51
|
Bozzola E, Spina G, Ruggiero M, Memo L, Agostiniani R, Bozzola M, Corsello G, Villani A. Media devices in pre-school children: the recommendations of the Italian pediatric society. Ital J Pediatr 2018; 44:69. [PMID: 29898749 PMCID: PMC6001217 DOI: 10.1186/s13052-018-0508-7] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2018] [Accepted: 06/04/2018] [Indexed: 11/10/2022] Open
Abstract
Background Young children are too often exposed to mobile devices (MD) and most of them had their own device. The adverse effects of a early and prolonged exposure to digital technology on pre-school children has been described by several studies. Aim of the study is to analyze the consequences of MD exposure in pre-school children. Methods We analyzed the documented effects of media exposure on children’s mental and physical health. Results According to recent studies, MD may interfere with learning, children development, well being, sleep, sight, listening, caregiver-child relationship. Discussion Pediatricians should be aware of both the beneficial and side effects of MD and give advice to the families, according to children’s age. Conclusion In according to literature, the Italian Pediatric Society suggest that the media device exposure in childhood should be modulated by supervisors.
Collapse
Affiliation(s)
- Elena Bozzola
- Pediatric and Infectious Diseases Unit, IRCCS Bambino Gesù Children Hospital, Rome, Italy.
| | - Giulia Spina
- Pediatric and Infectious Diseases Unit, IRCCS Bambino Gesù Children Hospital, Rome, Italy
| | - Margherita Ruggiero
- Pediatric and Infectious Diseases Unit, IRCCS Bambino Gesù Children Hospital, Rome, Italy
| | - Luigi Memo
- Pediatric Department, S. Martino Hospital, Belluno, Italy
| | | | - Mauro Bozzola
- Internal Medicine and Therapeutics Department, Pediatrics and Adolescentology Unit, University of Pavia, Fondazione IRCCS San Matteo, Pavia, Italy
| | - Giovanni Corsello
- Operative Unit of Pediatrics and Neonatal Intensive Therapy, Mother and Child Department, University of Palermo, Palermo, Italy
| | - Alberto Villani
- Pediatric and Infectious Diseases Unit, IRCCS Bambino Gesù Children Hospital, Rome, Italy
| |
Collapse
|
52
|
Kirkorian HL. When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen? CHILD DEVELOPMENT PERSPECTIVES 2018. [DOI: 10.1111/cdep.12290] [Citation(s) in RCA: 76] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
53
|
Children learning a concept with a book and an e-book: a comparison with matched instruction. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0370-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
|
54
|
Strouse GA, Nyhout A, Ganea PA. The Role of Book Features in Young Children's Transfer of Information from Picture Books to Real-World Contexts. Front Psychol 2018; 9:50. [PMID: 29467690 PMCID: PMC5807901 DOI: 10.3389/fpsyg.2018.00050] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2017] [Accepted: 01/12/2018] [Indexed: 12/04/2022] Open
Abstract
Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning.
Collapse
Affiliation(s)
- Gabrielle A Strouse
- Counselling and Psychology in Education, University of South Dakota, Vermillion, SD, United States
| | - Angela Nyhout
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON, Canada
| | - Patricia A Ganea
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON, Canada
| |
Collapse
|
55
|
Seehagen S, Schneider S, Miebach K, Frigge K, Zmyj N. "Should I or shouldn't I?" Imitation of undesired versus allowed actions from peer and adult models by 18- and 24-month-old toddlers. Infant Behav Dev 2017. [PMID: 28646677 DOI: 10.1016/j.infbeh.2017.06.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Imitation is a common way of acquiring novel behaviors in toddlers. However, little is known about toddlers' imitation of undesired actions. Here we investigated 18- and 24-month-olds' (N=110) imitation of undesired and allowed actions from televised peer and adult models. Permissiveness of the demonstrated actions was indicated by the experimenter's response to their execution (angry or neutral). Analyses revealed that toddlers' imitation scores were higher after demonstrations of allowed versus undesired actions, regardless of the age of the model. In agreement with prior research, these results suggest that third-party reactions to a model's actions can be a powerful cue for toddlers to engage in or refrain from imitation. In the context of the present study, third-party reactions were more influential on imitation than the model's age. Considering the relative influence of different social cues for imitation can help to gain a fuller understanding of early observational learning.
Collapse
Affiliation(s)
- Sabine Seehagen
- Department of Psychology, Ruhr-Universität Bochum, Massenbergstr. 9-13, 44787 Bochum, Germany.
| | - Silvia Schneider
- Department of Psychology, Ruhr-Universität Bochum, Massenbergstr. 9-13, 44787 Bochum, Germany.
| | - Kristin Miebach
- Department of Psychology, Ruhr-Universität Bochum, Massenbergstr. 9-13, 44787 Bochum, Germany.
| | - Katharina Frigge
- Department of Psychology, Ruhr-Universität Bochum, Massenbergstr. 9-13, 44787 Bochum, Germany.
| | - Norbert Zmyj
- Institute of Psychology, Technical University Dortmund, Emil-Figge-Straße 50, 44227 Dortmund, Germany.
| |
Collapse
|
56
|
Kostyrka-Allchorne K, Cooper NR, Simpson A. The relationship between television exposure and children’s cognition and behaviour: A systematic review. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2016.12.002] [Citation(s) in RCA: 107] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
57
|
Choi K, Kirkorian HL, Pempek TA. Understanding the Transfer Deficit: Contextual Mismatch, Proactive Interference, and Working Memory Affect Toddlers’ Video‐Based Transfer. Child Dev 2017; 89:1378-1393. [DOI: 10.1111/cdev.12810] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
58
|
Russo-Johnson C, Troseth G, Duncan C, Mesghina A. All Tapped Out: Touchscreen Interactivity and Young Children's Word Learning. Front Psychol 2017; 8:578. [PMID: 28446895 PMCID: PMC5388766 DOI: 10.3389/fpsyg.2017.00578] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 03/28/2017] [Indexed: 01/08/2023] Open
Abstract
Touchscreen devices differ from passive screen media in promoting physical interaction with events on the screen. Two studies examined how young children's screen-directed actions related to self-regulation (Study 1) and word learning (Study 2). In Study 1, 30 2-year-old children's tapping behaviors during game play were related to their self-regulation, measured using Carlson's snack task: girls and children with high self-regulation tapped significantly less during instruction portions of an app (including object labeling events) than did boys and children with low self-regulation. Older preschoolers (N = 47, aged 4-6 years) tapped significantly less during instruction than 2-year-olds did. Study 2 explored whether the particular way in which 170 children (2-4 years of age) interacted with a touchscreen app affected their learning of novel object labels. Conditions in which children tapped or dragged a named object to move it across the screen required different amounts of effort and focus, compared to a non-interactive (watching) condition. Age by sex interactions revealed a particular benefit of dragging (a motorically challenging behavior) for preschool girls' learning compared to that of boys, especially for girls older than age 2. Boys benefited more from watching than dragging. Children from low socioeconomic status families learned more object names when dragging objects versus tapping them, possibly because tapping is a prepotent response that does not require thoughtful attention. Parents and industry experts should consider age, sex, self-regulation, and the physical requirements of children's engagement with touchscreens when designing and using educational content.
Collapse
|
59
|
Strouse GA, Ganea PA. Toddlers' word learning and transfer from electronic and print books. J Exp Child Psychol 2017; 156:129-142. [PMID: 28068550 DOI: 10.1016/j.jecp.2016.12.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2016] [Revised: 11/30/2016] [Accepted: 12/01/2016] [Indexed: 11/19/2022]
Abstract
Transfer from symbolic media to the real world can be difficult for young children. A sample of 73 toddlers aged 17 to 23months were read either an electronic book displayed on a touchscreen device or a traditional print book in which a novel object was paired with a novel label. Toddlers in both conditions learned the label within the context of the book. However, only those who read the traditional format book generalized and transferred the label to other contexts. An older group of 28 toddlers aged 24 to 30months did generalize and transfer from the electronic book. Across ages, those children who primarily used screens to watch prerecorded video at home transferred less from the electronic book than those with more diverse home media experiences.
Collapse
Affiliation(s)
- Gabrielle A Strouse
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario M5S 1V6, Canada.
| | - Patricia A Ganea
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario M5S 1V6, Canada
| |
Collapse
|
60
|
Zimmermann L, Moser A, Lee H, Gerhardstein P, Barr R. The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers. Child Dev 2016; 88:2013-2025. [DOI: 10.1111/cdev.12683] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
61
|
Toddler learning from video: Effect of matched pedagogical cues. Infant Behav Dev 2016; 45:22-30. [DOI: 10.1016/j.infbeh.2016.08.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2016] [Revised: 06/28/2016] [Accepted: 08/14/2016] [Indexed: 11/19/2022]
|
62
|
Abstract
Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children's media use, not only in terms of content or time limits, but also emphasizing the importance of parent-child shared media use and allowing the child time to take part in other developmentally healthy activities.
Collapse
|
63
|
Reid Chassiakos YL, Radesky J, Christakis D, Moreno MA, Cross C. Children and Adolescents and Digital Media. Pediatrics 2016; 138:peds.2016-2593. [PMID: 27940795 DOI: 10.1542/peds.2016-2593] [Citation(s) in RCA: 402] [Impact Index Per Article: 50.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identified health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefits and risks to the health of children and teenagers. Evidence-based benefits identified from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confidentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www.healthychildren.org/MediaUsePlan) that is individualized for a specific child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.
Collapse
|
64
|
Eisen S, Lillard AS. Just Google It: Young Children's Preferences for Touchscreens versus Books in Hypothetical Learning Tasks. Front Psychol 2016; 7:1431. [PMID: 27713717 PMCID: PMC5031770 DOI: 10.3389/fpsyg.2016.01431] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2016] [Accepted: 09/07/2016] [Indexed: 11/16/2022] Open
Abstract
Children today regularly interact with touchscreen devices (Rideout, 2013) and thousands of “educational” mobile applications are marketed to them (Shuler, 2012). Understanding children’s own ideas about optimal learning has important implications for education, which is being transformed by electronic mobile devices, yet we know little about how children think about such devices, including what children think touchscreens are useful for. Based on a prior result that children prefer a book over a touchscreen for learning about dogs, the present study explored how children view touchscreens versus books for learning an array of different types of information. Seventy children ages 3–6 were presented with six different topics (cooking, today’s weather, trees, vacuums, Virginia, and yesterday’s football game) and chose whether a book or a touchscreen device would be best to use to learn about each topic. Some of this information was time-sensitive, like the current weather; we predicted that children would prefer a touchscreen for time-sensitive information. In addition, each child’s parent was surveyed about the child’s use of books and touchscreens for educational purposes, both at home and in school. Results indicated that younger children had no preference between books and touchscreen devices across learning tasks. However, 6-year-olds were significantly more likely to choose the touchscreen for several topics. Surprisingly, 6-year-olds chose a touchscreen device to learn about time-sensitive weather conditions, but not yesterday’s football. Children’s choices were not associated with their use of books and touchscreens at home and school.
Collapse
Affiliation(s)
- Sierra Eisen
- Department of Psychology, University of Virginia, Charlottesville, VA USA
| | - Angeline S Lillard
- Department of Psychology, University of Virginia, Charlottesville, VA USA
| |
Collapse
|
65
|
Schroeder EL, Kirkorian HL. When Seeing Is Better than Doing: Preschoolers' Transfer of STEM Skills Using Touchscreen Games. Front Psychol 2016; 7:1377. [PMID: 27679590 PMCID: PMC5020045 DOI: 10.3389/fpsyg.2016.01377] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Accepted: 08/29/2016] [Indexed: 11/13/2022] Open
Abstract
The purpose of this study was to examine the extent to which character familiarity and game interactivity moderate preschoolers’ learning and transfer from digital games. The games were based on a popular television show and designed to test skills related to STEM (science, technology, engineering, mathematics): numerical cognition (quantity of different sets) and knowledge of a biological concept (growth). Preschoolers (3.0–5.5 years, N = 44) were assigned to play one game and watch a recording of an experimenter playing the other game. Learning was assessed during pre-test and post-test using screenshots from the game. Transfer was assessed using modified screenshots (near) and real-life objects (far). Familiarity was assessed by asking children to identify the television characters and program. Findings indicate that the effectiveness of the games varied by age and condition: younger children learned from the quantity game, but only when they watched (rather than played) the game. They did not transfer this information in either condition. Conversely, older children learned from the growth game regardless of whether they played or watched. However, older children only demonstrated far transfer if they watched (rather than played) the growth game. Thus, preschoolers may benefit more by watching a video than by playing a game if the game is cognitively demanding, perhaps because making decisions while playing the game increases cognitive load. Character familiarity did not predict learning, perhaps because there was little overlap between the lessons presented in the television program and game. Findings from the current study highlight the need for more research into educational games and applications designed for preschoolers in order to establish whether, how, and for whom screen media can be educationally valuable.
Collapse
Affiliation(s)
- Elizabeth L Schroeder
- Human Development and Family Studies, University of Wisconsin - Madison, Madison, WI USA
| | - Heather L Kirkorian
- Human Development and Family Studies, University of Wisconsin - Madison, Madison, WI USA
| |
Collapse
|
66
|
Zack E, Barr R. The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters. Front Psychol 2016; 7:1264. [PMID: 27625613 PMCID: PMC5003922 DOI: 10.3389/fpsyg.2016.01264] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2016] [Accepted: 08/09/2016] [Indexed: 11/18/2022] Open
Abstract
Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.
Collapse
Affiliation(s)
- Elizabeth Zack
- Department of Psychology, Georgetown UniversityWashington, DC, USA
- Institute for Learning and Brain Sciences, University of WashingtonSeattle, WA, USA
| | - Rachel Barr
- Department of Psychology, Georgetown UniversityWashington, DC, USA
| |
Collapse
|
67
|
Myers LJ, LeWitt RB, Gallo RE, Maselli NM. Baby FaceTime: can toddlers learn from online video chat? Dev Sci 2016; 20. [PMID: 27417537 DOI: 10.1111/desc.12430] [Citation(s) in RCA: 96] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2013] [Accepted: 03/01/2016] [Indexed: 11/29/2022]
Abstract
There is abundant evidence for the 'video deficit': children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12-25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA.
Collapse
|
68
|
The Adaptive Value of Cognitive Immaturity: Applications of Evolutionary Developmental Psychology to Early Education. EVOLUTIONARY PSYCHOLOGY 2016. [DOI: 10.1007/978-3-319-29986-0_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] Open
|
69
|
Choi K, Kirkorian HL. Touch or Watch to Learn? Toddlers’ Object Retrieval Using Contingent and Noncontingent Video. Psychol Sci 2016; 27:726-36. [DOI: 10.1177/0956797616636110] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Accepted: 02/05/2016] [Indexed: 11/15/2022] Open
Abstract
The experiment reported here was designed to examine the effect of contingent interaction with touch-screen devices on toddlers’ use of symbolic media (video) during an object-retrieval task. Toddlers (24–36 months old; N = 75) were randomly assigned to watch an animated character hiding on screen either in a no-contingency video (requiring no action), a general-contingency video (accepting touch input anywhere on screen), or a specific-contingency video (requiring touch input on a particular area of interest). After the hiding event, toddlers searched for the character on a corresponding felt board. Across all trials, younger toddlers were more likely to search correctly after a specific-contingency video than after a no-contingency video, which suggests that contingent interaction designed to emphasize specific information on screen may promote learning. However, this effect was reversed for older toddlers. We interpret our findings with respect to the selective encoding of target features during hiding events and the relative strength of memory traces during search.
Collapse
Affiliation(s)
- Koeun Choi
- Department of Human Development and Family Studies, University of Wisconsin–Madison
| | - Heather L. Kirkorian
- Department of Human Development and Family Studies, University of Wisconsin–Madison
| |
Collapse
|
70
|
Kirkorian HL, Choi K, Pempek TA. Toddlers’ Word Learning From Contingent and Noncontingent Video on Touch Screens. Child Dev 2016; 87:405-13. [DOI: 10.1111/cdev.12508] [Citation(s) in RCA: 130] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
71
|
McClure ER, Chentsova-Dutton YE, Barr RF, Holochwost SJ, Parrott WG. “Facetime doesn’t count”: Video chat as an exception to media restrictions for infants and toddlers. ACTA ACUST UNITED AC 2015. [DOI: 10.1016/j.ijcci.2016.02.002] [Citation(s) in RCA: 81] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
72
|
Subiaul F, Zimmermann L, Renner E, Schilder B, Barr R. Defining Elemental Imitation Mechanisms: A Comparison of Cognitive and Motor-Spatial Imitation Learning Across Object- and Computer-Based Tasks. JOURNAL OF COGNITION AND DEVELOPMENT 2015. [DOI: 10.1080/15248372.2015.1053483] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
73
|
Moser A, Zimmermann L, Dickerson K, Grenell A, Barr R, Gerhardstein P. They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. J Exp Child Psychol 2015; 137:137-55. [DOI: 10.1016/j.jecp.2015.04.002] [Citation(s) in RCA: 95] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Revised: 04/10/2015] [Accepted: 04/12/2015] [Indexed: 11/16/2022]
|
74
|
Cristia A, Seidl A. Parental Reports on Touch Screen Use in Early Childhood. PLoS One 2015; 10:e0128338. [PMID: 26083848 PMCID: PMC4470913 DOI: 10.1371/journal.pone.0128338] [Citation(s) in RCA: 67] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2014] [Accepted: 04/26/2015] [Indexed: 11/26/2022] Open
Abstract
Touch screens are increasingly prevalent, and anecdotal evidence suggests that young children are very drawn towards them. Yet there is little data regarding how young children use them. A brief online questionnaire queried over 450 French parents of infants between the ages of 5 and 40 months on their young child’s use of touch-screen technology. Parents estimated frequency of use, and further completed several checklists. Results suggest that, among respondent families, the use of touch screens is widespread in early childhood, meaning that most children have some exposure to touch screens. Among child users, certain activities are more frequently reported to be liked than others, findings that we discuss in light of current concern for children’s employment of time and the cognitive effects of passive media exposure. Additionally, these parental reports point to clear developmental trends for certain types of interactive gestures. These results contribute to the investigation of touch screen use on early development and suggest a number of considerations that should help improve the design of applications geared towards toddlers, particularly for scientific purposes.
Collapse
Affiliation(s)
- Alejandrina Cristia
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d’Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France
- * E-mail:
| | - Amanda Seidl
- Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA
| |
Collapse
|
75
|
Zimmermann L, Moser A, Grenell A, Dickerson K, Yao Q, Gerhardstein P, Barr R. Do semantic contextual cues facilitate transfer learning from video in toddlers? Front Psychol 2015; 6:561. [PMID: 26029131 PMCID: PMC4428064 DOI: 10.3389/fpsyg.2015.00561] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2014] [Accepted: 04/19/2015] [Indexed: 11/16/2022] Open
Abstract
Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers’ imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean) or a yellow background (no context). Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were associated with a reduction in the transfer deficit.
Collapse
Affiliation(s)
- Laura Zimmermann
- Department of Psychology, Georgetown University Washington, DC, USA
| | - Alecia Moser
- Department of Psychology, Binghamton University Binghamton, NY, USA
| | - Amanda Grenell
- Institute of Child Development, University of Minnesota, Minneapolis MN, USA
| | - Kelly Dickerson
- Army Research Laboratory, Human Research and Engineering Directorate, Aberdeen Proving Ground Aberdeen, MD, USA
| | - Qianwen Yao
- Department of Psychology, Georgetown University Washington, DC, USA
| | | | - Rachel Barr
- Department of Psychology, Georgetown University Washington, DC, USA
| |
Collapse
|
76
|
Subiaul F, Patterson EM, Schilder B, Renner E, Barr R. Becoming a high-fidelity - super - imitator: what are the contributions of social and individual learning? Dev Sci 2014; 18:1025-35. [PMID: 25545051 DOI: 10.1111/desc.12276] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2013] [Accepted: 09/26/2014] [Indexed: 11/30/2022]
Abstract
In contrast to other primates, human children's imitation performance goes from low to high fidelity soon after infancy. Are such changes associated with the development of other forms of learning? We addressed this question by testing 215 children (26-59 months) on two social conditions (imitation, emulation) - involving a demonstration - and two asocial conditions (trial-and-error, recall) - involving individual learning - using two touchscreen tasks. The tasks required responding to either three different pictures in a specific picture order (Cognitive: Airplane→Ball→Cow) or three identical pictures in a specific spatial order (Motor-Spatial: Up→Down→Right). There were age-related improvements across all conditions and imitation, emulation and recall performance were significantly better than trial-and-error learning. Generalized linear models demonstrated that motor-spatial imitation fidelity was associated with age and motor-spatial emulation performance, but cognitive imitation fidelity was only associated with age. While this study provides evidence for multiple imitation mechanisms, the development of one of those mechanisms - motor-spatial imitation - may be bootstrapped by the development of another social learning skill - motor-spatial emulation. Together, these findings provide important clues about the development of imitation, which is arguably a distinctive feature of the human species.
Collapse
Affiliation(s)
- Francys Subiaul
- Department of Speech & Hearing Science, The George Washington University, USA.,Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA.,GW Institute for Neuroscience and Mind-Brain Institute, USA.,Smithsonian Institution, National Museum of Natural History, USA
| | | | - Brian Schilder
- Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA
| | - Elizabeth Renner
- Department of Anthropology: Center for the Advanced Study of Hominid Paleobiology, The George Washington University, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, USA
| |
Collapse
|