1
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Gao C, Wang F, Danovitch JH. Can touchscreens replace teachers? Chinese children's character learning from a touchscreen-based app, video, or face-to-face instruction. J Exp Child Psychol 2024; 244:105961. [PMID: 38776633 DOI: 10.1016/j.jecp.2024.105961] [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: 05/08/2023] [Revised: 04/11/2024] [Accepted: 04/16/2024] [Indexed: 05/25/2024]
Abstract
Given the increasing prevalence of touchscreen devices that are intended for educational purposes, this study explored children's transfer of learning from touchscreen media compared with video and offline face-to-face learning. A total of 76 5- and 6-year-old Chinese kindergarten children (M = 68.21 months, SD = 3.57, range = 62-76; 30 boys and 46 girls) were randomly assigned to learn eight Chinese characters using a touchscreen-based app, using a video, or through face-to-face interaction. Learning was measured via the recall task scores, recognition task scores, recall efficiency, and recognition efficiency. The results revealed that children's recall and recognition task scores improved when learning took place using the touchscreen or face-to-face interaction. Children's recall efficiency and recognition efficiency were strongest in the face-to-face condition, followed by the touchscreen condition and then the video condition. The effects of instructional format on children's recall and recognition scores and recall efficiency were moderated by age; younger children's recall and recognition scores in the face-to-face condition and the touchscreen condition were significantly higher than in the video condition, yet older children's recall and recognition scores did not differ between conditions. However, for recall efficiency, younger children's recall efficiency in the face-to-face condition and the touchscreen condition was significantly higher than in the video condition; older children's recall efficiency in the face-to-face condition was higher than in both the touchscreen condition and the video condition. In conclusion, both face-to-face interaction and a touchscreen-based app were helpful ways for children to learn Chinese characters compared with video, but face-to-face learning showed advantages over touchscreen learning in recall efficiency for older children.
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Affiliation(s)
- Chunying Gao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Fuxing Wang
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China.
| | - Judith H Danovitch
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40208, USA
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2
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Wu Y, Cao X, Nielsen M, Mao Y, Wang F. Dragging but not tapping promotes preschoolers' numerical estimating with touchscreens. J Exp Child Psychol 2024; 246:105989. [PMID: 38889478 DOI: 10.1016/j.jecp.2024.105989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 05/13/2024] [Accepted: 05/13/2024] [Indexed: 06/20/2024]
Abstract
When solving mathematical problems, young children will perform better when they can use gestures that match mental representations. However, despite their increasing prevalence in educational settings, few studies have explored this effect in touchscreen-based interactions. Thus, we investigated the impact on young children's performance of dragging (where a continuous gesture is performed that is congruent with the change in number) and tapping (involving a discrete gesture that is incongruent) on a touchscreen device when engaged in a continuous number line estimation task. By examining differences in the set size and position of the number line estimation, we were also able to explore the boundary conditions for the superiority effect of congruent gestures. We used a 2 (Gesture Type: drag or tap) × 2 (Set Size: Set 0-10 or Set 0-20) × 2 (Position: left of midpoint or right of midpoint) mixed design. A total of 70 children aged 5 and 6 years (33 girls) were recruited and randomly assigned to either the Drag or Tap group. We found that the congruent gesture (drag) generally facilitated better performance with the touchscreen but with boundary conditions. When completing difficult estimations (right side in the large set size), the Drag group was more accurate, responded to the stimulus faster, and spent more time manipulating than the Tap group. These findings suggest that when children require explicit scaffolding, congruent touchscreen gestures help to release mental resources for strategic adjustments, decrease the difficulty of numerical estimation, and support constructing mental representations.
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Affiliation(s)
- Yunyi Wu
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Xinyun Cao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Mark Nielsen
- School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia; Faculty of Humanities, University of Johannesburg, Auckland Park 2006, South Africa
| | - Yichen Mao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China
| | - Fuxing Wang
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia.
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3
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Peña M, Vásquez-Venegas C, Cortés P, Pittaluga E, Herrera M, Pino EJ, Escobar RG, Dehaene-Lambertz G, Guevara P. A brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers. NPJ SCIENCE OF LEARNING 2024; 9:38. [PMID: 38816493 PMCID: PMC11139856 DOI: 10.1038/s41539-024-00249-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 04/24/2024] [Indexed: 06/01/2024]
Abstract
Young children's linguistic and communicative abilities are foundational for their academic achievement and overall well-being. We present the positive outcomes of a brief tablet-based intervention aimed at teaching toddlers and preschoolers new word-object and letter-sound associations. We conducted two experiments, one involving toddlers ( ~ 24 months old, n = 101) and the other with preschoolers ( ~ 42 months old, n = 152). Using a pre-post equivalent group design, we measured the children's improvements in language and communication skills resulting from the intervention. Our results showed that the intervention benefited toddlers' verbal communication and preschoolers' speech comprehension. Additionally, it encouraged vocalizations in preschoolers and enhanced long-term memory for the associations taught in the study for all participants. In summary, our study demonstrates that the use of a ludic tablet-based intervention for teaching new vocabulary and pre-reading skills can improve young children's linguistic and communicative abilities, which are essential for future development.
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Affiliation(s)
- Marcela Peña
- Cognitive Neuroscience Laboratory, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile.
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile.
| | | | - Patricia Cortés
- Cognitive Neuroscience Laboratory, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
| | - Enrica Pittaluga
- Neonatology Department, Complejo Asistencial Dr. Sótero del Río, Santiago, Chile
| | - Mitzy Herrera
- Neonatology Department, Complejo Asistencial Dr. Sótero del Río, Santiago, Chile
| | - Esteban J Pino
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
- Faculty of Engineering, Universidad de Concepción, Concepción, Chile
| | - Raul G Escobar
- Pediatric Neurology Section, Medical School, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Ghislaine Dehaene-Lambertz
- Cognitive Neuroimaging Unit, CNRS ERL 9003, INSERM U992, CEA, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France
| | - Pamela Guevara
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
- Faculty of Engineering, Universidad de Concepción, Concepción, Chile
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4
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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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5
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Paulus FW, Joas J, Friedmann A, Fuschlberger T, Möhler E, Mall V. Familial context influences media usage in 0- to 4-year old children. Front Public Health 2024; 11:1256287. [PMID: 38274543 PMCID: PMC10808691 DOI: 10.3389/fpubh.2023.1256287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 11/20/2023] [Indexed: 01/27/2024] Open
Abstract
Background The use of digital media (e.g., smartphones, tablets, etc.) and the Internet have become omnipresent for every age group and are part of children's and parents' everyday life. Focusing on young children, the availability of media devices, their use as well as associated problems (e.g., in social, emotional and motor development) have increased in recent years. Of particular interest for prevention of these problems in early childhood is the relationship between the familial context (parental digital media use, Problematic Internet Use, school graduation, presence of siblings) and the digital media use of infants and toddlers. The present study's goal was to describe media usage in 0-4-year-old children and to identify the potential relationship between familial context factors and child media usage. Methods The sample included N = 3,035 children aged 0 to 3;11 years (M = 17.37 months, SD = 13.68; 49.13% female). Recruitment took place within the framework of a restandardization study for a German developmental test. The parents of the participants answered a questionnaire on socio-demographics, on child media use, and on parental media use. Questions on parental media use included the full version of the Short Compulsive Internet Use Scale (S-CIUS). Results Significant increases in media usage times with child age were identified, but no significant gender differences. A multiple regression analysis revealed that increasing maternal total media usage time, a higher parental S-CIUS score, lower school leaving certificate of both mother and father, and increasing child's age led to higher child media usage time. Having siblings diminished young children's media usage in this study. Having more than one child and having children aged over a year was associated with a higher parental S-CIUS score. Conclusion Family factors such as maternal media use time, Problematic Internet Use and lower school graduation are significantly associated with young children's digital media use. Parents should be aware of their personal influence on their children's media use which might be due their role in terms of model learning.
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Affiliation(s)
- Frank W. Paulus
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Jens Joas
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Anna Friedmann
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
| | - Tamara Fuschlberger
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
| | - Eva Möhler
- Child and Adolescent Psychiatry, Saarland University Hospital and Saarland University Faculty of Medicine, Homburg, Germany
| | - Volker Mall
- Technical University of Munich, TUM School of Medicine and Health, Chair of Social Pediatrics, München, Germany
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6
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Lal SG, Syurina E, González LP, Bally ELS, Gopikumar V, Bunders-Aelen JGF. Vulnerabilities Prompting Use of Technology and Screen by Mothers of Autistic Children in India: Lived Experiences and Comparison to Scientific Literature. Cult Med Psychiatry 2023; 47:1022-1042. [PMID: 35986134 PMCID: PMC9391205 DOI: 10.1007/s11013-022-09796-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/05/2022] [Indexed: 12/01/2022]
Abstract
Technology and screen media has its place in every home, yet the influences of the same are less known. This research aims to explore the vulnerabilities that prompt the mothers to use screen media for their children, prior to a diagnosis of autism for their child. It also aims to explore literature the influence of screen media on speech and language development in children. This study combined semi-structured interviews with 16 mothers of autistic children in Southern India and a scoping literature review that resulted in 24 articles. The literature refers to a positive influence when co-viewing with the child, and it predominantly highlights improvements in speech and not in language. The interviews revealed that screens were used as a means of support, a language and learning development tool, or as a calming technique. Thus, the study shows that the mothers resorted to screen use for their children more out of helplessness, and not as an informed choice. Mothers of autistic children clearly express their vulnerabilities and indicate feelings of being lost without advice, with regard to use of screen-time. This suggests a need for more research into how they can be supported.
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Affiliation(s)
- Seema Girija Lal
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
- Together We Can, Kochi, Kerala, India.
| | - Elena Syurina
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Laura Pilz González
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Charité -Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität Zu Berlin, Institute of Health and Nursing Science, Augustenburger Platz 1, 13353, Berlin, Germany
| | - Esmée L S Bally
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Vandana Gopikumar
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- The Banyan Academy of Leadership in Mental Health, Chennai, India
| | - J G F Bunders-Aelen
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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7
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Yadav S, Chakraborty P. Ability of 4- to 6-Year-Old Children to Learn Novel Words From Digital Media. Clin Pediatr (Phila) 2023; 62:965-968. [PMID: 36861849 DOI: 10.1177/00099228231157541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/03/2023]
Affiliation(s)
- Savita Yadav
- Department of Computer Science and Engineering, Netaji Subhas University of Technology, New Delhi, India
| | - Pinaki Chakraborty
- Department of Computer Science and Engineering, Netaji Subhas University of Technology, New Delhi, India
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8
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Jing M, Ye T, Kirkorian HL, Mares ML. Screen media exposure and young children's vocabulary learning and development: A meta-analysis. Child Dev 2023; 94:1398-1418. [PMID: 37042116 DOI: 10.1111/cdev.13927] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Revised: 01/25/2023] [Accepted: 02/05/2023] [Indexed: 04/13/2023]
Abstract
This meta-analysis synthesizes research on media use in early childhood (0-6 years), word-learning, and vocabulary size. Multi-level analyses included 266 effect sizes from 63 studies (Ntotal = 11,413) published between 1988-2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non-Hispanic and between 40%-60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small-to-medium effect (r = .30), with stronger effects for e-books than TV/video or games/apps, and non-significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17).
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Affiliation(s)
- Mengguo Jing
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Ting Ye
- Biostatistics, University of Washington, Seattle, Washington, USA
| | - Heather L Kirkorian
- Human Development and Family Studies, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Marie-Louise Mares
- Communication Arts, University of Wisconsin-Madison, Madison, Wisconsin, USA
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9
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Kolak J, Monaghan P, Taylor G. Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech. JOURNAL OF CHILD LANGUAGE 2023; 50:895-921. [PMID: 35481491 DOI: 10.1017/s0305000922000198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Language in touchscreen apps could be useful as an additional source of children's language input, alongside child directed speech (CDS) and books. Here we performed the first analysis of language in apps, as compared with books and CDS. We analysed language in 18 of the most popular educational apps targeting pre-schoolers and compared their language content to children's books and CDS with respect to types of constructions and psycholinguistic features of words. We found that apps contained lower frequency words and had lower lexical diversity compared to CDS, and shorter utterances compared to books. Apps may thus provide an enriched supplementary form of input for young children, due to containing less frequent words. However, apps do not expose children to a high proportion of questions and complex sentences, both of which are crucial for supporting child's development of structurally rich constructions.
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Affiliation(s)
- Joanna Kolak
- Department of Psychology, School of Health and Society, University of Salford, Salford, M5 4WT, UK
| | - Padraic Monaghan
- Department of Psychology, Lancaster University, Lancaster, UK
- Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, Netherlands
| | - Gemma Taylor
- Department of Psychology, School of Health and Society, University of Salford, Salford, M5 4WT, UK
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10
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Wang J, Moriguchi Y. Viewing and playing fantastical events does not affect children's cognitive flexibility and prefrontal activation. Heliyon 2023; 9:e16892. [PMID: 37484378 PMCID: PMC10360944 DOI: 10.1016/j.heliyon.2023.e16892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 05/22/2023] [Accepted: 05/31/2023] [Indexed: 07/25/2023] Open
Abstract
Media exposure, such as viewing fantastical content, can have negative, immediate, and long-term effects on children's executive function. A recent study showed that watching fantastical content on a tablet can impair children's inhibitory control and prefrontal activation during the performance of a task. However, the same effect was not observed when children played fantastical games on a tablet. We aimed to replicate and extend this research by examining whether the same effects are observed during a cognitive flexibility task. In this study, preschool children (N = 32, 15 girls, Mean age in months (SD) = 60.6 (10)) viewed or played fantastical content on a tablet and performed a Dimensional Change Card Sort (DCCS) task before or after the media exposure. We assessed children's behavioral performance and prefrontal activation, as measured by functional near-infrared spectroscopy (fNIRS), and found no behavioral or neural changes after exposure. Our analyses using the Bayes factor supported the null hypothesis that children's cognitive flexibility is unaffected by watching or playing fantastical content.
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Affiliation(s)
- Jue Wang
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto, Japan
| | - Yusuke Moriguchi
- Graduate School of Letters, Kyoto University, Yoshidahoncho, Kyoto, Japan
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11
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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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12
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Qu G, Hu W, Meng J, Wang X, Su W, Liu H, Ma S, Sun C, Huang C, Lowe S, Sun Y. Association between screen time and developmental and behavioral problems among children in the United States: evidence from 2018 to 2020 NSCH. J Psychiatr Res 2023; 161:140-149. [PMID: 36924568 DOI: 10.1016/j.jpsychires.2023.03.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 02/15/2023] [Accepted: 03/07/2023] [Indexed: 03/18/2023]
Abstract
Excessive digital media use has become the common phenomenon among children's lifestyle, and its influences on the plausible accompanying psychological and behavioral problems are gradually investigated. This study aimed to examine the association between screen time and developmental and behavioral problems of children in the United States (US). A secondary analysis based on the data from the 2018 to 2020 National Survey of Children's Health (NSCH) was conducted. Seven types of developmental and behavioral problems and screen time on weekdays of children were collected through parents/caregivers' recall. Logistic regression models were constructed to determine the associations. Overall, 101,350 children aged between 0 and 17 years old were included in this study and 70.3% of preschoolers aged 0-5 years old and 80.2% of children and adolescents aged 6-17 years old had excessive screen time. Excessive screen time was positively associated with behavioral and conduct problem, developmental delay, speech disorder, learning disability, autism spectrum disorders (ASD), and attention deficit hyperactivity disorder (ADHD) and there were significant dose-response relationships. The association between excessive screen time and developmental and behavioral problems was stronger among preschoolers than among children and adolescents. Boys with excessive screen time showed high odds of most types of developmental and behavioral problems. It can be concluded that children with excessive screen time are at high odds of developmental and behavioral problems, especially for preschoolers and boys. Early intervention of digital media use is urgent and essential for children in the US.
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Affiliation(s)
- Guangbo Qu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China; Center for Evidence-Based Practice, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Wenjing Hu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Jia Meng
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Xingyue Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Wenqi Su
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Haixia Liu
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Shaodi Ma
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China
| | - Chenyu Sun
- AMITA Health Saint Joseph Hospital Chicago, 2900 N. Lake Shore Drive, Chicago, 60657, Illinois, USA
| | - Christy Huang
- Santa Clara University, 500 El Camino Real, Santa Clara, CA, 95053, USA
| | - Scott Lowe
- College of Osteopathic Medicine, Kansas City University, 1750 Independence Ave, Kansas City, MO, 64106, USA
| | - Yehuan Sun
- Department of Epidemiology and Health Statistics, School of Public Health, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China; Center for Evidence-Based Practice, Anhui Medical University, No. 81 Meishan Road, Hefei, 230032, Anhui, China; Chaohu Hospital, Anhui Medical University, No. 64 Chaohubei Road, Hefei, 238000, Anhui, China.
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13
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Taylor G, Kolak J, Norgate SH, Monaghan P. Assessing the educational potential and language content of touchscreen apps for preschool children. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2022.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/30/2022] Open
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14
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Guellai B, Somogyi E, Esseily R, Chopin A. Effects of screen exposure on young children's cognitive development: A review. Front Psychol 2022; 13:923370. [PMID: 36059724 PMCID: PMC9431368 DOI: 10.3389/fpsyg.2022.923370] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 07/18/2022] [Indexed: 11/13/2022] Open
Abstract
The past decade has witnessed a rapid increase in the use of screen media in families, and infants are exposed to screens at younger ages than ever before. The objective of this review is twofold: (1) to understand the correlates and demographic factors determining exposure to screens, including interactive screens, when available, and (2) to study the effects of watching screens and using touchscreens on cognitive development, during the first 3 years of life. We argue that the effects of screen viewing depend mostly on contextual aspects of the viewing rather than on the quantity of viewing. That context includes the behavior of adult caregivers during viewing, the watched content in relation to the child's age, the interactivity of the screen and whether the screen is in the background or not. Depending on the context, screen viewing can have positive, neutral or negative effects on infants' cognition.
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Affiliation(s)
- Bahia Guellai
- Département de Psychologie, Université Paris Nanterre, Nanterre, France
| | - Eszter Somogyi
- Department of Psychology, Faculty of Science and Health, University of Portsmouth, Portsmouth, United Kingdom
| | - Rana Esseily
- Département de Psychologie, Université Paris Nanterre, Nanterre, France
| | - Adrien Chopin
- Institut de la Vision, Sorbonne Université, INSERM, CNRS, Paris, France
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15
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Puzio D, Makowska I, Rymarczyk K. Raising the Child-Do Screen Media Help or Hinder? The Quality over Quantity Hypothesis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9880. [PMID: 36011514 PMCID: PMC9408637 DOI: 10.3390/ijerph19169880] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/07/2022] [Accepted: 08/08/2022] [Indexed: 06/15/2023]
Abstract
Screen media are ubiquitous in human life across all age, cultural and socioeconomic groups. The ceaseless and dynamic growth of technological possibilities has given rise to questions regarding their effect on the well-being of children. Research in this area largely consists of cross-sectional studies; experimental and randomized studies are rare, which makes drawing causative conclusions difficult. However, the prevailing approach towards the use of screen media by children has focused on time limitations. The emerging evidence supports a more nuanced perspective. It appears that the older the child, the more important how the screen media are used becomes. Concentrating on the quality of the screen, time has become increasingly relevant in the recent COVID-19 pandemic, which necessitated a transfer of educational and social functioning from real-life to the digital world. With this review, we aimed at gathering current knowledge on the correlations of different screen media use and development outcomes, as well as providing an overview of potential benefits that new technologies may provide to the pediatric population. To summarize, if one cannot evade screen time in children, how can we use it for children's maximum advantage?
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Affiliation(s)
- Diana Puzio
- Department of Child and Adolescent Psychiatry, Medical University of Lodz, 90-419 Lodz, Poland
| | - Iwona Makowska
- Department of Child and Adolescent Psychiatry, Medical University of Lodz, 90-419 Lodz, Poland
| | - Krystyna Rymarczyk
- Department of Biological Psychology, University of Social Sciences and Humanities in Warsaw, 03-815 Warszawa, Poland
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16
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Gaining access to the unknown: Preschoolers privilege unknown information as the target of their questions about verbs. J Exp Child Psychol 2022; 217:105358. [DOI: 10.1016/j.jecp.2021.105358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Revised: 12/20/2021] [Accepted: 12/22/2021] [Indexed: 11/21/2022]
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17
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Vanderloo LM, Janus M, Omand JA, Keown-Stoneman CDG, Borkhoff CM, Duku E, Mamdani M, Lebovic G, Parkin PC, Simpson JR, Tremblay MS, Maguire JL, Birken CS. Children's screen use and school readiness at 4-6 years: prospective cohort study. BMC Public Health 2022; 22:382. [PMID: 35197009 PMCID: PMC8864975 DOI: 10.1186/s12889-022-12629-8] [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: 06/06/2021] [Accepted: 01/18/2022] [Indexed: 11/25/2022] Open
Abstract
Background The primary aim of this study was to determine if screen use in early childhood is associated with overall vulnerability in school readiness at ages 4 to 6 years, as measured by the Early Development Instrument (EDI). Secondary aims were to: (1) determine if screen use was associated with individual EDI domains scores, and (2) examine the association between screen use and EDI domains scores among a subgroup of high screen users. Methods This prospective cohort study was carried out using data from young children participating in a large primary care practice-based research network in Canada. Logistic regression analyses were run to investigate the association between screen use and overall vulnerability in school readiness. Separate linear regression models examined the relationships between children’s daily screen use and each separate continuous EDI domain. Results A total of 876 Canadian participants participated in this study. Adjusted logistic regression revealed an association between increased screen use and increased vulnerability in school readiness (p = 0.05). Results from adjusted linear regression demonstrated an association between higher screen use and reduced language and cognitive development domain scores (p = 0.004). Among high screen users, adjusted linear regression models revealed associations between increased screen use and reduced language and cognitive development (p = 0.004) and communication skills and general knowledge domain scores (p = 0.042). Conclusions Screen use in early childhood is associated with increased vulnerability in developmental readiness for school, with increased risk for poorer language and cognitive development in kindergarten, especially among high users. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-12629-8.
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Affiliation(s)
- Leigh M Vanderloo
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.
| | - Magdalena Janus
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Jessica A Omand
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada
| | - Charles D G Keown-Stoneman
- Applied Health Research Centre, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada
| | - Cornelia M Borkhoff
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Eric Duku
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada
| | - Muhammad Mamdani
- Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Unity Health Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
| | - Gerald Lebovic
- Applied Health Research Centre, Li Ka Shing Knowledge Institute, St. Michael's Hospital, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Patricia C Parkin
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Division of Paediatric Medicine, Paediatric Outcomes Research Team (PORT), Hospital for Sick Children, Toronto, ON, Canada
| | - Janis Randall Simpson
- Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, ON, Canada
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research, CHEO Research Institute, Ottawa, ON, Canada
| | - Jonathon L Maguire
- Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Department of Pediatrics, St. Michael's Hospital, Toronto, Ontario, Canada
| | - Catherine S Birken
- Child Health Evaluative Sciences, Hospital for Sick Children Research Institute, 686 Bay Street, ON, M5G 0A4, Toronto, Canada.,Dalla Lana Faculty of Public Health, University of Toronto, Toronto, ON, Canada.,Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.,Department of Medicine, Temetry Faculty of Medicine, University of Toronto, Toronto, ON, Canada.,Division of Paediatric Medicine, Paediatric Outcomes Research Team (PORT), Hospital for Sick Children, Toronto, ON, Canada
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18
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McArthur BA, Browne D, Racine N, Tough S, Madigan S. Screen Time as a Mechanism Through Which Cumulative Risk is Related to Child Socioemotional and Developmental Outcomes in Early Childhood. Res Child Adolesc Psychopathol 2022; 50:709-720. [PMID: 34997403 DOI: 10.1007/s10802-021-00895-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2021] [Indexed: 10/19/2022]
Abstract
Socio-demographic risks are associated with higher child screen time and higher screen time is associated with poor socioemotional and developmental health. Existing studies have not examined children's screen time as a mechanism through which distal risks may be associated with child outcomes. In the current study, we examined whether two proximal factors, screen time and parenting quality, mediate the relation between distal cumulative risk and child outcomes. Participants (N = 1992) were drawn from a birth cohort of mothers and their children (81% white; 46% female). Mothers reported on cumulative risk factors (maternal income, education, depression, stress, marital status, housing instability, unemployment, and maternal history of childhood adversity) during the prenatal period. Parenting quality (ineffective/hostile, positive interactions) and children's screen time (hours/week) were assessed when children were three years of age. Child socioemotional (internalizing and externalizing problems) and developmental (achievement of developmental milestones) outcomes were measured at five years of age. Path analysis revealed indirect effects from cumulative risk to internalizing symptoms and achievement of developmental milestones via screen time. Indirect effects were observed from cumulative risk to internalizing and externalizing behavior via hostile parenting behavior. Over and above the effects of parenting, screen time may be a factor that links structural forms of social disadvantage during the prenatal period to child socioemotional and developmental outcomes. Due to modest effect sizes of screen time, it remains the case that child socioemotional and developmental health should be conceptualized within the context of distal cumulative risk factors such as caregiver psychological and material resources.
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Affiliation(s)
- Brae Anne McArthur
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | | | - Nicole Racine
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Suzanne Tough
- University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Sheri Madigan
- University of Calgary, Calgary, AB, Canada. .,Alberta Children's Hospital Research Institute, Calgary, AB, Canada.
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19
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Munzer TG, Miller AL, Yeo S, Wang Y, McCaffery H, Kaciroti N, Radesky J. Parent Verbalizations and Toddler Responses With Touchscreen Tablet Nursery Rhyme Apps. Pediatrics 2021; 148:e2021049964. [PMID: 34841433 PMCID: PMC10777329 DOI: 10.1542/peds.2021-049964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/20/2021] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES In some studies, parents and toddlers verbalize less when engaging with a tablet versus a print book. More needs to be known regarding child contributions to specific parent verbalizations. We examined parent-toddler contingent interactions with tablet applications versus print books, as well as moderators of these associations. METHODS We conducted a laboratory-based, within-subjects counterbalanced study of 72 parent-toddler dyads engaging with a nursery rhyme application (with enhanced + autonarration [E+A] and enhanced formats) and print book. We coded parent verbalizations (eg, dialogic, nondialogic) and proportions of child responses to these in 5-second epochs. Poisson regressions were used to analyze within-subjects variance by tablet or print format. We tested effect modification by child emotion regulation and home media practices. RESULTS Children responded more to parent overall (print 0.38; E+A 0.31, P = .04; enhanced 0.11, P = .01), dialogic (print 0.21; E+A 0.13, P = .04; enhanced 0.1, P = .02), and nondialogic (print 0.45; E+A 0.27, P < .001; enhanced 0.32, P < .001) verbalizations during print book versus tablet. Stronger child emotion regulation, greater frequency of co-viewing, and instructive practices moderated associations such that differences between conditions were no longer significant for some parent verbalizations and child responses. CONCLUSIONS Parent-toddler reciprocal verbal interactions occurred less frequently with tablet versus print book use. Child emotion regulation and parent home media practices moderated some of these associations. Pediatricians may wish to promote co-viewing and instructive media practices but may also consider that child emotion regulation may determine response to interactive tablet design.
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Affiliation(s)
| | | | | | - Yujie Wang
- Department of Pediatrics, Medical School
| | | | - Niko Kaciroti
- Department of Pediatrics, Medical School
- Biostatistics, School of Public Health, University of Michigan, Ann Arbor, Michigan
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20
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Gashaj V, Dapp LC, Trninic D, Roebers CM. The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study. Trends Neurosci Educ 2021; 25:100162. [PMID: 34844694 DOI: 10.1016/j.tine.2021.100162] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 09/01/2021] [Accepted: 09/24/2021] [Indexed: 10/20/2022]
Abstract
We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.
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Affiliation(s)
- Venera Gashaj
- Learning Sciences and Higher Education, ETH, Schaffhauserstrasse 403, 8050, Zürich, Switzerland.
| | - Laura C Dapp
- Department of Psychology, University of Bern, Switzerland.
| | - Dragan Trninic
- Learning Sciences and Higher Education, ETH, Schaffhauserstrasse 403, 8050, Zürich, Switzerland.
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21
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De Felice S, Vigliocco G, Hamilton AFDC. Social interaction is a catalyst for adult human learning in online contexts. Curr Biol 2021; 31:4853-4859.e3. [PMID: 34525343 DOI: 10.1016/j.cub.2021.08.045] [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: 05/14/2021] [Revised: 07/28/2021] [Accepted: 08/17/2021] [Indexed: 11/24/2022]
Abstract
Human learning is highly social.1-3 Advances in technology have increasingly moved learning online, and the recent coronavirus disease 2019 (COVID-19) pandemic has accelerated this trend. Online learning can vary in terms of how "socially" the material is presented (e.g., live or recorded), but there are limited data on which is most effective, with the majority of studies conducted on children4-8 and inconclusive results on adults.9,10 Here, we examine how young adults (aged 18-35) learn information about unknown objects, systematically varying the social contingency (live versus recorded lecture) and social richness (viewing the teacher's face, hands, or slides) of the learning episodes. Recall was tested immediately and after 1 week. Experiment 1 (n = 24) showed better learning for live presentation and a full view of the teacher (hands and face). Experiment 2 (n = 27; pre-registered) replicated the live-presentation advantage. Both experiments showed an interaction between social contingency and social richness: the presence of social cues affected learning differently depending on whether teaching was interactive or not. Live social interaction with a full view of the teacher's face provided the optimal setting for learning new factual information. However, during observational learning, social cues may be more cognitively demanding11 and/or distracting,12-14 resulting in less learning from rich social information if there is no interactivity. We suggest that being part of a genuine social interaction catalyzes learning, possibly via mechanisms of joint attention,15 common ground,16 or (inter-)active discussion, and as such, interactive learning benefits from rich social settings.17,18.
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Affiliation(s)
- Sara De Felice
- Institute of Cognitive Neuroscience, University College London, Queen Square, London WC1N 3AZ, UK.
| | - Gabriella Vigliocco
- Department of Experimental Psychology, University College London, Bedford Way, London WC1H 0AP, UK
| | - Antonia F de C Hamilton
- Institute of Cognitive Neuroscience, University College London, Queen Square, London WC1N 3AZ, UK
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22
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Okumura Y, Kobayashi T. Contingent experience with touchscreens promotes parent-child conversations. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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23
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Lawrence A, Choe DE. Mobile Media and Young Children's Cognitive Skills: A Review. Acad Pediatr 2021; 21:996-1000. [PMID: 33486100 DOI: 10.1016/j.acap.2021.01.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 12/19/2020] [Accepted: 01/17/2021] [Indexed: 10/22/2022]
Abstract
Though the use of mobile devices (eg, tablets, smartphones) by young children is pervasive and increasing, research relating children's use of mobile devices to their development is only beginning to emerge. Learning, language development, and self-regulation skills among children aged 0 to 5 are of particular interest to pediatric clinicians, researchers, parents, and policymakers, as these skills foreshadow important outcomes across the lifespan. Experimental research reviewed herein suggests that the interactivity allowed by mobile devices has benefits over passive viewing (for example, of television) for young children's learning and self-regulation, but studies of naturalistic use suggest increased use of mobile devices is associated with poorer language and self-regulation. Pediatric clinicians can be important sources of support for families endeavoring to navigate their children's use of mobile devices by providing advice and resources, such as communicating reasonable time limits and sharing sources of developmentally appropriate content. Future research should implement innovative, rigorous research designs and methods to clarify mechanisms underlying potential negative effects of naturalistic use of mobile devices by young children and investigate how content and context of young children's mobile-device use may influence relations between such use and children's skills.
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Affiliation(s)
- Amanda Lawrence
- Department of Human Ecology, University of California (A Lawrence, DE Choe), Davis Calif.
| | - Daniel Ewon Choe
- Department of Human Ecology, University of California (A Lawrence, DE Choe), Davis Calif
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24
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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: 5] [Impact Index Per Article: 1.7] [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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25
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Ziemer CJ, Wyss S, Rhinehart K. The origins of touchscreen competence: Examining infants' exploration of touchscreens. Infant Behav Dev 2021; 64:101609. [PMID: 34265514 DOI: 10.1016/j.infbeh.2021.101609] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 07/04/2021] [Accepted: 07/05/2021] [Indexed: 11/20/2022]
Abstract
Infants' exposure to images presented on screens is increasing with the accelerating use of technology in society and at home. Touchscreen technology provides numerous interactive screen opportunities geared toward infants and toddlers. Touchscreens are unique in that they possess the 2D qualities of a picture, but a set of manipulation possibilities similar to, but distinct from, a 3D object. Research comparing infants' manual exploration of photographs, objects, and screen images has demonstrated that although 7-10-month-old infants direct different actions towards 3D objects, their exploration of screen images does not differ significantly from their exploration of 2D photographs (Ziemer & Snyder, 2016). The current investigation compares the ways in which 7-10-month-old infants and 15-18-month-old infants manually explore screen images, photographs, and objects. Infants in the older age group were shown examples of objects, photographs, and screen images presented within a well in a table with a Plexiglas® cover to create identical tactile feedback. Coders noted the presence or absence of appropriate actions displayed toward the various surfaces. Results were compared to data collected earlier (Ziemer & Snyder, 2016) to demonstrate the evolution of touchscreen competence across the first years of infant development. By 15-18 months, infants demonstrate an emerging repertoire of touchscreen-appropriate behaviors directed towards touchscreens that is not demonstrated by 7-10-month-old infants. Differences in haptic exploration suggest the beginnings of a touchscreen competence that enables infants to understand and interact with touchscreens in a new way.
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Affiliation(s)
| | - Sara Wyss
- Missouri Western State University, United States
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26
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Courage ML, Frizzell LM, Walsh CS, Smith M. Toddlers Using Tablets: They Engage, Play, and Learn. Front Psychol 2021; 12:564479. [PMID: 34135793 PMCID: PMC8200401 DOI: 10.3389/fpsyg.2021.564479] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 04/26/2021] [Indexed: 11/15/2022] Open
Abstract
Although very young children have unprecedented access to touchscreen devices, there is limited research on how successfully they operate these devices for play and learning. For infants and toddlers, whose cognitive, fine motor, and executive functions are immature, several basic questions are significant: (1) Can they operate a tablet purposefully to achieve a goal? (2) Can they acquire operating skills and learn new information from commercially available apps? (3) Do individual differences in executive functioning predict success in using and learning from the apps? Accordingly, 31 2-year-olds (M = 30.82 month, SD = 2.70; 18 female) were compared with 29 3-year-olds (M = 40.92 month, SD = 4.82; 13 female) using two commercially available apps with different task and skill requirements: (1) a shape matching app performed across 3 days, and (2) a storybook app with performance compared to that on a matched paper storybook. Children also completed (3) the Minnesota Executive Functioning Scale. An adult provided minimal scaffolding throughout. The results showed: (1) toddlers could provide simple goal-directed touch gestures and the manual interactions needed to operate the tablet (2) after controlling for prior experience with shape matching, toddlers’ increased success and efficiency, made fewer errors, decreased completion times, and required less scaffolding across trials, (3) they recognized more story content from the e-book and were less distracted than from the paper book, (4) executive functioning contributed unique variance to the outcome measures on both apps, and (5) 3-year-olds outperformed 2-year-olds on all measures. The results are discussed in terms of the potential of interactive devices to support toddlers’ learning.
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Affiliation(s)
- Mary L Courage
- Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada
| | - Lynn M Frizzell
- Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada
| | - Colin S Walsh
- Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada
| | - Megan Smith
- Department of Psychology, Memorial University of Newfoundland, St. John's, NL, Canada
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27
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Kim KM, Chung US. Associations among exposure to television or video, language development, and school achievement in childhood: a prospective birth cohort study. Soc Psychiatry Psychiatr Epidemiol 2021; 56:847-856. [PMID: 33009921 DOI: 10.1007/s00127-020-01967-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2019] [Accepted: 09/23/2020] [Indexed: 11/25/2022]
Abstract
PURPOSE Exposure to electronic media, which begins in early childhood, has been gradually increasing. This study investigated the associations between time watching television or video (TV time), children's language development, and school achievement using a large prospective design. METHODS The participants underwent annual assessment from birth (T1; 5.5 months) to T8 (87.9 months). We used a parental questionnaire to evaluate TV time annually from T3 (2.2 years) to T8 (7.3 years), by the item asking "How many hours does your child usually spend a day watching TV or videos?". Children were grouped by TV time using group-based trajectory analysis. Among 2150 participants, 1087 were included in the final analysis. The Korean version of the Denver II and the Korean-Ages and Stages questionnaires were administered to evaluate early childhood development (T1 to T3). The Receptive and Expressive Vocabulary Test was used to assess children's language development at T8. Questionnaires completed by both parents and teachers were used to evaluate school achievement at T8. RESULTS Participants were divided into "Low Descending" (LD), "Medium Flat" (MF), "High Ascending" (HA), and "Extremely High Descending" (XHD) groups. Early language development at T1 and T2 did not significantly differ among all groups. However, language development at T3 and T8, and school achievement at T8 differed significantly, and were the highest in LD and lowest in HA. CONCLUSION We found a negative association between greater TV time and children's language and cognitive development. Thus, unchecked TV exposure could be detrimental to childhood cognitive development.
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Affiliation(s)
- Kyoung Min Kim
- Department of Psychiatry, College of Medicine, Dankook University, Cheonan, Republic of Korea
| | - Un Sun Chung
- Department of Psychiatry, Kyungpook National University Children's Hospital, 807 Hoguk-ro, Buk-gu, Deagu, 41404, Republic of Korea.
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28
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Kucker SC. Processes and pathways in development via digital media: Examples from word learning. Infant Behav Dev 2021; 63:101559. [PMID: 33831800 DOI: 10.1016/j.infbeh.2021.101559] [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: 03/20/2021] [Accepted: 03/23/2021] [Indexed: 11/29/2022]
Abstract
Word learning unfolds over multiple, cascading pathways which support in-the-moment processing and learning. The process is refined with each exposure to a word, and exposures to new words occur across a variety of forms and contexts. However, as children are exposed to more and more digital media, the ways in which children encounter, learn, and build on their vocabulary is also shifting. These shifts represent changes in context, content, and at the level of the child that can lead to negative outcomes. Less work, however, has discussed what these differences mean for how things change in the underlying developmental cascade and learning processes. Here, we suggest that the increasing presence of digital media may shift the developmental pathways for learning (the chain of events that support future learning) but not necessarily the developmental processes (the mechanisms underlying learning). Moreover, the interaction of the two may lead to different behavior and outcomes for learning in a digital era. We argue it is imperative for researchers to not only study how digital media differs from everyday learning, but directly measure if the well-worn pathways, processes, and variables found with decades of research with real items translate to a digital media era.
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29
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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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Choi K, Kirkorian HL, Pempek TA. Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers' Transfer From Video. Front Psychol 2021; 12:621372. [PMID: 33716887 PMCID: PMC7943612 DOI: 10.3389/fpsyg.2021.621372] [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: 10/26/2020] [Accepted: 01/22/2021] [Indexed: 11/23/2022] Open
Abstract
Toddlers exhibit poor transfer between video and real-world contexts. Contingently responsive video such as that found in touchscreen apps appears to assist transfer for some toddlers but not others. This study investigated the extent to which toddlers' working memory moderates the impact of contingency on toddler's transfer of learning from video. Toddlers (24–36 months; N = 134) watched a hiding event on either (a) contingent video that advanced only after touch input or (b) non-contingent video that proceeded automatically. Toddlers then searched for a corresponding object on a felt board. Additionally, toddlers' working memory (WM) was assessed. Findings indicate WM and age moderated the impact of contingency on transfer: Contingency decreased transfer in younger children while increasing transfer among older children. However, this was only true for children with relatively low WM. Contingency had little impact on transfer among children with relatively high WM, regardless of age. Results from this study suggest that WM is one specific moderator that predicts whether toddlers are likely to learn from contingent vs. non-contingent video, yet WM does not operate in isolation. Together, these findings underscore the importance of considering multiple child characteristics when identifying the optimal conditions for toddlers' learning from symbolic media.
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Affiliation(s)
- Koeun Choi
- Department of Human Development and Family Science, Virginia Polytechnic Institute and State University, Blacksburg, VA, United States
| | - Heather L Kirkorian
- Department of Human Development and Family Studies, University of Wisconsin-Madison, Madison, WI, United States
| | - Tiffany A Pempek
- Department of Psychology, Hollins University, Roanoke, VA, United States
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31
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Vedechkina M, Borgonovi F. A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children. Front Psychol 2021; 12:611155. [PMID: 33716873 PMCID: PMC7943608 DOI: 10.3389/fpsyg.2021.611155] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Accepted: 02/04/2021] [Indexed: 12/22/2022] Open
Abstract
The role of digital technology in shaping attention and cognitive development has been at the centre of public discourse for decades. The current review presents findings from three main bodies of literature on the implications of technology use for attention and cognitive control: television, video games, and digital multitasking. The aim is to identify key lessons from prior research that are relevant for the current generation of digital users. In particular, the lack of scientific consensus on whether digital technologies are good or bad for children reflects that effects depend on users' characteristics, the form digital technologies take, the circumstances in which use occurs and the interaction between the three factors. Some features of digital media may be particularly problematic, but only for certain users and only in certain contexts. Similarly, individual differences mediate how, when and why individuals use technology, as well as how much benefit or harm can be derived from its use. The finding emerging from the review on the large degree of heterogeneity in associations is especially relevant due to the rapid development and diffusion of a large number of different digital technologies and contents, and the increasing variety of user experiences. We discuss the importance of leveraging existing knowledge and integrating past research findings into a broader organizing framework in order to guide emerging technology-based research and practice. We end with a discussion of some of the challenges and unaddressed issues in the literature and propose directions for future research.
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Affiliation(s)
- Maria Vedechkina
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Francesca Borgonovi
- Social Research Institute, Institute of Education, University College London, London, United Kingdom
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32
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Polinsky N, Flynn R, Wartella EA, Uttal DH. The role of spatial abilities in young children’s spatially-focused touchscreen game play. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100970] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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33
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Ackermann L, Lo CH, Mani N, Mayor J. Word learning from a tablet app: Toddlers perform better in a passive context. PLoS One 2020; 15:e0240519. [PMID: 33259476 PMCID: PMC7707543 DOI: 10.1371/journal.pone.0240519] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Accepted: 09/28/2020] [Indexed: 11/25/2022] Open
Abstract
In recent years, the popularity of tablets has skyrocketed and there has been an explosive growth in apps designed for children. Howhever, many of these apps are released without tests for their effectiveness. This is worrying given that the factors influencing children's learning from touchscreen devices need to be examined in detail. In particular, it has been suggested that children learn less from passive video viewing relative to equivalent live interaction, which would have implications for learning from such digital tools. However, this so-called video deficit may be reduced by allowing children greater influence over their learning environment. Across two touchscreen-based experiments, we examined whether 2- to 4-year-olds benefit from actively choosing what to learn more about in a digital word learning task. We designed a tablet study in which "active" participants were allowed to choose which objects they were taught the label of, while yoked "passive" participants were presented with the objects chosen by their active peers. We then examined recognition of the learned associations across different tasks. In Experiment 1, children in the passive condition outperformed those in the active condition (n = 130). While Experiment 2 replicated these findings in a new group of Malay-speaking children (n = 32), there were no differences in children's learning or recognition of the novel word-object associations using a more implicit looking time measure. These results suggest that there may be performance costs associated with active tasks designed as in the current study, and at the very least, there may not always be systematic benefits associated with active learning in touchscreen-based word learning tasks. The current studies add to the evidence that educational apps need to be evaluated before release: While children might benefit from interactive apps under certain conditions, task design and requirements need to consider factors that may detract from successful performance.
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Affiliation(s)
- Lena Ackermann
- Psychology of Language Department, University of Göttingen, Göttingen, Germany
- Leibniz Science Campus “Primate Cognition”, Göttingen, Germany
| | - Chang Huan Lo
- School of Psychology, University of Nottingham Malaysia, Semenyih, Malaysia
| | - Nivedita Mani
- Psychology of Language Department, University of Göttingen, Göttingen, Germany
- Leibniz Science Campus “Primate Cognition”, Göttingen, Germany
| | - Julien Mayor
- Department of Psychology, University of Oslo, Oslo, Norway
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34
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Li C, Cheng G, Sha T, Cheng W, Yan Y. The Relationships between Screen Use and Health Indicators among Infants, Toddlers, and Preschoolers: A Meta-Analysis and Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E7324. [PMID: 33036443 PMCID: PMC7579161 DOI: 10.3390/ijerph17197324] [Citation(s) in RCA: 48] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 09/30/2020] [Accepted: 10/01/2020] [Indexed: 12/04/2022]
Abstract
Evidence suggests that excessive screen time in early childhood is related to children's physical and mental health. This study aimed to review the relationships between screen media use and several health indicators in infants, toddlers, and preschoolers. A systematic search was conducted by two independent reviewers on PubMed, Web of Science, Embase, and Cochrane Library to identify the eligible studies, with an end date of 13 August 2019. Included studies (published in English) were peer-reviewed and met the determinate population (children aged 0-7 years with screen media exposure and related health outcomes). The AHRQ, NOS, and the Cochrane Handbook were used to evaluate the cross-sectional study, cohort study, and RCT, respectively. A meta-analysis and narrative syntheses were employed separately. Eighty studies (23 studies for meta-analysis) met the inclusion criteria for the systematic review. Strong evidence of the meta-analysis suggested that excessive screen time was associated with overweight/obesity and shorter sleep duration among toddlers and preschoolers. Excessive screen use was associated with various health indicators in physical, behavioral, and psychosocial aspects. Better-quality research on newer media devices, on various kinds of contents in young children, and on dose-response relationships between excessive screen use and health indicators are needed to update recommendations of screen use.
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Affiliation(s)
- Chao Li
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Changsha 410078, China; (C.L.); (G.C.)
| | - Gang Cheng
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Changsha 410078, China; (C.L.); (G.C.)
| | - Tingting Sha
- Hunan Key Laboratory of Joint Degeneration and Injury, Xiangya Hospital, Central South University, Changsha 410008, China;
| | - Wenwei Cheng
- Third Xiangya Hospital of Central South University, Changsha 410000, China;
| | - Yan Yan
- Department of Epidemiology and Medical Statistics, Xiangya School of Public Health, Central South University, Changsha 410078, China; (C.L.); (G.C.)
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35
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Dore RA, Logan J, Lin TJ, Purtell KM, Justice L. Characteristics of Children's Media Use and Gains in Language and Literacy Skills. Front Psychol 2020; 11:2224. [PMID: 33013579 PMCID: PMC7509086 DOI: 10.3389/fpsyg.2020.02224] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Accepted: 08/10/2020] [Indexed: 11/13/2022] Open
Abstract
Media use could be detrimental to children's language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adults (joint media engagement), the extent to which they use interactive media (apps/games), and the time of the day and week during which media use occurs may attenuate any negative effects. The current study examines the relation between characteristics of children's media use and gains in first graders' language and literacy skills. Children (N = 488) completed direct assessments of language and literacy skills in the spring of kindergarten and the spring of first grade. Parents reported how many hours children used both interactive and non-interactive media during different times of the day on the most recent weekday and weekend day and responded to items about the extent to which they engage with their children during media use. A quadratic relationship between media use and language gains showed that a moderate amount of media use was related to larger language gains, whereas high use was related to smaller gains. For literacy, an interaction between media use and joint media engagement showed a small negative effect of media use at low levels of joint media engagement and little to no relation between media use and literacy gains at higher levels of joint media engagement. Children's language and literacy skills were not predicted by either the proportion of media time that was spent with apps/games or morning and weekday media use. These results show that moderate amounts of media use may not be a negative influence on children's developing language skills, whereas high levels may displace other language-enhancing activities. Additionally, joint media engagement may play an important buffering role in the relation between media use and early literacy skills, aligned with current recommendations encouraging co-viewing.
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Affiliation(s)
- Rebecca A. Dore
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Jessica Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M. Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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36
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Gaudreau C, King YA, Dore RA, Puttre H, Nichols D, Hirsh-Pasek K, Golinkoff RM. Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond. Front Psychol 2020; 11:2158. [PMID: 33013552 PMCID: PMC7494800 DOI: 10.3389/fpsyg.2020.02158] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 08/03/2020] [Indexed: 12/03/2022] Open
Abstract
During the unprecedented coronavirus disease (COVID-19) crisis, virtual education activities have become more prevalent than ever. One activity that many families have incorporated into their routines while at home is virtual storytime, with teachers, grandparents, and other remote adults reading books to children over video chat. The current study asks how dialogic reading over video chat compares to more traditional forms of book reading in promoting story comprehension and vocabulary learning. Fifty-eight 4-year-olds (M age = 52.7, SD = 4.04, 31 girls) were randomly assigned to one of three conditions (Video chat, Live, and Prerecorded). Across conditions, children were read the same narrative storybook by a female experimenter who used the same 10 scripted dialogic reading prompts during book reading. In the Video chat (n = 21) and Live conditions (n = 18), the experimenter gave the scripted prompts and interacted naturally and contingently, responding in a timely, relevant manner to children's behaviors. In the Prerecorded condition (n = 19), children viewed a video of an experimenter reading the book. The Prerecorded condition was pseudo-contingent; the reader posed questions and paused for a set period of time as if to wait for a child's response. After reading, children completed measures of vocabulary and comprehension. Results revealed no differences between conditions across six different outcome measures, suggesting that children comprehended and learned from the story similarly across book formats. Further, children in the three experimental conditions scored significantly higher on measures than children in a fourth condition (control) who had never read the book, confirming that children learned from the three different book formats. However, children were more responsive to the prompts in the Live and Video chat conditions than the Prerecorded condition, suggesting that children recognized that these interactions were contingent with their responses, a feature that was lacking in the Prerecorded condition. Results indicate that children can comprehend books over video chat, suggesting that this technology is a viable option for reading to children, especially during the current pandemic.
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Affiliation(s)
- Caroline Gaudreau
- College of Education and Human Development, University of Delaware, Newark, DE, United States
| | - Yemimah A. King
- Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Rebecca A. Dore
- College of Education and Human Ecology, The Ohio State University, Columbus, OH, United States
| | - Hannah Puttre
- Wheelock College of Education and Human Development, Boston University, Boston, MA, United States
| | - Deborah Nichols
- Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, PA, United States
- The Brookings Institution, Washington, DC, United States
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37
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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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38
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Affiliation(s)
- Mijna Hadders-Algra
- University of Groningen, University Medical Center Groningen, Department of Pediatrics, Section of Developmental Neurology, Groningen, The Netherlands.
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39
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40
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Tsuji S, Jincho N, Mazuka R, Cristia A. Communicative cues in the absence of a human interaction partner enhance 12-month-old infants’ word learning. J Exp Child Psychol 2020; 191:104740. [DOI: 10.1016/j.jecp.2019.104740] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2019] [Revised: 10/25/2019] [Accepted: 10/25/2019] [Indexed: 10/25/2022]
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Prolonged touch screen device usage is associated with emotional and behavioral problems, but not language delay, in toddlers. Infant Behav Dev 2020; 58:101424. [PMID: 32120178 DOI: 10.1016/j.infbeh.2020.101424] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2019] [Revised: 01/25/2020] [Accepted: 01/26/2020] [Indexed: 11/21/2022]
Abstract
BACKGROUND Touch screen devices are now ubiquitous, and their usage by young children is increasing. However, the effects of these devices on young children are still unknown. Therefore, this study aimed to address the associations of touch screen device exposure with symptomatic emotional and behavioral problems and language development in children between the ages of 18 and 36 months. METHOD A total of 161 primary caregivers of children between the ages of 18 and 36 months were recruited from the pediatric ward and outpatient clinic at a medical center in southern Taiwan. All caregivers were asked to fill out the Child Behavior Checklist for Ages 1½-5 (CBCL 1½-5) and a questionnaire on basic personal information and touch screen device usage, and they were also interviewed with the Communication and Language Screening Test for Birth to Three Chinese-Speaking Infant-Toddlers (CLST). Independent t-test and one-way ANOVA were used to examine the differences among the categories in the demographic variables and to characterize the touch screen device usage behaviors. Pearson's correlation was used to analyze the relationship between language delay and the extent of touch screen device exposure. After primary univariate analysis, we used multiple regression models to examine the relationships among the effects of touch screen device usage behaviors on children's emotional and behavioral problems and language development. RESULT The children's mean age was 25.63 months (SD = 5.35). Children who spent more time on touch screen devices were more likely to have emotional problems (β = .219, p < .010, 95 % CI: .279-1.518), anxious/depressive symptoms (β = .206, p < .050, 95 % CI: .170-1.244), somatic complaints (β = .291, p < .001, 95% CI: .455-1.462), social withdrawal symptoms (β = .194, p < .050, 95 % CI: 0.133-1.150), attention problems (β = .300, p < .001, 95 % CI: .432-1.267), and aggressive behaviors (β = .247, p < .010, 95 % CI: .967-3.983). The effects were not noted on language development (β = -.136, p < .100, 95 % CI: -2.595-.147). CONCLUSION Young children who spent more time on touch screen devices were more likely to have emotional problems, anxious/depressive symptoms, somatic complaints, social withdrawal symptoms, attention problems, and aggressive behaviors, but not language delay.
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Jauck D, Peralta O. Two-Year-Olds' Symbolic Use of Images Provided by a Tablet: A Transfer Study. Front Psychol 2020; 10:2891. [PMID: 31920899 PMCID: PMC6932993 DOI: 10.3389/fpsyg.2019.02891] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Accepted: 12/05/2019] [Indexed: 11/29/2022] Open
Abstract
Touch screen devices are nowadays part of everyday life and parents and educators assume that young children use their images in a symbolic way. This research aims at replicating and expanding a previous one that reported that, contrary to expectations and to studies with printed or video images, 2-year-old children used the images on a touch screen tablet to retrieve a hidden object (Search), but not to communicate the location of an object they have observed being hidden (Point). In this research, we carried out a transfer study comparing the performance of an Experimental (Search-Point) and a Control group (Point-Point). First, we found that the Experimental group outperformed the Control group. Second, we found that the successful symbolic previous experience gained in the Search tasks was transferred to the Point task, task which 2-year-olds otherwise fail.
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Affiliation(s)
- Daniela Jauck
- Instituto Rosario de Investigaciones en Ciencias de la Educación, Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina (CONICET), Rosario, Argentina.,Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana (UAI), Rosario, Argentina
| | - Olga Peralta
- Instituto Rosario de Investigaciones en Ciencias de la Educación, Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina (CONICET), Rosario, Argentina.,Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana (UAI), Rosario, Argentina
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43
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Dore RA, Logan J, Lin TJ, Purtell KM, Justice L. Characteristics of Children's Media Use and Gains in Language and Literacy Skills. Front Psychol 2020. [PMID: 33013579 DOI: 10.3389/fpsyg.2020.02224/bibtex] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023] Open
Abstract
Media use could be detrimental to children's language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adults (joint media engagement), the extent to which they use interactive media (apps/games), and the time of the day and week during which media use occurs may attenuate any negative effects. The current study examines the relation between characteristics of children's media use and gains in first graders' language and literacy skills. Children (N = 488) completed direct assessments of language and literacy skills in the spring of kindergarten and the spring of first grade. Parents reported how many hours children used both interactive and non-interactive media during different times of the day on the most recent weekday and weekend day and responded to items about the extent to which they engage with their children during media use. A quadratic relationship between media use and language gains showed that a moderate amount of media use was related to larger language gains, whereas high use was related to smaller gains. For literacy, an interaction between media use and joint media engagement showed a small negative effect of media use at low levels of joint media engagement and little to no relation between media use and literacy gains at higher levels of joint media engagement. Children's language and literacy skills were not predicted by either the proportion of media time that was spent with apps/games or morning and weekday media use. These results show that moderate amounts of media use may not be a negative influence on children's developing language skills, whereas high levels may displace other language-enhancing activities. Additionally, joint media engagement may play an important buffering role in the relation between media use and early literacy skills, aligned with current recommendations encouraging co-viewing.
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Affiliation(s)
- Rebecca A Dore
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Jessica Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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44
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45
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Munzer TG, Miller AL, Weeks HM, Kaciroti N, Radesky J. Parent-Toddler Social Reciprocity During Reading From Electronic Tablets vs Print Books. JAMA Pediatr 2019; 173:1076-1083. [PMID: 31566689 PMCID: PMC6777236 DOI: 10.1001/jamapediatrics.2019.3480] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
IMPORTANCE Although the American Academy of Pediatrics recommends parent-child joint engagement with digital media, recent evidence suggests this may be challenging when tablets contain interactive enhancements. OBJECTIVE To examine parent-toddler social reciprocity while reading enhanced (eg, with sound effects, animation) and basic tablet-based books compared with print books. DESIGN, SETTING, AND PARTICIPANTS This within-participants comparison included 37 parent-toddler dyads in a counterbalanced crossover, video-recorded laboratory design at the University of Michigan from May 31 to November 7, 2017. The volunteer sample was recruited from an online research registry and community sites. Dyads included children aged 24 to 36 months with no developmental delay or serious medical condition, parents who were the legal guardians and read English sufficiently for consent, and parents and children without uncorrected hearing or vision impairments. Data were analyzed from October 18, 2017, through April 30, 2018. EXPOSURES Reading an enhanced tablet-based book, a basic tablet-based book, and a print book in counterbalanced order for 5 minutes each. MAIN OUTCOMES AND MEASURES Video recordings were coded continuously for nonverbal aspects of parent-toddler social reciprocity, including body position (child body posture limiting parental book access coded in 10-second intervals), control behaviors (child closing the book, child grabbing the book or tablet, parent or child pivoting their body away from the other), and intrusive behaviors (parent or child pushing the other's hand away). Coding intracorrelation coefficients were greater than 0.75. Poisson regression was used to compare each outcome by book format. RESULTS Among the 37 parent-child dyads, mean (SD) parent age was 33.5 (4.0) years; 30 (81%) were mothers, and 28 (76%) had a 4-year college degree or greater educational attainment. Mean (SD) age of children was 29.2 (4.2) months, 20 (54%) were boys, 21 (57%) were white non-Hispanic, and 6 (16%) were black non-Hispanic. Compared with print books, greater frequency of child body posture limiting parental book access (mean [SD], 7.9 [1.9; P = .01] for enhanced; 8.4 [1.8; P = .006] for basic), child closing the book (mean [SD], 1.2 [0.4; P = .007] for enhanced; 1.2 [0.5; P < .001] for basic), parent pivoting (mean [SD], 0.4 [0.2; P = .05] for enhanced; 0.9 [0.4; P = .004] for basic), child pushing parent's hand (mean [SD], 0.6 [0.2; P < .001] for enhanced; 0.4 [0.2; P = .002] for basic), and parent pushing child's hand (mean [SD], 1.7 [0.3; P < .001] for enhanced; 2.4 [0.5; P < .001] for basic) occurred while reading enhanced and basic tablet-based books. Child pivots occurred more frequently while reading basic tablet-based books than print (mean [SD], 1.0 [0.3] vs 0.3 [0.1]; P = .005). CONCLUSIONS AND RELEVANCE In this study, toddlers and parents engaged in more frequent social control behaviors and less social reciprocity when reading tablet-based vs print books. These findings suggest that toddlers may have difficulty engaging in shared tablet experiences with their parents.
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Affiliation(s)
- Tiffany G. Munzer
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor
| | - Alison L. Miller
- Center for Human Growth and Development, University of Michigan, Ann Arbor,Department of Health Behavior and Health Education, University of Michigan School of Public Health, Ann Arbor
| | - Heidi M. Weeks
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor
| | - Niko Kaciroti
- Center for Human Growth and Development, University of Michigan, Ann Arbor,Department of Biostatistics, University of Michigan, Ann Arbor
| | - Jenny Radesky
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor
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46
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Ackermann L, Hepach R, Mani N. Children learn words easier when they are interested in the category to which the word belongs. Dev Sci 2019; 23:e12915. [PMID: 31618505 DOI: 10.1111/desc.12915] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Revised: 08/28/2019] [Accepted: 10/07/2019] [Indexed: 11/30/2022]
Abstract
The overall pattern of vocabulary development is relatively similar across children learning different languages. However, there are considerable differences in the words known to individual children. Historically, this variability has been explained in terms of differences in the input. Here, we examine the alternate possibility that children's individual interest in specific natural categories shapes the words they are likely to learn - a child who is more interested in animals will learn a new animal name easier relative to a new vehicle name. Two-year-old German-learning children (N = 39) were exposed to four novel word-object associations for objects from four different categories. Prior to the word learning task, we measured their interest in the categories that the objects belonged to. Our measure was pupillary change following exposure to familiar objects from these four categories, with increased pupillary change interpreted as increased interest in that category. Children showed more robust learning of word-object associations from categories they were more interested in relative to categories they were less interested in. We further found that interest in the novel objects themselves influenced learning, with distinct influences of both category interest and object interest on learning. These results suggest that children's interest in different natural categories shapes their word learning. This provides evidence for the strikingly intuitive possibility that a child who is more interested in animals will learn novel animal names easier than a child who is more interested in vehicles.
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Affiliation(s)
- Lena Ackermann
- Psychology of Language Research Group, University of Goettingen, Goettingen, Germany.,Leibniz ScienceCampus Primate Cognition, Goettingen, Germany
| | - Robert Hepach
- Department of Research Methods in Early Child Development, Leipzig University, Leipzig, Germany.,Leipzig Research Center for Early Child Development, Leipzig University, Leipzig, Germany
| | - Nivedita Mani
- Psychology of Language Research Group, University of Goettingen, Goettingen, Germany.,Leibniz ScienceCampus Primate Cognition, Goettingen, Germany
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47
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Receptive versus interactive video screens: A role for the brain's default mode network in learning from media. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2019.05.008] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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48
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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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49
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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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50
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Madigan S, Browne D, Racine N, Mori C, Tough S. Association Between Screen Time and Children's Performance on a Developmental Screening Test. JAMA Pediatr 2019; 173:244-250. [PMID: 30688984 PMCID: PMC6439882 DOI: 10.1001/jamapediatrics.2018.5056] [Citation(s) in RCA: 212] [Impact Index Per Article: 42.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
IMPORTANCE Excessive screen time is associated with delays in development; however, it is unclear if greater screen time predicts lower performance scores on developmental screening tests or if children with poor developmental performance receive added screen time as a way to modulate challenging behavior. OBJECTIVE To assess the directional association between screen time and child development in a population of mothers and children. DESIGN, SETTING, AND PARTICIPANTS This longitudinal cohort study used a 3-wave, cross-lagged panel model in 2441 mothers and children in Calgary, Alberta, Canada, drawn from the All Our Families study. Data were available when children were aged 24, 36, and 60 months. Data were collected between October 20, 2011, and October 6, 2016. Statistical analyses were conducted from July 31 to November 15, 2018. EXPOSURES Media. MAIN OUTCOMES AND MEASURES At age 24, 36, and 60 months, children's screen-time behavior (total hours per week) and developmental outcomes (Ages and Stages Questionnaire, Third Edition) were assessed via maternal report. RESULTS Of the 2441 children included in the analysis, 1227 (50.2%) were boys. A random-intercepts, cross-lagged panel model revealed that higher levels of screen time at 24 and 36 months were significantly associated with poorer performance on developmental screening tests at 36 months (β, -0.06; 95% CI, -0.10 to -0.01) and 60 months (β, -0.08; 95% CI, -0.13 to -0.02), respectively. These within-person (time-varying) associations statistically controlled for between-person (stable) differences. CONCLUSIONS AND RELEVANCE The results of this study support the directional association between screen time and child development. Recommendations include encouraging family media plans, as well as managing screen time, to offset the potential consequences of excess use.
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Affiliation(s)
- Sheri Madigan
- Department of Psychology, University of Calgary,
Calgary, Alberta, Canada,Department of Paediatrics, Alberta Children’s
Hospital Research Institute, Calgary, Alberta, Canada
| | - Dillon Browne
- Department of Psychology, University of Waterloo,
Waterloo, Ontario, Canada
| | - Nicole Racine
- Department of Psychology, University of Calgary,
Calgary, Alberta, Canada,Department of Paediatrics, Alberta Children’s
Hospital Research Institute, Calgary, Alberta, Canada
| | - Camille Mori
- Department of Psychology, University of Calgary,
Calgary, Alberta, Canada,Department of Paediatrics, Alberta Children’s
Hospital Research Institute, Calgary, Alberta, Canada
| | - Suzanne Tough
- Department of Paediatrics, Alberta Children’s
Hospital Research Institute, Calgary, Alberta, Canada
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