that a little bit more about, like, what. What should we make of the content that keeps kids glued to the screen?

[Sarah Shepherd]

Yeah, yeah. So we actually are finding evidence that it seems like being able to disengage so, like, look away from stuff basically is really important to developing healthy patterns of attention that are supportive for learning. So there's like, super cool. I mean, I'm going to get a little nerdy here, but there's really, please

[Hillary Wilkinson]

do I'm here for it. Buckle up.

[Sarah Shepherd]

Super super cool. Eye tracking research with infants as young as six month olds and then like three to five year old kids showing that kids actually are really good at paying attention to stuff that's going to be the most useful for their learning. So kids look the longest and prefer to look at stuff that is going to be helpful for their learning. And like, maybe you're familiar with the Montessori method, right? The kids approach things that are going to be things that they're ready to learn from. Kids are super good at identifying what they can learn. And so when you then kind of hack that system with like these really colorful, you know, high contrast, fast motion visuals that are hard to look away from, it might actually create conflict with, with their ability to shift and look at stuff that's useful for their learning. So it might be that the kind of, ooh, I'm going to look at what I am good at learning about attention is actually in competition with the attention that's just like, ooh, bright and shiny, fun to look at.

[Hillary Wilkinson]

Which that to me is even more frightening when you consider like, not that I don't want to come from a place of fear mongering but you know, I, we do kind of all have these gifts that we're, that, that we come with. You know, each of our, each of our brains comes wired differently and everybody has some stuff that they are, they're good at. And if you are, that's I, you know, you hear that phrase again and again with these devices that they're experience blockers. But with that blocking, I've never stopped to consider that you're actually, you know, you can be blocking the development even of finding out what you're good at, what you like to do. I mean with, with learning, with attention, with anything. So it gets a little more insidious. Like the, the younger you go, I feel like the more like, yeah, careful, we need to be with this.

[Sarah Shepherd]

Yeah, absolutely. And I think especially, you know, it says seem kind of insidious with some of these, especially content creators on YouTube. A lot of it seems like AI now. I mean we talk about like AI slop and gosh, there's a lot of AI slop for, for little, little kids and you know, these algorithms that are powering these platforms really reward stuff that get high engagement. So if a little kid likes to sit there and watch it on their iPad and you know, then that tells the content creator, okay, make more stuff like this. So we really need to start having these conversations. I Think about what constitutes quality content for kids to start, you know, putting pressure to. To make better stuff for kids.

[Hillary Wilkinson]

Yeah, yeah, yeah. Okay. When we come back, I'm going to ask Sarah a few more things specific to early childhood and what we're talking about.

[Narrator/Ad]

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[Hillary Wilkinson]

I'm speaking with Sarah shepherd, who has spent this past several years getting her PhD and all the things we're interested about here in Healthy Screen Habits land. And Sarah, your most recent work introduces something called the brain rot effect effect and argues that we all have an adaptive attentional bandwidth. I'm loving all of these new terms. So can you unpack what that actually means and what is actually happening to kids attention when they're consuming fast paced that highly stimulating content that we were talking about.

[Sarah Shepherd]

Yeah, so um, this work, the on Brainrot actually was inspired by some of the undergraduates I work with at Berkeley, um, and they were telling me that they're using brain rot to study for their classes. So brain rot is like, you know, it can mean a Lot of things. But in this case they were using TikTok style videos where there were two pieces of content, two different videos shown on one screen. So you'd have, you know, someone telling a story or talking about a concept on one half of the screen. The other half of the screen is like someone playing a video game or cutting soap or these kind of fun to look at visuals that don't have anything to do with the content. And so we were like, okay, well if they're paying attention to this stuff and using it to study, maybe then it actually is helpful for learning. Maybe we need to learn more about this. And we actually found that students who engage more with that kind of content, these are college students, learn better from it, but they learn worse from traditional media. So it seems like there's this kind of. This kind of cost. Yeah. So you have this probably bandwidth of attention and maybe you can shift that range upward to pay attention to this kind of super crazy stuff that most of us that aren't as online might think is really overstimulating. You could shift up and learn well from that, but it comes at the cost of not being able to learn well from more traditional or slower media.

[Hillary Wilkinson]

Would that. I mean, traditional and slower media meaning

[Sarah Shepherd]

like books or like books even. So we showed them like just normal YouTube videos explaining a physics concept. So like how do windmills work, for example? And they learned better when it was paired with videos of people playing video games than by itself. So this is still like a modern YouTube video. That's pretty engaging.

[Hillary Wilkinson]

That's so interesting. I kind of the only thing I can equate that to is I know when I have to lock in and get some stuff done.

[Sarah Shepherd]

Yeah.

[Hillary Wilkinson]

I actually feel like if I go to say a coffee shop or someplace like that, I can sit down. And for some reason having this, that kind of background hubbub makes me focus in on what my task is. More so than if I'm sitting at home and, you know, my dog walks by or the laundry goes off or whatever. That's the only thing I can equate that to.

[Sarah Shepherd]

That's. That's exactly it, basically. And so everyone maybe has kind of some level of like stimulation or, or stuff they need going on in the background to be able to really engage in a meaningful way thing for a lot of us that might be listening to music while we work or working at a coffee shop, what we're seeing with young adults who have grown up in these really intense digital environments, they seem to need more to actively engage. So in this case like, you know, videos of really fast paced video games playing on their screen at the same time. Which is a new thing.

[Hillary Wilkinson]

It is a new thing and it's totally counterintuitive to honestly what we've been saying forever, which is like, you know, don't split screen, don't double screen, you know, and this whole concept of, you know, multitasking is not a good idea for anybody, but I don't believe that that's actually multitasking. What they're doing is they're, because they're not engaging in the video games while they're studying. It's just they have this other stuff going. It's almost, it's almost like their brain needs that like little bit of like ramp up to like adrenaline to, to focus, you know, so it's almost like they, that just as we've been biohacked by programmers, you know, to crave the dopamine and to crave the stuff, I mean they're figuring out a different type of biohack.

[Sarah Shepherd]

Yeah. And, and so, you know, I think it's really cool that young adults know that they maybe need this because they grew up with this kind of tech to support their learning. But what we're seeing is that maybe engaging with lots of this really fast paced content or short form content like on TikTok makes it harder to engage with slower educational media later.

[Hillary Wilkinson]

Yeah.

[Sarah Shepherd]

So trying to track this of. Okay, well, if little kids are watching lots of stuff, are they going to need then all this other stuff to be able to pay attention in school later and things?

[Hillary Wilkinson]

Well, and I already get the feedback from many of our friends in education who are just like, I'm, I'm not interesting enough. You know, they're like me, me at the me. And a whiteboard is never going to do it for these kids anymore. Like unless I had, you know, fireworks going off behind me and, but you know, but like I just go back to what we talked about earlier. If Benson Boone couldn't command their attention, like come on now.

[Sarah Shepherd]

Yeah.

[Hillary Wilkinson]

You know, so those downstream consequences are just like what you're talking about. That, that long term ability for what I'm going to call deep focus. Right. And yeah. So I don't know. I'm, I'm, I'm, I hear what you're saying, but I'm not convinced. Okay. I'm like, I don't know. Okay, so let's also talk about the, that your work found being watched by children in lower income families with this higher visual quote unquote. Flicker, which means it contains more of those rapid, bright, shiny visual changes. And what, what can that tell us about equity in the digital wellness conversation?

[Sarah Shepherd]

Yeah, so we compared content that's available to kids of different income levels. So free content like on YouTube and you know, paid content like on Disney Plus. And we found that the content that lower income families have access to and that we know they're watching more of is actually more likely to be overstimulating. So it's, you know, got these really rapid visual changes. It has more color and motion in it that aren't necessarily tied to a storyline or anything meaningful. And that's really concerning because we know that that can disrupt learning and lead to possible harms later on like disordered attention and things like adhd. So there's a lot of concern about the different kind of content that's available to different kids. And you know, it might even disprepare some of these lower income kids for school later on. Right. Like we were talking about with brain rot. If you need a lot of this added visual stuff to engage in deep focus or learning, it's going to be a lot harder for you when you get to school. Right. Or even, you know, trying to have conversations in person or at Benson Boone like your example. Right. So thinking about how this might be differentially disproparing some kids for school.

[Hillary Wilkinson]

Yeah, yeah. You know, there's a lot of comparison with, in digital wellness that goes along with nutritional wellness. And it just reminds me of, you know, the, the lower income families not having access to the more in depth, slower paced, you know, nature channel type stuff is the equivalent of the, the urban food deserts that we see. And the junk food, you know, the junk food that may, may stop hunger but isn't nutritionally dense, that is actually needed for these growing bodies and growing brains. So that I find that very concerning.

[Sarah Shepherd]

Yeah, that's a great comparison. Absolutely.

[Hillary Wilkinson]

So we have to take another short break, but when we come back, I'm going to ask Sarah Shepard for her Healthy Screen hab.

[Narrator/Ad]

At what age should I give my child a smartphone? How much screen time should I allow each day? What are the best filters to use on my family's devices? Sound familiar? These questions and more are answered at the Healthy Screen Habits website. We've curated the best articles, books, videos and many other resources to help you figure out how you want to use technology in your life. Click on the awareness section to learn about the issues and dangers surrounding screen use. Then click on the Tools page to download printables. You can Use with your family today, including the Healthy Screen Habits family technology plan. Visit our website at www.healthyscreenhabits.org for the resources and tools you need to get started.

[Hillary Wilkinson]

We are back. And Sarah, on every episode of the Healthy Screen Habits podcast, I ask for, for a healthy screen habit. And this is going to be a tip or takeaway that listeners can put into practice in their own home. What is yours?

[Sarah Shepherd]

Yeah, so I think focusing on quality over quantity is really important and maybe a bit more practical for a lot of families. You know, screen time can be kind of unavoidable, especially you know, to use as a supplement for caregiving sometimes if you're trying to make dinner or do laundry, you know, and you just need a couple minutes, you know. And I think thinking about the quality of the screen time and what kids are watching rather than just how much time they're getting on these screens, especially for little kids, is super important. We know that this is true based off of, you know, cutting edge developmental psychology research showing its effect for language learning and developing healthy attention systems.

[Hillary Wilkinson]

Do you have any specific recommendations of what that might be? Like you, you mentioned Cocoa Melon, which I've also heard referred to as Cocoa Meltdown. So you know, absolutely. That, that would be on our top of my no list would be the cocoa Melons. But do you have like any of the slower form content that you would recommend?

[Sarah Shepherd]

Yeah. So any content that's going to be kind of less visually stimulating, we find using computer vision. We've actually analyzed this and Common Sense Media, who we work with, has developed a tool that will be released soon where you can actually analyze your own kids content to look for less stimulating stuff. So stuff like Bluey for example, or Trash Truck are kind of popular low stimulation shows. Or Arthur, old Disney stuff is great too. PBS is across the board, really great. So looking for stuff that has less of this kind of added visual craziness going on, which tends to be more like PBS content across the board.

[Hillary Wilkinson]

Sure. And like Thomas the Tank and like Old School Style. Yeah, yeah, you mentioned Common Sense Media. I just do need to make the disclaimer that Common Sense Media does receive funding from large tech companies. So yeah, Healthy Screen Habits does not. So we always, we always just want to be transparent about that.

[Sarah Shepherd]

Absolutely. Thank you.

[Hillary Wilkinson]

Okay. As always, you can find a complete transcript of this show by visiting the show notes for this episode. And you do this by going to Healthy Screen habits dot org, click the podcast button and find this episode. Sarah, thank you so much for being here and for giving giving voice. And I wouldn't say agency, but giving urgency voice and urgency for our youngest members who cannot speak for themselves.

[Sarah Shepherd]

Thank you so much. It's been great chatting.

[Podcast Host]

For more information, you can find us on Instagram and Facebook at Healthy Screen Habits. Make sure to Visit our website healthyscreenhabits.org where you can subscribe to the show on Apple Podcasts or via RSS so you'll never miss an episode.

[Hillary Wilkinson]

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[Podcast Host]

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[Hillary Wilkinson]

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[Podcast Host]

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[Hillary Wilkinson]

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[Podcast Host]

I so appreciate you spending your time with me this week and I look forward to learning more healthy habits together.