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Hermesch N, Konrad C, Barr R, Herbert JS, Seehagen S. Sleep-dependent memory consolidation of televised content in infants. J Sleep Res 2024; 33:e14121. [PMID: 38112265 DOI: 10.1111/jsr.14121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 11/22/2023] [Accepted: 11/24/2023] [Indexed: 12/21/2023]
Abstract
Infants face the constant challenge of selecting information for encoding and storage from a continuous incoming stream of data. Sleep might help in this process by selectively consolidating new memory traces that are likely to be of future relevance. Using a deferred imitation paradigm and an experimental design, we asked whether 15- and 24-month-old infants (N = 105) who slept soon after encoding a televised demonstration of target actions would show higher imitation scores (retention) after a 24-h delay than same-aged infants who stayed awake for ≥4 h after encoding. In light of infants' well-known difficulties in learning and remembering information from screens, we tested if increasing the relevance of the televised content via standardised caregiver verbalisations might yield the highest imitation scores in the sleep condition. Regardless of sleep condition, 24-month-olds exhibited retention of target actions while 15-month-olds consistently failed to do so. For 24-month-olds, temporal recall was facilitated by sleep, but not by parental verbalisations. Correlational analyses revealed that more time asleep within 4 h after encoding was associated with better retention of the target actions and their temporal order in 24-months-olds. These results suggest that sleep facilitates memory consolidation of screen-based content in late infancy and that this effect might not hinge on caregivers' verbal engagement during viewing.
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Affiliation(s)
- Neele Hermesch
- Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Carolin Konrad
- Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
| | - Jane S Herbert
- School of Psychology, University of Wollongong, Wollongong, New South Wales, Australia
| | - Sabine Seehagen
- Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
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2
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Myers LJ, Strouse GA, McClure ER, Keller KR, Neely LI, Stoto I, Vadakattu NS, Kim ED, Troseth GL, Barr R, Zosh JM. Look at Grandma! Joint visual attention over video chat during the COVID-19 pandemic. Infant Behav Dev 2024; 75:101934. [PMID: 38479051 DOI: 10.1016/j.infbeh.2024.101934] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 02/22/2024] [Accepted: 02/26/2024] [Indexed: 06/11/2024]
Abstract
Social interactions are crucial for many aspects of development. One developmentally important milestone is joint visual attention (JVA), or shared attention between child and adult on an object, person, or event. Adults support infants' development of JVA by structuring the input they receive, with the goal of infants learning to use JVA to communicate. When family members are separated from the infants in their lives, video chat sessions between children and distant relatives allow for shared back-and-forth turn taking interaction across the screen, but JVA is complicated by screen mediation. During video chat, when a participant is looking or pointing at the screen to something in the other person's environment, there is no line of sight that can be followed to their object of focus. Sensitive caregivers in the remote and local environment with the infant may be able to structure interactions to support infants in using JVA to communicate across screens. We observed naturalistic video chat interactions longitudinally from 50 triads (infant, co-viewing parent, remote grandmother). Longitudinal growth models showed that JVA rate changes with child age (4 to 20 months). Furthermore, grandmother sensitivity predicted JVA rate and infant attention. More complex sessions (sessions involving more people, those with a greater proportion of across-screen JVA, and those where infants initiated more of the JVA) resulted in lower amounts of JVA-per-minute, and evidence of family-level individual differences emerged in all models. We discuss the potential of video chat to enhance communication for separated families in the digital world.
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3
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Hudspeth KM, Lewis C. Touchscreens can promote infant object-interlocutor reference switching. Infant Behav Dev 2024; 74:101914. [PMID: 38065036 DOI: 10.1016/j.infbeh.2023.101914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Revised: 11/29/2023] [Accepted: 12/02/2023] [Indexed: 03/17/2024]
Abstract
We re-examine whether the type of object played with influences parent-infant joint attention. A within-participants comparison of 24 parent-9-month-old dyads, used head-mounted eye-tracking to measure parental naming and infant attention during play with touchscreen apps on a touchscreen tablet or matched interactive toys. Infants engaged in sustained attention more to the toy than the tablet. Parents named objects less in toy play. Infants exhibited more gaze shifts between the object and their parent during tablet play. Contrasting previous studies, these findings suggest that joint tablet play can be more interactive than with toys, and raise questions about the recommendation that infants should not be exposed at all to such technology.
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4
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Schoppmann J, Severin F, Schneider S, Seehagen S. The effect of picture book reading on young children's use of an emotion regulation strategy. PLoS One 2023; 18:e0289403. [PMID: 37531357 PMCID: PMC10395841 DOI: 10.1371/journal.pone.0289403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 07/18/2023] [Indexed: 08/04/2023] Open
Abstract
Picture book reading is an enjoyable everyday activity for many young children with well-known benefits for language development. The present study investigated whether picture book reading can support young children's social-emotional development by providing a learning opportunity for the usage of emotion regulation strategies. Three-year-old children participated in two waiting situations designed to elicit negative affect. Between these waiting situations they read a picture book. In two experimental conditions, the book depicted how a protagonist (same-aged peer or young adult, respectively) waited for a desired object and distracted herself with toys while waiting. Children in an additional control condition read a picture book that was unrelated to waiting. Use of distraction did not differ between conditions. Parents often read picture book interactively with their children. Therefore, in an additional condition (Exp. 2), the experimenter read the picture book featuring the same-aged peer protagonist in an interactive way intended to facilitate transfer. Apart from the reading style, the design was identical to experiment 1. Experiment 2 intended to test whether changes in reading style lead to differences in three-year old children's social-emotional learning from picture books. When controlling for the children's picture book experience, children in the experimental conditions exhibited an increase in distraction in contrast to children in the control condition. In sum, results suggest that picture book reading could be an ecologically valid and versatile method for supporting 3-year-old children in their use of an age-appropriate adaptive emotion regulation strategies such as distraction.
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Affiliation(s)
- Johanna Schoppmann
- Department of Developmental Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
- Department of Clinical Child and Adolescent Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Franziska Severin
- Department of Clinical Child and Adolescent Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Silvia Schneider
- Department of Clinical Child and Adolescent Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Sabine Seehagen
- Department of Developmental Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
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5
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Swider-Cios E, Vermeij A, Sitskoorn MM. Young children and screen-based media: The impact on cognitive and socioemotional development and the importance of parental mediation. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
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6
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Glick AR, Saiyed FS, Kutlesa K, Onishi KH, Nadig AS. Implications of video chat use for young children's learning and social-emotional development: Learning words, taking turns, and fostering familial relationships. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2022; 13:e1599. [PMID: 35609141 DOI: 10.1002/wcs.1599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 03/25/2022] [Accepted: 04/03/2022] [Indexed: 06/15/2023]
Abstract
Parents of young children use video chat differently than other screen media, paralleling expert recommendations (e.g., American Academy of Pediatrics Council on Communications and Media, 2016), which suggest that video chat, unlike other screen media, is acceptable for use by children under 18 months. Video chat is unique among screen media in that it permits contingent (time-sensitive and content-sensitive) social interactions. Contingent social interactions take place between a child and a partner (dyadic), with objects (triadic), and with multiple others (multi-party configurations), which critically underpin development in multiple domains. First, we review how contingent social interaction may underlie video chat's advantages in two domains: for learning (specifically learning new words) and for social-emotional development (specifically taking turns and fostering familial relationships). Second, we describe constraints on video chat use and how using chat with an active adult (co-viewing) may mitigate some of its limitations. Finally, we suggest future research directions that will clarify the potential advantages and impediments to the use of video chat by young children. This article is categorized under: Linguistics > Language Acquisition Psychology > Learning Cognitive Biology > Social Development.
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Affiliation(s)
- Aaron R Glick
- School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
| | - Fauzia S Saiyed
- Department of Psychology, McGill University, Montreal, Quebec, Canada
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Katia Kutlesa
- Department of Psychology, McGill University, Montreal, Quebec, Canada
| | - Kristine H Onishi
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
- Department of Psychology, McGill University, Montreal, Quebec, Canada
| | - Aparna S Nadig
- School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
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7
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Sun H, Lim V, Low J, Kee S. The Development of a Parental Questionnaire (QQ-MediaSEED) on Bilingual Children's Quantity and Quality of Digital Media Use at Home. Acta Psychol (Amst) 2022; 229:103668. [PMID: 35843199 DOI: 10.1016/j.actpsy.2022.103668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 06/27/2022] [Accepted: 07/04/2022] [Indexed: 01/22/2023] Open
Abstract
The quantity and quality of children's digital screen media exposure is an emerging area of early childhood studies because of its strong social relevance, and this has been particularly true since the COVID-19 pandemic. The few existing parental questionnaires on children's digital screen media exposure mainly focus on monolingual children's media habits and address either the quantity or quality of children's media exposure. Inspired by the existing instruments, the current study introduces a new parental questionnaire to comprehensively assess the duration, frequency, content, design, and use of bilingual children's digital screen media exposure at home, before and since the COVID-19 pandemic. Focus group discussions and the first wave of our data collection on 141 3-6 years old Singaporean bilingual children indicate good face validity and internal consistency of the parental questionnaire. Our results reveal substantial differences in children's quantity and quality of daily digital screen media exposure, as well as the discrepancies in their digital media habits between English and their mother tongue languages, before and since the COVID-19 pandemic.
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Affiliation(s)
- He Sun
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Victor Lim
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Jiamin Low
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Stephanie Kee
- National Institute of Education, Nanyang Technological University, Singapore.
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Johnson CR, Flores I, Troseth GL. Do Young Children of the "Selfie Generation" Understand Digital Photos as Representations? HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2021; 3:512-524. [PMID: 34765908 PMCID: PMC8577423 DOI: 10.1002/hbe2.287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 09/18/2021] [Indexed: 11/08/2022]
Abstract
In research from the 1990s, very young children failed to use pictures as representations of real events. Today, many children in the "selfie generation" are constantly photographed by their families using smartphones. While family photos are created, children are exposed to live video on the phone screen that, with a screen touch, becomes an instant photo. Children also revisit these family photos in the phone's photo library. This study explored whether toddlers growing up around smartphone photography are more successful in applying information from a photo to a real event, compared to children in the earlier research. Sixty 2-year-old children (23.0 to 26.2 months; M = 24.5 months) were asked to use pictures of a toy's hiding place (printed photographs or digital photos on an iPhone) to search for the hidden toy in 5 conditions. Toddlers were not successful with printed or digital images, whether the digital photos were accessed from the phone photo library or the researcher took the photos during the study. However, after children collaborated with the researcher to create digital photos to help an adult confederate, they were significantly more likely to use photos themselves to solve the search task. Children who experienced this scaffolding with printed photos were somewhat more successful than those without training. As with traditional symbolic media, young children's learning from emerging technologies needs the support of an adult who co-views the medium and helps clarify the symbolic relation between screen and world.
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9
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Can infants use video to update mental representations of absent objects? Infant Behav Dev 2021; 64:101623. [PMID: 34388413 DOI: 10.1016/j.infbeh.2021.101623] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 07/27/2021] [Accepted: 07/29/2021] [Indexed: 11/24/2022]
Abstract
Before their second birthday, infants can update their knowledge based on what someone tells them, but can they do so based on what a video shows them? The current study explored whether infants can update their representation of an absent object's properties after seeing a video of something happening to it, following seminal work showing that they can update their representation after being told about something happening to it (Ganea et al., 2007). It thus adapted an existing paradigm for testing infants' understanding of references to absent objects (using language) to investigate a different symbolic medium (video). Twenty-two-month-olds first played with a toy and later saw on video that the toy underwent a change in state while they were out of the room. Infants in the current study did not subsequently identify the toy based on this new information, whereas those in previous research did. Infants this age thus appear less likely to update their representation of an absent object's properties using video than using language. This result is consistent with the possibility that infants may understand the representational function of symbolic objects later in development than they understand the representational function of language. It also aligns with evidence of the video deficit in which infants learn less effectively from video than from firsthand experience.
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10
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Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.
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11
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Strouse GA, Ganea PA. Learning to learn from video? 30-month-olds benefit from continued use of supportive scaffolding. Infant Behav Dev 2021; 64:101574. [PMID: 34082298 DOI: 10.1016/j.infbeh.2021.101574] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 05/05/2021] [Accepted: 05/07/2021] [Indexed: 11/26/2022]
Abstract
Young children struggle to learn new words presented on video, but adult co-viewers can support them by providing scaffolds that explicitly connect the video and real world. In this study, we asked whether scaffolding facilitates children's symbolic understanding of the video, such that they will subsequently transfer labels from video to real referents. Sixty-three 30-month-olds and 61 36-month-olds participated in a series of three word learning trials in one of three conditions. In the supportive condition, an in-person adult explicitly drew connections between each on-screen object and the corresponding real object in the room with the child. In the unsupportive condition, the in-person adult provided similar-length statements about the objects but did not draw connections between them. In the partial scaffold condition, the in-person adult provided the supportive scaffolds for the first two trials and the unsupportive version for the third trial. At 30 months, children selected the correct object on the third trial more often in the supportive than the unsupportive scaffold condition, and performance in the partial scaffold condition fell in between. At 36 months, performance on the third trial did not differ across conditions. The results showed that experiencing the scaffold twice was not enough to reliably support 30-month-olds in learning to think symbolically on the third trial; rather, they appeared to rely on the adult to connect the video image with its specific real-world referent. At 36 months, however, children did not rely on the adult scaffold to apply the video label to the real-world objects.
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Affiliation(s)
- Gabrielle A Strouse
- Division of Counseling and Psychology in Education, University of South Dakota, United States; Center for Brain and Behavior Research, University of South Dakota, United States.
| | - Patricia A Ganea
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, United States
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Vaiopoulou J, Papadakis S, Sifaki E, Stamovlasis D, Kalogiannakis M. Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles. Behav Sci (Basel) 2021; 11:82. [PMID: 34071894 PMCID: PMC8227413 DOI: 10.3390/bs11060082] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 05/13/2021] [Accepted: 05/17/2021] [Indexed: 02/05/2023] Open
Abstract
Contemporary mobile technologies offer tablets and smartphones that elicit young children's active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children's attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria. Filling the gap in the relevant literature, a new instrument, named PEAU-p (Perceptions about Educational Apps Use-parents), was developed and validated in the present study designed to measure parents' perception of educational apps for kindergarten pupils. Data (N = 435) were collected via online procedures, and the psychometric properties of PEAU-p were studied via exploratory and confirmatory methods. Principal Components Analysis extracted six factors, namely Usability, Enjoyment, Involvement, Learning, Worries, and Values, which explained 72.42% of the total variance. Subsequently, by implementing Latent Class Analysis based on the above factors, four Clusters (i.e., parents' Profiles) were extracted corresponding to their perceptions and attitudes towards the educational apps used for kindergarten pupils. Those were named as 'mild attitude', 'negative attitude', 'positive attitude', and 'indifferent attitude'. This categorization, besides the statistical support, is fully interpretable, and the profiles were associated with certain covariates, such as age, the number of children, knowledge on new technologies, or distal outcomes, e.g., the frequency of using apps, the general position towards apps or their intention to recommend apps use. The findings are discussed within the current research field, investigating the influential role parents play in young children's media selection and use.
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Affiliation(s)
- Julie Vaiopoulou
- Department of Education, University of Nicosia, 2417 Nicosia, Cyprus;
| | - Stamatios Papadakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
| | - Eirini Sifaki
- Department of Cultural Organisations Management, Hellenic Open University, 26222 Patras, Greece;
| | - Dimitrios Stamovlasis
- Department of Philosophy and Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Michail Kalogiannakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
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Tsuji S, Fiévét AC, Cristia A. Toddler word learning from contingent screens with and without human presence. Infant Behav Dev 2021; 63:101553. [PMID: 33744672 DOI: 10.1016/j.infbeh.2021.101553] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2020] [Revised: 02/13/2021] [Accepted: 03/03/2021] [Indexed: 11/16/2022]
Abstract
While previous studies have documented that toddlers learn less well from passive screens than from live interaction, the rise of interactive, digital screen media opens new perspectives, since some work has shown that toddlers can learn similarly well from a human present via video chat as from live exposure. The present study aimed to disentangle the role of human presence from other aspects of social interactions on learning advantages in contingent screen settings. We assessed 16-month-old toddlers' fast mapping of novel words from screen in three conditions: in-person, video chat, and virtual agent. All conditions built on the same controlled and scripted interaction. In the in-person condition, toddlers learned two novel word-object associations from an experimenter present in the same room and reacting contingently to infants' gaze direction. In the video chat condition, the toddler saw the experimenter in real time on screen, while the experimenter only had access to the toddler's real-time gaze position as captured by an eyetracker. This setup allowed contingent reactivity to the toddler's gaze while controlling for any cues beyond these instructions. The virtual agent condition was programmed to follow the infant's gaze, to smile, and to name the object with the same parameters as the experimenter in the other conditions. After the learning phase, all toddlers were tested on their word recognition in a looking-while-listening paradigm. Comparisons against chance revealed that toddlers showed above-chance word learning in the in-person group only. Toddlers in the virtual agent group showed significantly worse performance than those in the in-person group, while performance in the video chat group overlapped with the other two groups. These results confirm that in-person interaction leads to best learning outcomes even in the absence of rich social cues. They also elucidate that contingency is not sufficient either, and that in order for toddlers to learn from interactive digital media, more cues to social agency are required.
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Affiliation(s)
- Sho Tsuji
- The University of Tokyo, Japan; Laboratoire de Sciences Cognitives et Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, France.
| | - Anne-Caroline Fiévét
- Laboratoire de Sciences Cognitives et Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, France
| | - Alejandrina Cristia
- Laboratoire de Sciences Cognitives et Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, France
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Heimann M, Hedendahl L, Ottmer E, Kolling T, Koch FS, Birberg Thornberg U, Sundqvist A. 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D. Front Psychol 2021; 11:576940. [PMID: 33569021 PMCID: PMC7868415 DOI: 10.3389/fpsyg.2020.576940] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2020] [Accepted: 12/29/2020] [Indexed: 11/20/2022] Open
Abstract
The study investigates to what degree two different joint media engagement (JME) strategies affect children's learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group (N = 17) was instructed to help their child by describing the actions they saw on the video while the other group (N = 18) received no specific instruction besides "do as you usually do." The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group (N = 95) tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional (3D) comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks.
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Affiliation(s)
- Mikael Heimann
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Louise Hedendahl
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Elida Ottmer
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | | | - Felix-Sebastian Koch
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Ulrika Birberg Thornberg
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Annette Sundqvist
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
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15
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Lenninger S, Persson T, van de Weijer J, Sonesson G. Mirror, Peephole and Video - The Role of Contiguity in Children's Perception of Reference in Iconic Signs. Front Psychol 2020; 11:1622. [PMID: 32760329 PMCID: PMC7371794 DOI: 10.3389/fpsyg.2020.01622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Accepted: 06/16/2020] [Indexed: 11/24/2022] Open
Abstract
The present study looked at the extent to which 2-year-old children benefited from information conveyed by viewing a hiding event through an opening in a cardboard screen, seeing it as live video, as pre-recorded video, or by way of a mirror. Being encouraged to find the hidden object by selecting one out of two cups, the children successfully picked the baited cup significantly more often when they had viewed the hiding through the opening, or in live video, than when they viewed it in pre-recorded video, or by way of a mirror. All conditions rely on the perception of similarity. The study suggests, however, that contiguity – i.e., the perception of temporal and physical closeness between events – rather than similarity is the principal factor accounting for the results.
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Affiliation(s)
- Sara Lenninger
- Centre for Languages and Literature, Cognitive Semiotics, Lund University, Lund, Sweden.,Department of Early Childhood Education, Kristianstad University, Kristianstad, Sweden
| | - Tomas Persson
- Department of Philosophy, Cognitive Science, Lund University, Lund, Sweden
| | | | - Göran Sonesson
- Centre for Languages and Literature, Cognitive Semiotics, Lund University, Lund, Sweden
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Strouse GA, Samson JE. Learning From Video: A Meta‐Analysis of the Video Deficit in Children Ages 0 to 6 Years. Child Dev 2020; 92:e20-e38. [DOI: 10.1111/cdev.13429] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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Yıldız T. Human-Computer Interaction Problem in Learning: Could the Key Be Hidden Somewhere Between Social Interaction and Development of Tools? Integr Psychol Behav Sci 2020; 53:541-557. [PMID: 30826986 DOI: 10.1007/s12124-019-09484-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Homo sapiens is not just a tool-using species, they also can invent and develop tools. This is the feature that distinguishes humans from other species. It is necessary to get rid of the perceptual dominance of the present state of the material to invent and develop a tool. It is based on a mental process: designing. So how was that possible? In this article, I propose an evolutionary hypothesis in response to this question: the referential triangle. Accordingly, the relationship that people establish with things is mentally indirect, but the relationship they establish with each other is mentally direct. The hypothesis claims that the mental solutions of people have naturally established with each other are also used to invent and develop tools. The latest and most interesting product of this mechanism is artificial intelligence. Because artificial intelligence also acts as an inorganic system. What distinguishes it from other machines in this context is its social behavior. Artificial intelligence can generate social signals. So can artificial intelligence be both a tool and a partner at the same time in the referential triangle established with the tools by the human? In other words, can children, for instance, socially interact with artificial intelligence, just as they do naturally with people around? The article draws attention to that this problem should be included in the cultural psychological research agenda.
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Affiliation(s)
- Tolga Yıldız
- Department of Psychology, Istanbul University, Laleli, 34134, Istanbul, Turkey.
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Barr R. Growing up in the digital age: Early learning and family media ecology. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2019; 28:341-346. [PMID: 31423053 PMCID: PMC6697422 DOI: 10.1177/0963721419838245] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Media is so pervasive that it should no longer be considered a nuisance variable that could affect development but rather, a fundamental part of the context in which development occurs. Despite the rapid growth in access to digital media, there is a scarcity of research examining changes in the family media ecology and the subsequent effects of early media exposure on socio-cognitive development. Early research erroneously focused on the absolute amount of exposure by the child. Current research now considers the entire household, including both intentional exposure to child-directed content and unintended exposure to background media sources. Such research demonstrates that young children can and do learn from well-designed media particularly when they engage with others during digital play.
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Affiliation(s)
- Rachel Barr
- Department of Psychology, Georgetown University
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Troseth GL, Flores I, Stuckelman ZD. When Representation Becomes Reality: Interactive Digital Media and Symbolic Development. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2019; 56:65-108. [PMID: 30846051 DOI: 10.1016/bs.acdb.2018.12.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
One challenge of using an interesting object such as a scale model as a symbol for something else is children's deep interest in the object itself. Attending to the model (the symbol) as a toy, children do not use information about where in the model a tiny dog is hiding to mentally represent where a larger dog is hiding in the full-sized room (the referent). Young children use pictures in this way because they are relatively uninteresting as objects. Today, interactive images on touchscreens function as virtual objects on which to act and which respond to the user's actions. In this chapter, we examine how interactive symbolic media (e.g., touchscreens, video chat, augmented reality) might affect children's symbolic development and the way that psychologists think about representational objects. Young children's learning about and from interactive media may depend upon adults scaffolding children's use of these new cultural tools.
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Affiliation(s)
- Georgene L Troseth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States.
| | - Israel Flores
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
| | - Zachary D Stuckelman
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
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Troseth GL, Strouse GA, Verdine BN, Saylor MM. Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video. Front Psychol 2018; 9:2195. [PMID: 30483198 PMCID: PMC6243085 DOI: 10.3389/fpsyg.2018.02195] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 10/23/2018] [Indexed: 11/17/2022] Open
Abstract
Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and thirty two toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word's meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers' transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children.
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Affiliation(s)
- Georgene L. Troseth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
| | - Gabrielle A. Strouse
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
- Division of Counseling and Psychology in Education, University of South Dakota, Vermillion, SD, United States
| | - Brian N. Verdine
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
- School of Education, University of Delaware, Newark, DE, United States
| | - Megan M. Saylor
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
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Moser A, Olsen S, Rusnak SN, Barr R, Gerhardstein P. How self-generated labelling shapes transfer of learning during early childhood: The role of individual differences. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 37:68-83. [PMID: 29981173 DOI: 10.1111/bjdp.12254] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2017] [Revised: 05/31/2018] [Indexed: 11/27/2022]
Abstract
Multiple factors influence imitation during toddlerhood, including task complexity, social contingency, and individual differences. We conducted a secondary data analysis of individual differences in self-generated labelling using data collected from a complex puzzle imitation task with 355 2- to 3-year-olds. This analysis indicated that toddlers' ability to label the completed puzzle (fish or boat) was associated with better imitation performance. Labelling occurs during social interactions; therefore, our second analysis tested how labelling differed as a function of the level of social scaffolding in each condition. This analysis revealed that self-generated labelling was lower when the social demonstrator was removed and the task was presented on a touchscreen. This study is one of the first to examine self-generated labelling during a complex imitation task in toddlers and increases our understanding of the complexity of memory processing needed for imitation learning. Statement of contribution What is already known on this subject? Toddlers exhibit a transfer of learning deficit from 2D media, including books, TV, and tablets. Self-generated labelling enhances children's learning, through attentional and cognitive mechanisms. Children are sensitive to reduced social cues in screen media contributing to the transfer deficit. What does this study add? Self-generated labelling is associated with better goal imitation performance. Self-generated labelling occurs more frequently under social conditions.
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Affiliation(s)
- Alecia Moser
- Department of Psychology, Binghamton University, New York, USA
| | - Sarah Olsen
- Department of Psychology, Binghamton University, New York, USA
| | - Sylvia N Rusnak
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
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Strouse GA, Troseth GL, O'Doherty KD, Saylor MM. Co-viewing supports toddlers' word learning from contingent and noncontingent video. J Exp Child Psychol 2018; 166:310-326. [PMID: 28992611 PMCID: PMC5777334 DOI: 10.1016/j.jecp.2017.09.005] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Revised: 09/02/2017] [Accepted: 09/05/2017] [Indexed: 11/17/2022]
Abstract
Social cues are one way young children determine that a situation is pedagogical in nature-containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from prerecorded video, a potential reason why toddlers' language learning from video can be inefficient compared with their learning directly from a person. This study explored two methods for supporting children's word learning from video by adding social-communicative cues. A sample of 88 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to Skype or FaceTime "video chat") or appeared in a prerecorded demonstration. In the other manipulation, parents either modeled responsiveness to the actress's on-screen bids for participation or sat out of their children's view. Children then viewed a labeling demonstration on video, and their knowledge of the label was tested with three-dimensional objects. Results indicated that both on-screen contingency and parent modeling increased children's engagement with the actress during training. However, only parent modeling increased children's subsequent word learning, perhaps by revealing the symbolic (representational) intentions underlying this video. This study highlights the importance of adult co-viewing in helping toddlers to interpret communicative cues from video.
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Affiliation(s)
- Gabrielle A Strouse
- Division of Counseling and Psychology in Education, University of South Dakota, Vermillion, SD 57069, USA.
| | - Georgene L Troseth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA
| | | | - Megan M Saylor
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA
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McCloskey M, Johnson SL, Benz C, Thompson DA, Chamberlin B, Clark L, Bellows LL. Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2018; 50:83-89.e1. [PMID: 29031581 DOI: 10.1016/j.jneb.2017.03.006] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2016] [Revised: 03/01/2017] [Accepted: 03/06/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE To describe child use and parents' beliefs and comfort with young children's use of mobile devices in low-income, rural communities. METHODS This was a descriptive, cross-sectional study. The survey, which consisted of 18 multiple-part questions, was distributed to families at 5 Head Start/preschool centers in Colorado. RESULTS In total, 192 surveys were returned (28.5% response rate). Most children (92%) used a smartphone or tablet at some frequency and most parents (90%) had downloaded apps specifically for their child. Education and ethnicity were related to parents' technology beliefs. Parent comfort with technology was positively associated with greater child use of technology (P < .001). CONCLUSIONS AND IMPLICATIONS Mobile device use was relatively high in this sample. Mobile devices appear to be a feasible platform to offer nutrition and physical activity education for this audience. Ensuring parent comfort with technology and apps will be important.
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Affiliation(s)
- Morgan McCloskey
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO
| | - Susan L Johnson
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO
| | - Cristen Benz
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO
| | - Darcy A Thompson
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO
| | - Barbara Chamberlin
- Media Productions and Learning Games Lab, New Mexico State University, Las Cruces, NM
| | - Lauren Clark
- College of Nursing, University of Utah, Salt Lake City, UT
| | - Laura L Bellows
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO.
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Skaug S, Englund KT, Saksvik-Lehouillier I, Lydersen S, Wichstrøm L. Parent-child interactions during traditional and interactive media settings: A pilot randomized control study. Scand J Psychol 2017; 59:135-145. [DOI: 10.1111/sjop.12420] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Accepted: 11/04/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Silje Skaug
- Norwegian University of Science and Technology; NTNU; Department of Psychology; Trondheim Norway
| | - Kjellrun T. Englund
- Norwegian University of Science and Technology; NTNU; Department of Psychology; Trondheim Norway
| | | | - Stian Lydersen
- Norwegian University of Science and Technology; NTNU; Department of Psychology; Trondheim Norway
| | - Lars Wichstrøm
- Norwegian University of Science and Technology; NTNU; Department of Psychology; Trondheim Norway
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Coyne SM, Radesky J, Collier KM, Gentile DA, Linder JR, Nathanson AI, Rasmussen EE, Reich SM, Rogers J. Parenting and Digital Media. Pediatrics 2017; 140:S112-S116. [PMID: 29093044 DOI: 10.1542/peds.2016-1758n] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/19/2017] [Indexed: 11/24/2022] Open
Abstract
Understanding the family dynamic surrounding media use is crucial to our understanding of media effects, policy development, and the targeting of individuals and families for interventions to benefit child health and development. The Families, Parenting, and Media Workgroup reviewed the relevant research from the past few decades. We find that child characteristics, the parent-child relationship, parental mediation practices, and parents' own use of media all can influence children's media use, their attitudes regarding media, and the effects of media on children. However, gaps remain. First, more research is needed on best practices of parental mediation for both traditional and new media. Ideally, this research will involve large-scale, longitudinal studies that manage children from infancy to adulthood. Second, we need to better understand the relationship between parent media use and child media use and specifically how media may interfere with or strengthen parent-child relationships. Finally, longitudinal research on how developmental processes and individual child characteristics influence the intersection between media and family life is needed. The majority of children's media use takes place within a wider family dynamic. An understanding of this dynamic is crucial to understanding child media use as a whole.
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Affiliation(s)
- Sarah M Coyne
- School of Family Life, Brigham Young University, Provo, Utah;
| | - Jenny Radesky
- Division of Developmental Behavioral Pediatrics, Department of Pediatrics, University of Michigan, Ann Arbor, Michigan
| | - Kevin M Collier
- School of Communications, The Ohio State University, Columbus, Ohio
| | | | | | - Amy I Nathanson
- School of Communications, The Ohio State University, Columbus, Ohio
| | - Eric E Rasmussen
- College of Media & Communication, Texas Tech University, Lubbock, Texas
| | - Stephanie M Reich
- School of Education, University of California at Irvine, Irvine, California; and
| | - Jean Rogers
- School of Education, Child Life and Family Studies, Wheelock College, Boston, Massachusetts
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Designing and using digital books for learning: The informative case of young children and video. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.ijcci.2016.12.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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REFERENCES. Monogr Soc Res Child Dev 2017. [DOI: 10.1111/mono.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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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.
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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
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Abstract
OBJECTIVE Young children's use of electronic books (eBooks) is increasing as handheld touch screen devices, such as tablets, become increasingly available. Although older children's reading on tablets has been more broadly investigated, less is known about the impacts of digital reading for infant, toddlers, and preschoolers. This review compares the educational affordances of reading on tablets versus print books for young children's learning. METHOD A qualitative synthesis of research on tablet-based eReading and young children's learning from screens was conducted. RESULTS When eBooks are designed well, preschool-aged children learn equally well and sometimes more than from print books. However, enhanced eBooks with sounds, animations, and games can distract children and reduce learning. When book-sharing with an adult, conversations during eBook reading are often about the platform while print book conversations are more often about the book content. For young children (0-2 yr), there is a paucity of research, but broader studies on learning from screens suggest limited educational benefits of tablet use for this age group. DISCUSSION The authors recommend that (1) the selection of eBooks (especially enhanced eBooks) be thoughtful as games or animations that are not related to the story content can be distracting for young children, (2) adults share in the reading experience as discussions of the story, text, and characters have been found to enhance comprehension, language development, and print awareness, and (3) tablet eBook use be restricted for infants and toddlers, as they benefit more from face-to-face interaction with caregivers than from interactive screens alone.
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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.
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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
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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.
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Kirkorian HL, Lavigne HJ, Hanson KG, Troseth GL, Demers LB, Anderson DR. Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition. INFANCY 2015. [DOI: 10.1111/infa.12102] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | | | | | | | - Lindsay B. Demers
- Psychological and Brain Sciences University of Massachusetts‐Amherst
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Abstract
There is little evidence that infants learn from infant-oriented educational videos and television programming. This 4-week longitudinal experiment investigated 15-month-olds' (N = 92) ability to learn American Sign Language signs (e.g., patting head for hat) from at-home viewing of instructional video, either with or without parent support, compared to traditional parent instruction and a no-exposure control condition. Forced-choice, elicited production, and parent report measures indicate learning across all three exposure conditions, with a trend toward more robust learning in the parent support conditions, regardless of medium. There were no differences between experimental and control conditions in the acquisition of corresponding verbal labels. This constitutes the first experimental evidence of infants' ability to learn expressive communication from commercially available educational videos.
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