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Myers LJ, Strouse GA, McClure ER, Keller KR, Neely LI, Stoto I, Vadakattu NS, Kim ED, Troseth GL, Barr R, Zosh JM. Look at Grandma! Joint visual attention over video chat during the COVID-19 pandemic. Infant Behav Dev 2024; 75:101934. [PMID: 38479051 DOI: 10.1016/j.infbeh.2024.101934] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 02/22/2024] [Accepted: 02/26/2024] [Indexed: 06/11/2024]
Abstract
Social interactions are crucial for many aspects of development. One developmentally important milestone is joint visual attention (JVA), or shared attention between child and adult on an object, person, or event. Adults support infants' development of JVA by structuring the input they receive, with the goal of infants learning to use JVA to communicate. When family members are separated from the infants in their lives, video chat sessions between children and distant relatives allow for shared back-and-forth turn taking interaction across the screen, but JVA is complicated by screen mediation. During video chat, when a participant is looking or pointing at the screen to something in the other person's environment, there is no line of sight that can be followed to their object of focus. Sensitive caregivers in the remote and local environment with the infant may be able to structure interactions to support infants in using JVA to communicate across screens. We observed naturalistic video chat interactions longitudinally from 50 triads (infant, co-viewing parent, remote grandmother). Longitudinal growth models showed that JVA rate changes with child age (4 to 20 months). Furthermore, grandmother sensitivity predicted JVA rate and infant attention. More complex sessions (sessions involving more people, those with a greater proportion of across-screen JVA, and those where infants initiated more of the JVA) resulted in lower amounts of JVA-per-minute, and evidence of family-level individual differences emerged in all models. We discuss the potential of video chat to enhance communication for separated families in the digital world.
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Hutton JS, Piotrowski JT, Bagot K, Blumberg F, Canli T, Chein J, Christakis DA, Grafman J, Griffin JA, Hummer T, Kuss DJ, Lerner M, Marcovitch S, Paulus MP, Perlman G, Romeo R, Thomason ME, Turel O, Weinstein A, West G, Pietra PHD, Potenza MN. Digital Media and Developing Brains: Concerns and Opportunities. CURRENT ADDICTION REPORTS 2024; 11:287-298. [PMID: 38606363 PMCID: PMC11003891 DOI: 10.1007/s40429-024-00545-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/15/2024] [Indexed: 04/13/2024]
Abstract
Purpose of Review The incorporation of digital technologies and their use in youth's everyday lives has been increasing rapidly over the past several decades with possible impacts on youth development and mental health. This narrative review aimed to consider how the use of digital technologies may be influencing brain development underlying adaptive and maladaptive screen-related behaviors. Recent Findings To explore and provide direction for further scientific inquiry, an international group of experts considered what is known, important gaps in knowledge, and how a research agenda might be pursued regarding relationships between screen media activity and neurodevelopment from infancy through childhood and adolescence. While an understanding of brain-behavior relationships involving screen media activity has been emerging, significant gaps exist that have important implications for the health of developing youth. Summary Specific considerations regarding brain-behavior relationships involving screen media activity exist for infancy, toddlerhood, and early childhood; middle childhood; and adolescence. Transdiagnostic frameworks may provide a foundation for guiding future research efforts. Translating knowledge gained into better interventions and policy to promote healthy development is important in a rapidly changing digital technology environment.
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Affiliation(s)
- John S. Hutton
- Division of General and Community Pediatrics, University of Cincinnati College of Medicine and Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA and Division of General and Community Pediatrics, University of Texas Southwestern Medical Center, Dallas, TX USA
| | | | - Kara Bagot
- Departments of Psychiatry & Pediatrics, Addiction Institute, Icahn School of Medicine at Mount Sinai, New York, NY USA
| | - Fran Blumberg
- Division of Psychological and Educational Services, Fordham University, New York, NY USA
| | - Turhan Canli
- Departments of Psychology and Psychiatry, Stony Brook University, Stony Brook, NY USA
| | - Jason Chein
- Department of Psychology & Neuroscience, Temple University, Philadelphia, PA USA
| | - Dimitri A. Christakis
- Center for Child Health Behaviour and Development, Seattle Children’s Research Institute, Departments of Pediatrics, Psychiatry, and Health Services, University of Washington, Seattle, WA USA
| | - Jordan Grafman
- The Shirley Ryan AbilityLab & Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, Chicago, IL USA
| | - James A. Griffin
- The National Institutes of Health, Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, USA
| | - Tom Hummer
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN USA
| | - Daria J. Kuss
- International Gaming Research Unit and Cyberpsychology Group, NTU Psychology, Nottingham Trent University, Nottingham, UK
| | - Matthew Lerner
- Departments of Psychology, Psychiatry & Pediatrics, Stony Brook University, Stony Brook, NY, USA and AJ Drexel Autism Institute, Drexel University, Philadelphia, PA USA
| | - Stuart Marcovitch
- Department Of Psychology, University of North Carolina Greensboro, Greensboro, NC USA
| | | | - Greg Perlman
- Department of Psychiatry and Behavioral Health, Renaissance School of Medicine at Stony, Brook University, Stony Brook, NY USA
| | - Rachel Romeo
- Departments of Human Development & Quantitative Methodology, Hearing & Speech Sciences, and Neuroscience & Cognitive Sciences, University of Maryland College Park, College Park, MD USA
| | - Moriah E. Thomason
- Departments of Child and Adolescent Psychiatry and Population Health, New York University, New York University Grossman School of Medicine, New York, NY USA
| | - Ofir Turel
- College of Business and Economics, California State University, Fullerton, CA USA
- Faculty of Engineering and Information Technology, The University of Melbourne, Melbourne, Australia
| | - Aviv Weinstein
- The Isadore and Ruth Kastin Chair for Brain Research, Department of Psychology and Behavioral Science, Ariel University, Ariel, Israel
| | - Gregory West
- Department of Psychology, University of Montreal, Montreal, Canada
| | - Pamela Hurst-Della Pietra
- Children and Screens: Institute of Digital Media and Child Development, Jericho, NY USA
- Department of Family, Population and Preventive Medicine, Stony Brook Medicine, Stony Brook, NY USA
| | - Marc N. Potenza
- Departments of Psychiatry, Child Study and Neuroscience, Connecticut Mental Health Center, Yale School of Medicine, Wu Tsai Institute, Yale University, New Haven, CT 06517 USA
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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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Li L, Zhao W, Song M, Wang J, Cai Q. CCLOOW: Chinese children's lexicon of oral words. Behav Res Methods 2024; 56:846-859. [PMID: 36881355 DOI: 10.3758/s13428-023-02077-6] [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] [Accepted: 01/16/2023] [Indexed: 03/08/2023]
Abstract
In this article, we introduce the Chinese Children's Lexicon of Oral Words (CCLOOW), the first lexical database based on animated movies and TV series for 3-to-9-year-old Chinese children. The database computes from 2.7 million character tokens and 1.8 million word tokens. It contains 3920 unique character and 22,229 word types. CCLOOW reports frequency and contextual diversity metrics of the characters and words, as well as length and syntactic categories of the words. CCLOOW frequency and contextual diversity measures correlated well with other Chinese lexical databases, particularly well with that computed from children's books. The predictive validity of CCLOOW measures were confirmed with Grade 2 children's naming and lexical decision experiments. Further, we found that CCLOOW frequencies could explain a considerable proportion in adults' written word recognition, indicating that early language experience might have lasting impacts on the mature lexicon. CCLOOW provides validated frequency and contextual diversity estimates that complements current children's lexical database based on written language samples. It is freely accessible online at https://www.learn2read.cn/ccloow .
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Affiliation(s)
- Luan Li
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Wentao Zhao
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Ming Song
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China
- Shanghai Changning Mental Health Center, Shanghai, China
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China
| | - Jing Wang
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China.
| | - Qing Cai
- Shanghai Key Laboratory of Brain Functional Genomics (Ministry of Education), Affiliated Mental Health Center (ECNU), Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai, 200062, China.
- Shanghai Changning Mental Health Center, Shanghai, China.
- Shanghai Center for Brain Science and Brain-Inspired Technology, Shanghai, China.
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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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Priftis N, Panagiotakos D. Screen Time and Its Health Consequences in Children and Adolescents. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1665. [PMID: 37892328 PMCID: PMC10605067 DOI: 10.3390/children10101665] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 10/05/2023] [Accepted: 10/06/2023] [Indexed: 10/29/2023]
Abstract
Nowadays, children and adolescents are exposed to digital media (DM) from an early age. Therefore, specific guidelines have been published by the World Health Organization, whose aim is to limit daily screen time (ST) viewing. However, during the COVID-19 pandemic, a rise in DM use, and consequently ST viewing, was observed. More and more aspects of modern life are thought to be affected by excessive ST viewing. Accordingly, the aim of this review is to document the health effects of excessive ST viewing on children and adolescents. A narrative review was performed in searchable databases. In total, 43 original articles were considered. Excessive ST viewing was correlated with increased risk for obesity and other cardiometabolic risk factors, mental health, unhealthy dietary habits and eating disorders, and problems in development and child-parent relationships. Sleep, physical activity, eyesight, headaches, and the musculoskeletal system were negatively affected as well. However, the effect of ST was weighted by the type of media used and the way types of media were used. Other confounding factors were reported. There is evidence to suggest a negative correlation between excessive ST and youth health exists. Nevertheless, more research is needed if this correlation is to be established.
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Affiliation(s)
- Nikos Priftis
- School of Medicine, National and Kapodistrian University of Athens, 115 27 Athens, Greece;
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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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8
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Chong SC, Teo WZ, Shorey S. Exploring the perception of parents on children's screentime: a systematic review and meta-synthesis of qualitative studies. Pediatr Res 2023; 94:915-925. [PMID: 36966270 PMCID: PMC10039437 DOI: 10.1038/s41390-023-02555-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 02/08/2023] [Accepted: 02/17/2023] [Indexed: 03/27/2023]
Abstract
BACKGROUND Screentime (ST) has been increasingly pervasive in young children. Evidence suggests positive and negative effects of ST on children's development. Parents play a crucial role in influencing their children's ST. There is limited research consolidating the parental perceptions related to children's ST. This review consolidates the evidence on the perception of parents on their children's ST. METHODS Six electronic databases (PubMed, Embase, CINAHL, PsycINFO, Scopus, and ProQuest) were searched from their inception to September 2022. Critical appraisal was conducted using the Critical Appraisal Skills Program (CASP) checklist. Data synthesis was performed using Sandelowski and Barroso's approach. RESULTS Twenty studies were included in this review, encapsulating the experiences of 1,311 parents. Three main themes with corresponding subthemes were identified: (1) Varied reasons behind ST; (2) Attitudes toward ST; and (3) Strategies and approaches to managing ST. CONCLUSION The findings highlighted the varied reasons parents promote ST. Parents reported their concerns and confusion about ST and shared some strategies and approaches for better ST. Future research is needed to develop and evaluate educational programs to ensure that parents understand the risks and benefits of ST and in turn, ensure the appropriate adoption of ST for their children. IMPACT In the digital era, parents' attitudes towards screentime (ST) for their children are mixed. This review presents the dilemma parents face and their struggles with using optimal screen time for their children. This review provides up-to-date evidence on the parents' confusion and concerns about ST as well as strategies and approaches used by the parents for better ST. There is an urgent need for evidence-based educational programs to enhance parental knowledge about ST so that they can ensure appropriate ST among children. CLINICAL TRIAL REGISTRATION PROSPERO Registration No. CRD42022356083.
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Affiliation(s)
- Shang Chee Chong
- Child Development Unit, Khoo Teck Puat, National University Health System, Singapore, Singapore
- University Children's Medical Institute, National University Health System, Singapore, Singapore
- Paediatrics, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Wei Zhou Teo
- Alice Lee Center for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Shefaly Shorey
- Alice Lee Center for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
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9
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Sommer K, Slaughter V, Wiles J, Nielsen M. Revisiting the video deficit in technology-saturated environments: Successful imitation from people, screens, and social robots. J Exp Child Psychol 2023; 232:105673. [PMID: 37068443 DOI: 10.1016/j.jecp.2023.105673] [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: 05/03/2022] [Revised: 03/01/2023] [Accepted: 03/01/2023] [Indexed: 04/19/2023]
Abstract
The "video deficit" is a well-documented effect whereby children learn less well about information delivered via a screen than the same information delivered in person. Research suggests that increasing social contingency may ameliorate this video deficit. The current study instantiated social contingency to screen-based information by embodying the screen within a socially interactive robot presented to urban Australian children with frequent exposure to screen-based communication. We failed to document differences between 22- to 26-month-old children's (N = 80) imitation of screen-based information embedded in a social robot and in-person humans. Furthermore, we did not replicate the video deficit with children imitating at similar levels regardless of the presentation medium. This failure to replicate supports the findings of a recent meta-analysis of video deficit research whereby there appears to be a steady decrease over time in the magnitude of the video deficit effect. We postulate that, should the video deficit effect be truly dwindling in effect size, the video deficit may soon be a historical artifact as children begin perceiving technology as relevant and meaningful in everyday life more and more. This research finds that observational-based learning material can be successfully delivered in person, via a screen, or via a screen embedded in a social robot.
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Affiliation(s)
- Kristyn Sommer
- School of Applied Psychology, Griffith University, Southport, Queensland 4215, Australia.
| | - Virginia Slaughter
- Early Cognitive Development Centre, School of Psychology, University of Queensland, St Lucia, Queensland 4072, Australia
| | - Janet Wiles
- ARC Centre of Excellence for the Dynamics of Language, School of Information Technology and Electrical Engineering, University of Queensland, St Lucia, Queensland 4067, Australia
| | - Mark Nielsen
- Early Cognitive Development Centre, School of Psychology, University of Queensland, St Lucia, Queensland 4072, Australia; Faculty of Humanities, University of Johannesburg, Auckland Park 2092, South Africa
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10
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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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Capparini C, To MPS, Reid VM. Should I follow your virtual gaze? Infants' gaze following over video call. J Exp Child Psychol 2023; 226:105554. [PMID: 36208491 DOI: 10.1016/j.jecp.2022.105554] [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: 04/07/2022] [Revised: 09/12/2022] [Accepted: 09/12/2022] [Indexed: 11/07/2022]
Abstract
From 10 months of age, human infants start to understand the function of the eyes in the looking behavior of others to the point where they preferentially orient toward an object if the social partner has open eyes rather than closed eyes. Thus far, gaze following has been investigated in controlled laboratory paradigms. The current study investigated this early ability using a remote live testing procedure, testing infants in their everyday environment while manipulating whether the experimenter could or could not see some target objects. A total of 32 11- and 12-month-old infants' looking behavior was assessed, varying the experimenter's eye status condition (open eyes vs closed eyes) in a between-participant design. Results showed that infants followed the gaze of a virtual social partner and that they preferentially followed open eyes rather than closed eyes. These data generalize past laboratory findings to a noisier home environment and demonstrate gaze processing capacities of infants to a virtual partner interacting with the participants in a live setup.
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Affiliation(s)
- Chiara Capparini
- Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom; Center for Research in Cognition & Neuroscience (CRCN), Université Libre de Bruxelles, Bruxelles 1050, Belgium.
| | - Michelle P S To
- Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom
| | - Vincent M Reid
- School of Psychology, University of Waikato, Hamilton 3240, New Zealand
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Adams C, Kubin L, Humphrey J. Screen technology exposure and infant cognitive development: A scoping review. J Pediatr Nurs 2022; 69:e97-e104. [PMID: 36585349 DOI: 10.1016/j.pedn.2022.12.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 12/09/2022] [Accepted: 12/13/2022] [Indexed: 12/30/2022]
Abstract
PROBLEM There has been some concern that screen exposure is harmful to an infant's cognitive development, but the effects of screen technologies on cognition are not fully understood. A scoping review was conducted to determine what evidence exists about screen exposure and cognitive development in children ages birth to 24 months. ELIGIBILITY CRITERIA Inclusion = 1) English language; 2) studies focusing on children under 24 months of age; 3) cognitive development; 4) screen exposure. Exclusion = 1) articles over 25 years old; 2) structure, function and physiology of the brain; 3) social development; 4) psychosocial development; 5) motor development; 6) abnormal development/mental health; 7) behavior; 8) content only, not screen exposure e.g., social media; 9) secondary sources. SAMPLE Ten studies met the inclusion criteria. Articles included one retrospective chart review, six longitudinal studies, two cross-sectional studies, and one prospective study. RESULTS Of the ten studies in this review, six reported correlations between screen exposure and cognitive delay, one study reported positive cognitive outcomes and three reported no significant positive or negative outcomes. CONCLUSIONS From the evidence in this scoping review, no causal relationship has been found between screen exposure and infant cognitive harm. Some correlations between screen exposure and cognitive delay were reported. Some positive cognitive outcomes were also reported. IMPLICATIONS Future research should focus on the context of screen viewing as opposed to dosage or exposure. More robust methodologies should be used to assess infant cognition and screen usage.
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Affiliation(s)
- Carin Adams
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America.
| | - Laura Kubin
- Texas Woman's University College of Nursing, 5500 Southwestern Medical Ave., Dallas, TX 75235, United States of America
| | - John Humphrey
- Texas Woman's University Library, 5500 Southwestern Medical Ave, Dallas, TX 75235, United States of America
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Screen Media Exposure in Early Childhood and Its Relation to Children’s Self-Regulation. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2022. [DOI: 10.1155/2022/4490166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Self-regulation, the ability to control thoughts, emotions, and behavior for goal-directed activities, shows rapid development in infancy, toddlerhood, and preschool periods. Early self-regulatory skills predict later academic achievement and socioemotional adjustment. An increasing number of studies suggest that screen media use may have negative effects on children’s developing self-regulatory skills. In this systematic review, we summarized and integrated the findings of the studies investigating the relationship between young children’s screen media use and their self-regulation. We searched the ERIC, PsycINFO, PubMed, and Web of Science databases and identified 39 relevant articles with 45 studies. We found that screen time in infancy is negatively associated with self-regulation, but findings were more inconsistent for later ages suggesting that screen time does not adequately capture the extent of children’s screen media use. The findings further indicated that background TV is negatively related to children’s self-regulation, and watching fantastical content seems to have immediate negative effects on children’s self-regulatory skills. We suggest that future studies should take the content and context of children’s screen media use into account and also focus on parent- and home-related factors such as parental behaviors that foster the development of self-regulatory skills.
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Virtual Grandparenting: Identifying Barriers to Supportive Video Chat between Grandparents and Grandchildren. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2022. [DOI: 10.1155/2022/9454654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Many grandparents today are physically separated from their families. Given that maintaining close family relationships (with both adult children and grandchildren) is associated with increased physical, mental, and emotional health across generations, it is important to determine how families can maintain close relationships with grandparents when physically separated. Technology offers one potential support: the proliferation of video chat. Recent work suggests that the frequency of video chat and the variety of behaviors engaged in during video calls predicts family closeness and enjoyment of using this communication method, regardless of the physical distance between parties. However, the frequency of grandparent-grandchild video chat varies across families. Here, we explore how demographic, physical (e.g., distance), technological (e.g., number of devices and barriers), and social factors (e.g., children are distracted) predicted: (1) whether or not video chat was used by grandparent-grandchild dyads, and (2) the frequency of video chat in the families using the technology. This work suggests that geographical distance, having met in person, and the number of devices owned were positive predictors of grandparents and grandchildren having ever video chatted. However, the factors associated with the frequency of video chat were different in the parent and grandparent models and included grandparents’ comfort with technology and the type of device used by the parent and child. These findings not only have implications for supporting grandparent-grandchild relationships but also for all family members separated by distance, immigration, incarceration, health emergencies, and displacement.
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15
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Glick AR, Saiyed FS, Kutlesa K, Onishi KH, Nadig AS. Implications of video chat use for young children's learning and social-emotional development: Learning words, taking turns, and fostering familial relationships. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2022; 13:e1599. [PMID: 35609141 DOI: 10.1002/wcs.1599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 03/25/2022] [Accepted: 04/03/2022] [Indexed: 06/15/2023]
Abstract
Parents of young children use video chat differently than other screen media, paralleling expert recommendations (e.g., American Academy of Pediatrics Council on Communications and Media, 2016), which suggest that video chat, unlike other screen media, is acceptable for use by children under 18 months. Video chat is unique among screen media in that it permits contingent (time-sensitive and content-sensitive) social interactions. Contingent social interactions take place between a child and a partner (dyadic), with objects (triadic), and with multiple others (multi-party configurations), which critically underpin development in multiple domains. First, we review how contingent social interaction may underlie video chat's advantages in two domains: for learning (specifically learning new words) and for social-emotional development (specifically taking turns and fostering familial relationships). Second, we describe constraints on video chat use and how using chat with an active adult (co-viewing) may mitigate some of its limitations. Finally, we suggest future research directions that will clarify the potential advantages and impediments to the use of video chat by young children. This article is categorized under: Linguistics > Language Acquisition Psychology > Learning Cognitive Biology > Social Development.
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Affiliation(s)
- Aaron R Glick
- School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
| | - Fauzia S Saiyed
- Department of Psychology, McGill University, Montreal, Quebec, Canada
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Katia Kutlesa
- Department of Psychology, McGill University, Montreal, Quebec, Canada
| | - Kristine H Onishi
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
- Department of Psychology, McGill University, Montreal, Quebec, Canada
| | - Aparna S Nadig
- School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada
- Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada
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16
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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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17
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Roche E, Rocha‐Hidalgo J, Piper D, Strouse GA, Neely LI, Ryu J, Myers LJ, McClure E, Troseth GL, Zosh JM, Barr R. Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID-19. INFANCY 2022; 27:1008-1031. [PMID: 35932232 PMCID: PMC9539353 DOI: 10.1111/infa.12491] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Revised: 06/27/2022] [Accepted: 07/04/2022] [Indexed: 12/30/2022]
Abstract
COVID-19 disrupted infant contact with people beyond the immediate family. Because grandparents faced higher COVID-19 risks due to age, many used video chat instead of interacting with their infant grandchildren in person. We conducted a semi-naturalistic, longitudinal study with 48 families, each of whom submitted a series of video chats and surveys, and most (n = 40) also submitted a video of an in-person interaction. Families were mostly highly-educated, White/Caucasian, and lived between 1 and 2700 miles apart. We used multilevel models to examine grandparents' and parents' sensitivity during video chat across time (centered at February 1, 2021, the approximate date of vaccine availability). Grandparent video chat sensitivity changed as a function of date and parent sensitivity. Parent sensitivity changed as a function of date, grandparent sensitivity, and geographic distance. We then modeled infants' affective valence during video chat and in-person interactions with their grandparents, which was only predicted by grandparent sensitivity, not modality or other factors. This study demonstrates that caregivers were sensitive toward infants during video chat interactions despite fluctuations in family stress and reduced in-person contact during COVID-19 and that grandparent sensitivity predicted positive infant affect during both video chat and in-person interactions.
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Affiliation(s)
- Ellen Roche
- Georgetown UniversityWashingtonDistrict of ColumbiaUSA
| | | | - Douglas Piper
- Georgetown UniversityWashingtonDistrict of ColumbiaUSA
| | | | | | - Jenna Ryu
- Georgetown UniversityWashingtonDistrict of ColumbiaUSA
| | | | | | | | | | - Rachel Barr
- Georgetown UniversityWashingtonDistrict of ColumbiaUSA
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18
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Verheyden C, Van Holen F, West D, Vanderfaeillie J. Psychosocial well-being of Flemish foster children residing in their foster homes during the COVID-19 lockdown. CHILDREN AND YOUTH SERVICES REVIEW 2022; 139:106535. [PMID: 35582523 PMCID: PMC9098417 DOI: 10.1016/j.childyouth.2022.106535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 04/11/2022] [Accepted: 05/07/2022] [Indexed: 06/15/2023]
Abstract
The measures implemented to contain the COVID-19 pandemic profoundly affected the lives of children and families all around the world, probably affecting children's psychosocial well-being. The negative consequences of lockdowns are presumed to hit even harder on vulnerable groups such as foster children who already struggle with their psychosocial well-being in normal circumstances and who face specific challenges during lockdowns such as: additional help that is no longer available or only offered digitally and physical contact with birth parents that is forbidden. Nevertheless, some scholars point to the positive side of lockdowns (e.g.: relief due to closure of schools). This study aims to asses the psychosocial well-being of Flemish foster children residing in their foster homes during the COVID-19 lockdown and the factors that are associated with the change in their psychosocial well-being. 888 foster parents reported on the psychosocial well-being of just as many foster children through the Brief Assessment Checklist for Children and Adolescents. The COVID-19 lockdown was not associated with a decreased psychosocial well-being of Flemish foster children residing in their foster homes during the lockdown. Foster parents reported a slight improvement in their relationship with their foster child during the lockdown which points to a positive consequence of the lockdown. In addition, this improvement was positively associated with an increased psychosocial well-being during adverse circumstances and should therefore be enhanced. The type and amount of contact with birth parents is significantly associated with foster children's changed psychosocial well-being during the lockdown. Foster parents who reported an increase in alternative contact (e.g., (video)calls and messages) between their foster child and his/her birth parent(s) during the lockdown, also reported an increase in their foster child's psychosocial well-being during that period.
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Affiliation(s)
- Camille Verheyden
- Vrije Universiteit Brussel, Department of Psychology, Pleinlaan 2, 1050 Brussels, Belgium
| | - Frank Van Holen
- Vrije Universiteit Brussel, Department of Psychology, Pleinlaan 2, 1050 Brussels, Belgium
- Pleegzorg Vlaams-Brabant en Brussel, Sainctelettesquare 17, 1000 Brussels, Belgium
| | - Delphine West
- Vrije Universiteit Brussel, Department of Psychology, Pleinlaan 2, 1050 Brussels, Belgium
| | - Johan Vanderfaeillie
- Vrije Universiteit Brussel, Department of Psychology, Pleinlaan 2, 1050 Brussels, Belgium
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19
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Xu Y, Vigil V, Bustamante AS, Warschauer M. Contingent interaction with a television character promotes children's science learning and engagement. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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20
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Shawcroft JE, Gale M, Workman K, Leiter V, Jorgensen-Wells M, Jensen AC. Screen-play: An observational study of the effect of screen media on Children's play in a museum setting. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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21
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Bidgood A, Taylor G, Kolak J, Bent EM, Hickman N. A balanced digital diet for under 5s: A commentary on Orben (2021). INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Affiliation(s)
- Amy Bidgood
- School of Health and Society University of Salford Salford UK
| | - Gemma Taylor
- School of Health and Society University of Salford Salford UK
| | - Joanna Kolak
- School of Health and Society University of Salford Salford UK
| | - Eve Marie Bent
- School of Health and Society University of Salford Salford UK
| | - Nicola Hickman
- School of Health and Society University of Salford Salford UK
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22
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Shields MM, McGinnis MN, Selmeczy D. Remote Research Methods: Considerations for Work With Children. Front Psychol 2021; 12:703706. [PMID: 34777090 PMCID: PMC8581245 DOI: 10.3389/fpsyg.2021.703706] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 09/27/2021] [Indexed: 11/13/2022] Open
Abstract
The growing shift to online research provides numerous potential opportunities, including greater sample diversity and more efficient data collection. While online methods and recruitment platforms have gained popularity in research with adults, there is relatively little guidance on best practices for how to conduct remote research with children. The current review discusses how to conduct remote behavioral research with children and adolescents using moderated (i.e., real-time interactions between the experimenter and child) and unmoderated (i.e., independent completion of study without experimenter interaction) methods. We examine considerations regarding sample diversity and provide recommendations on implementing remote research with children, including discussions about remote software, study design, and data quality. These recommendations can promote the use of remote research amongst developmental psychologists by contributing to our knowledge of effective online research practices and helping to build standardized guidelines when working with children.
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Affiliation(s)
- Michelle M Shields
- Cognitive Development Lab, Department of Psychology, University of Colorado, Colorado Springs, Colorado Springs, CO, United States
| | - Morgan N McGinnis
- Cognitive Development Lab, Department of Psychology, University of Colorado, Colorado Springs, Colorado Springs, CO, United States
| | - Diana Selmeczy
- Cognitive Development Lab, Department of Psychology, University of Colorado, Colorado Springs, Colorado Springs, CO, United States
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23
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Girouard‐Hallam LN, Streble HM, Danovitch JH. Children's mental, social, and moral attributions toward a familiar digital voice assistant. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2021. [DOI: 10.1002/hbe2.321] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | - Hailey M. Streble
- Department of Psychological and Brain Sciences University of Louisville Louisville Kentucky USA
| | - Judith H. Danovitch
- Department of Psychological and Brain Sciences University of Louisville Louisville Kentucky USA
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24
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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: 8] [Impact Index Per Article: 2.7] [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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25
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Wiltshire CA, Troller-Renfree SV, Giebler MA, Noble KG. Associations among average parental educational attainment, maternal stress, and infant screen exposure at 6 months of age. Infant Behav Dev 2021; 65:101644. [PMID: 34509711 PMCID: PMC8627439 DOI: 10.1016/j.infbeh.2021.101644] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Revised: 08/18/2021] [Accepted: 08/24/2021] [Indexed: 01/02/2023]
Abstract
Evidence suggests that increased use of screens early in life may have negative developmental consequences for children. However, little is known concerning parental factors that predict initial screen exposure in infancy. The primary goal of this study was to examine whether parental educational attainment and maternal stress were associated with infant screen exposure by 6 months of age. A diverse sample of mothers (N = 93) was recruited prenatally. In a follow-up visit when the infants were six months of age (N = 82), we examined factors that may be associated with initial infant exposure to screens. First, mothers reported whether they had already exposed their infants to screens. Thereafter, those mothers who reported already having exposed their infants to screens were further queried to determine the extent of infant screen use. Results demonstrated that among infants exposed to screens, mothers reported an average of nearly 3 h of daily screen use. Average parental educational attainment, but not maternal stress, was significantly associated with initial infant exposure. Of those families who endorsed screen exposure by 6 months, 70 % reported a screen in the room where the child sleeps, nearly half reported using screens to help calm the infant, and about a third reported using a screen at least sometimes during meals, when going to sleep, and while waiting. Parental education around infant screen use behaviors may be important to help promote child development and outcomes.
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Affiliation(s)
- Cynthia A Wiltshire
- The University of Texas at El Paso, United States; Teachers College, Columbia University, United States
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26
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Bennette E, Metzinger A, Lee M, Ni J, Nishith S, Kim M, Schachner A. Do you see what I see? Children's understanding of perception and physical interaction over video chat. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2021. [DOI: 10.1002/hbe2.276] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Elizabeth Bennette
- Department of Psychology University of California, San Diego San Diego California USA
| | - Alison Metzinger
- Department of Psychology University of California, San Diego San Diego California USA
| | - Michelle Lee
- Department of Psychology University of California, San Diego San Diego California USA
| | - Jessica Ni
- Department of Psychology University of California, San Diego San Diego California USA
| | - Shruti Nishith
- Department of Psychology University of California, San Diego San Diego California USA
| | - Minju Kim
- Department of Psychology University of California, San Diego San Diego California USA
| | - Adena Schachner
- Department of Psychology University of California, San Diego San Diego California USA
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27
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Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.
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28
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Strouse GA, McClure E, Myers LJ, Zosh JM, Troseth GL, Blanchfield O, Roche E, Malik S, Barr R. Zooming through development: Using video chat to support family connections. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2021. [DOI: 10.1002/hbe2.268] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Gabrielle A. Strouse
- Division of Counseling and Psychology in Education University of South Dakota Vermillion South Dakota USA
- Center for Brain and Behavior Research University of South Dakota Vermillion South Dakota USA
| | | | - Lauren J. Myers
- Department of Psychology Lafayette College Easton Pennsylvania USA
| | - Jennifer M. Zosh
- Department of Human Development and Family Studies Pennsylvania State University Brandywine Pennsylvania USA
| | - Georgene L. Troseth
- Department of Psychology and Human Development Vanderbilt University Nashville Tennessee USA
| | - Olivia Blanchfield
- Department of Psychology Georgetown University Washington District of Columbia USA
| | - Ellen Roche
- Department of Psychology Georgetown University Washington District of Columbia USA
| | - Subul Malik
- Department of Psychology Georgetown University Washington District of Columbia USA
| | - Rachel Barr
- Department of Psychology Georgetown University Washington District of Columbia USA
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29
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Nielsen M, Fong FTK, Whiten A. Social learning from media: The need for a culturally diachronic developmental psychology. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2021; 61:317-334. [PMID: 34266569 DOI: 10.1016/bs.acdb.2021.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Since the proliferation of television sets into households began over half a century ago there has been widespread interest in the impact that viewing has on young children's development. Such interest has grown with the increasing availability of smart phones and tablets. In this review we examine the literature documenting human social learning and how this learning is impacted when the instructing agent appears on a screen instead of face-to-face. We then explore the shifting nature of screen-based media, with a focus on the increasingly socio-normative manner information is portrayed. We discuss how the changing nature of screen technology might be altering how children interpret what they see, and raise the possibility that this may render prevailing evidence as historical documentation, rather than setting out established developmental milestones that transcend the period in which they were documented. We contend that recognizing the significance of historically changing contexts in developmental psychology is timely when the COVID-19 climate is pushing data collection on-line for many labs, often using tasks that were developed primarily for face-to-face contexts.
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Affiliation(s)
- Mark Nielsen
- School of Psychology, University of Queensland, St. Lucia, QLD, Australia; Faculty of Humanities, University of Johannesburg, Johannesburg, South Africa.
| | - Frankie T K Fong
- School of Psychology, University of Queensland, St. Lucia, QLD, Australia; Department of Psychology, The University of Texas at Austin, Austin, TX, United States
| | - Andrew Whiten
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, United Kingdom
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30
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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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31
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Escudero P, Pino Escobar G, Casey CG, Sommer K. Four-Year-Old's Online Versus Face-to-Face Word Learning via eBooks. Front Psychol 2021; 12:610975. [PMID: 33776837 PMCID: PMC7994518 DOI: 10.3389/fpsyg.2021.610975] [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: 09/28/2020] [Accepted: 02/02/2021] [Indexed: 11/13/2022] Open
Abstract
Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using easily accessible programs and platforms. Four-year-old children's (N = 56) performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits.
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Affiliation(s)
- Paola Escudero
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Bankstown, NSW, Australia.,Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University, Canberra, ACT, Australia
| | - Gloria Pino Escobar
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Bankstown, NSW, Australia.,Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University, Canberra, ACT, Australia
| | - Charlotte G Casey
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Bankstown, NSW, Australia.,Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University, Canberra, ACT, Australia
| | - Kristyn Sommer
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Bankstown, NSW, Australia.,Australian Research Council Centre of Excellence for the Dynamics of Language, Australian National University, Canberra, ACT, Australia
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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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Heimann M, Hedendahl L, Ottmer E, Kolling T, Koch FS, Birberg Thornberg U, Sundqvist A. 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D. Front Psychol 2021; 11:576940. [PMID: 33569021 PMCID: PMC7868415 DOI: 10.3389/fpsyg.2020.576940] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2020] [Accepted: 12/29/2020] [Indexed: 11/20/2022] Open
Abstract
The study investigates to what degree two different joint media engagement (JME) strategies affect children's learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group (N = 17) was instructed to help their child by describing the actions they saw on the video while the other group (N = 18) received no specific instruction besides "do as you usually do." The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group (N = 95) tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional (3D) comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks.
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Affiliation(s)
- Mikael Heimann
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Louise Hedendahl
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Elida Ottmer
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | | | - Felix-Sebastian Koch
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Ulrika Birberg Thornberg
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Annette Sundqvist
- Infant and Child Lab, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
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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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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: 51] [Impact Index Per Article: 12.8] [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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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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Strouse GA, Samson JE. Learning From Video: A Meta‐Analysis of the Video Deficit in Children Ages 0 to 6 Years. Child Dev 2020; 92:e20-e38. [DOI: 10.1111/cdev.13429] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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39
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Li P, Jeong H. The social brain of language: grounding second language learning in social interaction. NPJ SCIENCE OF LEARNING 2020; 5:8. [PMID: 32595983 PMCID: PMC7305321 DOI: 10.1038/s41539-020-0068-7] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Accepted: 05/29/2020] [Indexed: 05/13/2023]
Abstract
For centuries, adults may have relied on pedagogies that promote rote memory for the learning of foreign languages through word associations and grammar rules. This contrasts sharply with child language learning which unfolds in socially interactive contexts. In this paper, we advocate an approach to study the social brain of language by grounding second language learning in social interaction. Evidence has accumulated from research in child language, education, and cognitive science pointing to the efficacy and significance of social learning. Work from several recent L2 studies also suggests positive brain changes along with enhanced behavioral outcomes as a result of social learning. Here we provide a blueprint for the brain network underlying social L2 learning, enabling the integration of neurocognitive bases with social cognition of second language while combining theories of language and memory with practical implications for the learning and teaching of a new language in adulthood.
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Affiliation(s)
- Ping Li
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Kowloon, Hong Kong China
| | - Hyeonjeong Jeong
- Graduate School of International Cultural Studies & Department of Human Brain Science, Institute of Development, Aging, and Cancer, Tohoku University, Aoba-ku, Sendai Japan
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Coyne SM, Holmgren HG, Keenan-Kroff SL, Petersen S, Stockdale L. Prenatal Predictors of Media Use During Infancy. CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING 2020; 23:377-383. [DOI: 10.1089/cyber.2019.0477] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Sarah M. Coyne
- School of Family Life, Brigham Young University, Provo, Utah
| | | | | | - Sarah Petersen
- School of Family Life, Brigham Young University, Provo, Utah
| | - Laura Stockdale
- School of Family Life, Brigham Young University, Provo, Utah
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Tombeau Cost K, Korczak D, Charach A, Birken C, Maguire JL, Parkin PC, Szatmari P. Association of Parental and Contextual Stressors With Child Screen Exposure and Child Screen Exposure Combined With Feeding. JAMA Netw Open 2020; 3:e1920557. [PMID: 32022883 DOI: 10.1001/jamanetworkopen.2019.20557] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
IMPORTANCE Parents may use screen exposure or screen exposure combined with feeding for infants and toddlers to alleviate their own stress. OBJECTIVE To evaluate the association of individual and contextual stressors with child screen exposure (CSE) and CSE combined with feeding (CSE+F) in children aged 7 to 18 months as measured by parent-reported use and variation in quantity of CSE and CSE+F. DESIGN, SETTING, AND PARTICIPANTS This cross-sectional, population-based study drew parent-child participants from TARGet Kids, a network of primary health care research settings throughout Toronto, Ontario, Canada, between November 1, 2011, and July 31, 2018. The included children were aged 7 to 18 months. Exclusion criteria were health conditions affecting growth, acute conditions, chronic conditions, severe developmental delay, and families who were unable to communicate in the English language. Data were analyzed from April 1, 2019, to July 31, 2019. EXPOSURES Parenting stress, child age, child negative affectivity, family living arrangements, and family income were assessed with parent-completed questionnaires. MAIN OUTCOMES AND MEASURES The primary outcome was CSE and the variation in CSE, which represented the amount of background and engaged use of screens (television, videos or DVDs, video games, computers, and mobile devices) in a typical week. The secondary outcome was CSE+F, which represented the frequency of breakfast, lunch, dinner, and snack consumption during screen exposure in a typical week. Both CSE and CSE+F were assessed with the parent-completed Nutrition and Health Questionnaire; Infant Behavior Questionnaire, Revised Very Short; and Parenting Stress Index, Short Form. RESULTS The final sample size was 1085 children for the analysis of CSE and 1083 children for the analysis of CSE+F. Among 914 respondents, the children's mean (SD) age was 11.6 (2.3) months, and 478 (52.3%) were male. Among 910 respondents, 839 (92.2%) were mothers, with a mean (SD) age among 873 respondents of 34.4 (4.2) years. In a typical week, 581 of 779 children (74.6%) were reported to have any CSE, and 321 of 874 children (36.7%) had some CSE+F. Higher parenting stress levels (odds ratio [OR], 1.01; 95% CI, 1.00-1.02; P = .04) and older child age (OR, 1.43; 95% CI, 1.01-2.03; P = .04) were associated with CSE. Higher parenting stress levels (incidence rate [IR], 1.00; 95% CI, 1.00-1.01; P = .002) and lower household income (IR, 1.26; 95% CI, 1.10-1.45; P = .01) were associated with increased CSE. Older child age (OR, 1.79; 95% CI, 1.35-2.38; P < .001) and lower household income (OR, 2.54; 95% CI, 1.72-3.74; P < .001) were associated with CSE+F. Lower household income (IR, 1.21; 95% CI, 1.03-1.42; P = .02) was associated with increased CSE+F. CONCLUSIONS AND RELEVANCE This study found that parenting stress, income, and child age were associated with CSE, and child age and household income were associated with CSE+F. Given these findings, interventions to improve parental coping mechanisms may decrease child screen exposure.
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Affiliation(s)
| | - Daphne Korczak
- Department of Psychiatry, The Hospital for Sick Children, Toronto, Ontario, Canada
- Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Alice Charach
- Department of Psychiatry, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Catherine Birken
- Division of Paediatric Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Sick Kids Research Institute, Toronto, Ontario, Canada
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
- Department of Nutritional Sciences, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Jonathon L Maguire
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
- Department of Nutritional Sciences, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Li Ka Shing Knowledge Institute, St Michael's Hospital, Toronto, Ontario, Canada
- Department of Pediatrics, St Michael's Hospital, University of Toronto, Toronto, Ontario, Canada
| | - Patricia C Parkin
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Sick Kids Research Institute, Toronto, Ontario, Canada
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
- Paediatric Outcomes Research Team, Division of Paediatric Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Peter Szatmari
- Centre for Addiction and Mental Health, Department of Psychiatry, The Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
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Rooijen R, Bekkers E, Junge C. Beneficial effects of the mother's voice on infants’ novel word learning. INFANCY 2019; 24:838-856. [DOI: 10.1111/infa.12312] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Revised: 08/28/2019] [Accepted: 08/28/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Rianne Rooijen
- Department of Experimental Psychology Helmholtz Institute Utrecht University Utrecht The Netherlands
- Department of Developmental Psychology Utrecht University Utrecht The Netherlands
| | - Eline Bekkers
- The Generation R Study Group Erasmus Medical Center Rotterdam The Netherlands
| | - Caroline Junge
- Department of Experimental Psychology Helmholtz Institute Utrecht University Utrecht The Netherlands
- Department of Developmental Psychology Utrecht University Utrecht The Netherlands
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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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44
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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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45
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Subtle temporal delays of mothers' responses affect imitation learning in children: Mother-child interaction study. J Exp Child Psychol 2018; 179:126-142. [PMID: 30513415 DOI: 10.1016/j.jecp.2018.10.010] [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: 03/30/2018] [Revised: 10/25/2018] [Accepted: 10/26/2018] [Indexed: 11/23/2022]
Abstract
The relationship between temporal contiguity of mothers' teaching behaviors and children's imitation learning was investigated. Participants (2-year-old children) observed their mothers' demonstration of using novel toys over a double television system under live and delayed conditions. The dyads normally interacted in the live condition, whereas they interacted with a 1-s time delay inserted between the children's actions and mothers' responses in the delayed condition. Then, the children were tested with identical toys. Results indicated that children's smiling responses and imitation performances were significantly decreased in the delayed condition compared with the live condition, although mothers' teaching approach did not differ between conditions. These results suggest that a subtle temporal delay in mothers' responses could affect young children's imitation learning.
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Troseth GL, Strouse GA, Verdine BN, Saylor MM. Let's Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers' Word Learning From Video. Front Psychol 2018; 9:2195. [PMID: 30483198 PMCID: PMC6243085 DOI: 10.3389/fpsyg.2018.02195] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 10/23/2018] [Indexed: 11/17/2022] Open
Abstract
Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and thirty two toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word's meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers' transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children.
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Affiliation(s)
- Georgene L. Troseth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
| | - Gabrielle A. Strouse
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
- Division of Counseling and Psychology in Education, University of South Dakota, Vermillion, SD, United States
| | - Brian N. Verdine
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
- School of Education, University of Delaware, Newark, DE, United States
| | - Megan M. Saylor
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
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Two are better than one: Infant language learning from video improves in the presence of peers. Proc Natl Acad Sci U S A 2018; 115:9859-9866. [PMID: 30275298 DOI: 10.1073/pnas.1611621115] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Studies show that young children learn new phonemes and words from humans significantly better than from machines. However, it is not clear why learning from video is ineffective or what might be done to improve learning from a screen. The present study, conducted with 9-month-old infants, utilized a manipulation-touch screen video-which allowed infants to control presentations of foreign-language video clips. We tested the hypothesis that infant learning from a screen would be enhanced in the presence of a peer, as opposed to learning alone. Brain measures of phonetic learning and detailed analyses of interaction during learning confirm the hypothesis that social partners enhance learning, even from screens.
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Moser A, Olsen S, Rusnak SN, Barr R, Gerhardstein P. How self-generated labelling shapes transfer of learning during early childhood: The role of individual differences. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018; 37:68-83. [PMID: 29981173 DOI: 10.1111/bjdp.12254] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2017] [Revised: 05/31/2018] [Indexed: 11/27/2022]
Abstract
Multiple factors influence imitation during toddlerhood, including task complexity, social contingency, and individual differences. We conducted a secondary data analysis of individual differences in self-generated labelling using data collected from a complex puzzle imitation task with 355 2- to 3-year-olds. This analysis indicated that toddlers' ability to label the completed puzzle (fish or boat) was associated with better imitation performance. Labelling occurs during social interactions; therefore, our second analysis tested how labelling differed as a function of the level of social scaffolding in each condition. This analysis revealed that self-generated labelling was lower when the social demonstrator was removed and the task was presented on a touchscreen. This study is one of the first to examine self-generated labelling during a complex imitation task in toddlers and increases our understanding of the complexity of memory processing needed for imitation learning. Statement of contribution What is already known on this subject? Toddlers exhibit a transfer of learning deficit from 2D media, including books, TV, and tablets. Self-generated labelling enhances children's learning, through attentional and cognitive mechanisms. Children are sensitive to reduced social cues in screen media contributing to the transfer deficit. What does this study add? Self-generated labelling is associated with better goal imitation performance. Self-generated labelling occurs more frequently under social conditions.
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Affiliation(s)
- Alecia Moser
- Department of Psychology, Binghamton University, New York, USA
| | - Sarah Olsen
- Department of Psychology, Binghamton University, New York, USA
| | - Sylvia N Rusnak
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
| | - Rachel Barr
- Department of Psychology, Georgetown University, Washington, District of Columbia, USA
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Kirkorian HL. When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen? CHILD DEVELOPMENT PERSPECTIVES 2018. [DOI: 10.1111/cdep.12290] [Citation(s) in RCA: 76] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Strouse GA, Troseth GL, O'Doherty KD, Saylor MM. Co-viewing supports toddlers' word learning from contingent and noncontingent video. J Exp Child Psychol 2018; 166:310-326. [PMID: 28992611 PMCID: PMC5777334 DOI: 10.1016/j.jecp.2017.09.005] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2017] [Revised: 09/02/2017] [Accepted: 09/05/2017] [Indexed: 11/17/2022]
Abstract
Social cues are one way young children determine that a situation is pedagogical in nature-containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from prerecorded video, a potential reason why toddlers' language learning from video can be inefficient compared with their learning directly from a person. This study explored two methods for supporting children's word learning from video by adding social-communicative cues. A sample of 88 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to Skype or FaceTime "video chat") or appeared in a prerecorded demonstration. In the other manipulation, parents either modeled responsiveness to the actress's on-screen bids for participation or sat out of their children's view. Children then viewed a labeling demonstration on video, and their knowledge of the label was tested with three-dimensional objects. Results indicated that both on-screen contingency and parent modeling increased children's engagement with the actress during training. However, only parent modeling increased children's subsequent word learning, perhaps by revealing the symbolic (representational) intentions underlying this video. This study highlights the importance of adult co-viewing in helping toddlers to interpret communicative cues from video.
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Affiliation(s)
- Gabrielle A Strouse
- Division of Counseling and Psychology in Education, University of South Dakota, Vermillion, SD 57069, USA.
| | - Georgene L Troseth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA
| | | | - Megan M Saylor
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA
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