1
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Gao C, Wang F, Danovitch JH. Can touchscreens replace teachers? Chinese children's character learning from a touchscreen-based app, video, or face-to-face instruction. J Exp Child Psychol 2024; 244:105961. [PMID: 38776633 DOI: 10.1016/j.jecp.2024.105961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 04/11/2024] [Accepted: 04/16/2024] [Indexed: 05/25/2024]
Abstract
Given the increasing prevalence of touchscreen devices that are intended for educational purposes, this study explored children's transfer of learning from touchscreen media compared with video and offline face-to-face learning. A total of 76 5- and 6-year-old Chinese kindergarten children (M = 68.21 months, SD = 3.57, range = 62-76; 30 boys and 46 girls) were randomly assigned to learn eight Chinese characters using a touchscreen-based app, using a video, or through face-to-face interaction. Learning was measured via the recall task scores, recognition task scores, recall efficiency, and recognition efficiency. The results revealed that children's recall and recognition task scores improved when learning took place using the touchscreen or face-to-face interaction. Children's recall efficiency and recognition efficiency were strongest in the face-to-face condition, followed by the touchscreen condition and then the video condition. The effects of instructional format on children's recall and recognition scores and recall efficiency were moderated by age; younger children's recall and recognition scores in the face-to-face condition and the touchscreen condition were significantly higher than in the video condition, yet older children's recall and recognition scores did not differ between conditions. However, for recall efficiency, younger children's recall efficiency in the face-to-face condition and the touchscreen condition was significantly higher than in the video condition; older children's recall efficiency in the face-to-face condition was higher than in both the touchscreen condition and the video condition. In conclusion, both face-to-face interaction and a touchscreen-based app were helpful ways for children to learn Chinese characters compared with video, but face-to-face learning showed advantages over touchscreen learning in recall efficiency for older children.
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Affiliation(s)
- Chunying Gao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Fuxing Wang
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China.
| | - Judith H Danovitch
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40208, USA
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2
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Gowenlock AE, Norbury C, Rodd JM. Exposure to Language in Video and its Impact on Linguistic Development in Children Aged 3-11: A Scoping Review. J Cogn 2024; 7:57. [PMID: 39035076 PMCID: PMC11259113 DOI: 10.5334/joc.385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 07/01/2024] [Indexed: 07/23/2024] Open
Abstract
Early exposure to books can benefit language acquisition by expanding children's linguistic experience and engaging them in a shared activity (Nation et al. 2022; Dowdall et al., 2020). Video media (including television) could potentially fulfil a similar role by exposing children to new linguistic phenomena in an engaging setting. However, while many studies have examined the impact of screen-time on cognitive development (for a review see Kostyrka-Allchorne et al., 2017), the findings relating specifically to language remain unclear. The aim of this review is to understand how encountering language content in video media might impact a variety of language skills in children aged 3-11. This review maps the methods and findings of 93 studies that met preregistered criteria with the goal of understanding which factors impact learning outcomes following video exposure. Results from observational (N = 31) and experimental (N = 62) studies reveal a divided literature in which video viewing is linked to short-term benefits for learning specific linguistic structures from high-quality video media, as well as having negative or null long-term associations with standardised language measures. Results highlight various methodological difficulties and limitations faced by experimental and observational approaches and reveal the importance of video quality and viewing context for language learning.
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3
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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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4
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Farangi MR, Naami A. A study of early multilingualism in Iran: The effects of mother tongue literacy, socio-economic status and foreground TV exposure. Acta Psychol (Amst) 2024; 243:104167. [PMID: 38306876 DOI: 10.1016/j.actpsy.2024.104167] [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: 09/18/2023] [Revised: 01/23/2024] [Accepted: 01/24/2024] [Indexed: 02/04/2024] Open
Abstract
This study investigated interactions among linguistics, social and political factors in a linguistically rich environment. For this purpose, two-hundred Iranian preschoolers (aged 5 to 6 years old) from four ethnic/linguistic groups (Arab, Kurd, Turk and Fars) were selected using multi-stage stratified sampling. All participants took part in an Elementary English language course and their exposure to foreground TV was recorded using media exposure portfolio. Maternal education and family income were considered as criteria for socio-economic status. Children's language proficiency was measured through Language Sample Analysis (LSA). The LSA components included total number of utterances produced, total number of words produced, total number of new words produced and mean length of utterances. Regression analysis, ANOVA and t-tests were used for data analyses. The results showed that bilingual children performed slightly better than multilingual children in LSA measures but this cannot be taken for granted. Moreover, socio-economic status and LSA measures were significantly related but TV exposure was not associated with the LSA measures. These results supported the arguments purported by minority language proponents on the importance of using children's mother tongue in educational curriculum.
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Affiliation(s)
| | - Amir Naami
- Applied linguistics, Shiraz University, Shiraz 71946-84636, Iran
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5
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Korres G, Kourklidou M, Sideris G, Bastaki D, Demagkou A, Riga M, Gogoulos P, Nikolopoulos T, Delides A. Unsupervised Screen Exposure and Poor Language Development: A Scoping Review to Assess Current Evidence and Suggest Priorities for Research. Cureus 2024; 16:e56483. [PMID: 38638754 PMCID: PMC11026032 DOI: 10.7759/cureus.56483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/19/2024] [Indexed: 04/20/2024] Open
Abstract
Screen exposure has both negative and positive effects on the level of language skills a child acquires. The purpose of this review is to address current literature on the possible relationship between unsupervised screen exposure and language development in children and to provide recommendations to caregivers regarding screen exposure of children, taking into consideration the possible effects. A scoping review was conducted using the PubMed/MEDLINE (Medical Literature Analysis and Retrieval System Online) database. A total of 590 articles were retrieved and considered for inclusion. Twenty-one articles were finally included and reviewed with an emphasis on language, communication, and executive skills as well as cognitive development. The negative effects of screen exposure for children outweigh the positive effects. The largest number of studies demonstrate that unsupervised screen exposure may negatively impact a child's language usage and cognitive and executive skills, disrupt playtime, and affect the quality of sleep. On the other hand, supervised screen use is associated with improved language skills. More evidence is needed on unsupervised exposure in children to new types of screens. As technology could play a significant role in schools in the future, additional research is required to create educational media for schoolchildren with specific guidelines.
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Affiliation(s)
- Georgios Korres
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Melina Kourklidou
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Giorgos Sideris
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Despoina Bastaki
- First Department of Pediatrics, Unit of Developmental and Behavioral Pediatrics, Aghia Sophia Children's Hospital, Athens, GRC
| | - Aikaterini Demagkou
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Maria Riga
- Department of Otorhinolaryngology-Head and Neck Surgery, Dammam Medical Complex, Dammam, SAU
| | - Panagiotis Gogoulos
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Thomas Nikolopoulos
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Alexander Delides
- 2nd Otolaryngology Department, Attikon University Hospital, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
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6
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Zhu J, McVarnock A, Polakova L, Xiang S, Li Y, Coplan RJ. Shyness and Socio-Emotional Adjustment among Young Chinese Children: The Moderating Role of Screen Time. Behav Sci (Basel) 2023; 13:763. [PMID: 37754040 PMCID: PMC10525577 DOI: 10.3390/bs13090763] [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: 07/30/2023] [Revised: 09/11/2023] [Accepted: 09/12/2023] [Indexed: 09/28/2023] Open
Abstract
The primary aim of the present study was to examine the potential moderating role of screen time in the links between shyness and indices of socio-emotional adjustment in young Chinese children. Participants were N = 211 children (112 boys, 99 girls) ages 43-66 months (M = 58.84 months, SD = 5.32) recruited from two public kindergartens in Shanghai, People's Republic of China. Mothers completed assessments of children's shyness and screen time, and both mothers and teachers completed measures of indices of children's socio-emotional functioning (prosocial, internalizing problems, learning problems). Among the results, shyness was positively associated with internalizing problems and negatively associated with prosocial behavior, whereas screen time was positively associated with internalizing problems. However, several significant shyness × screen time interaction effects were observed. The pattern of these results consistently revealed that at higher levels of screen time, links between shyness and indices of socio-emotional difficulties were exacerbated. Results are discussed in terms of the implications of shyness and screen time in early childhood.
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Affiliation(s)
- Jingjing Zhu
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, No. 100 Guilin Rd., Shanghai 200234, China; (J.Z.); (S.X.)
| | - Alicia McVarnock
- Department of Psychology, Carleton University, 1125 Colonel by Drive, Ottawa, ON K1S 5B6, Canada; (A.M.); (L.P.)
| | - Laura Polakova
- Department of Psychology, Carleton University, 1125 Colonel by Drive, Ottawa, ON K1S 5B6, Canada; (A.M.); (L.P.)
| | - Shuhui Xiang
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, No. 100 Guilin Rd., Shanghai 200234, China; (J.Z.); (S.X.)
| | - Yan Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, No. 100 Guilin Rd., Shanghai 200234, China; (J.Z.); (S.X.)
| | - Robert J. Coplan
- Department of Psychology, Carleton University, 1125 Colonel by Drive, Ottawa, ON K1S 5B6, Canada; (A.M.); (L.P.)
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7
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Okumura Y, Kobayashi T. Do infants understand educational television content based on scientific findings? J Exp Child Psychol 2023; 229:105620. [PMID: 36641828 DOI: 10.1016/j.jecp.2022.105620] [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: 09/07/2022] [Revised: 11/03/2022] [Accepted: 12/15/2022] [Indexed: 01/15/2023]
Abstract
Although attempts to create evidence-based television content for infants from birth to 2 years of age are notable, it has not been empirically verified to what extent infants understand such content. Our study evaluated whether Japanese 11- to 20-month-olds (N = 97; 52 boys and 45 girls) understand evidence-based television content using a looking-time method. When presented with content based on number themes, infants demonstrated an understanding of addition. When presented with content related to moral cognition, infants preferentially looked at a helper more than at a non-helper. Results reveal that infants understand educational television content based on scientific findings, demonstrating robustness and ecological validity. We discuss the possibility that broadcasting such content promotes infants' sensitivity to numbers and morals and provides learning opportunities through television.
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Affiliation(s)
- Yuko Okumura
- NTT Communication Science Laboratories, Nippon Telegraph and Telephone Corporation, Sōraku-gun, Kyoto 619-0237, Japan.
| | - Tessei Kobayashi
- NTT Communication Science Laboratories, Nippon Telegraph and Telephone Corporation, Sōraku-gun, Kyoto 619-0237, Japan
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8
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Choi K, Schlesinger MA, Franchak JM, Richert RA. Preschoolers' attention to and learning from on-screen characters that vary by effort and efficiency: An eye-tracking study. Front Psychol 2022; 13:1011172. [PMID: 36591107 PMCID: PMC9798126 DOI: 10.3389/fpsyg.2022.1011172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 11/21/2022] [Indexed: 12/23/2022] Open
Abstract
Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age (N = 70) watched a video of the two on-screen characters successfully solving problems. Children's eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character's solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children's gaze to the low effort/high efficiency character increased with age. Children's explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers' understanding of effort and implications for children's learning from screen 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,*Correspondence: Koeun Choi,
| | - Molly A. Schlesinger
- Department of Psychology, University of California, Riverside, Riverside, CA, United States
| | - John M. Franchak
- Department of Psychology, University of California, Riverside, Riverside, CA, United States
| | - Rebekah A. Richert
- Department of Psychology, University of California, Riverside, Riverside, CA, United States
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9
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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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10
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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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11
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Fong FTK, Imuta K, Redshaw J, Nielsen M. The digital social partner: Preschool children display stronger imitative tendency in
screen‐based
than live learning. HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES 2021. [DOI: 10.1002/hbe2.280] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- Frankie T. K. Fong
- Early Cognitive Development Centre, School of Psychology University of Queensland Brisbane Queensland Australia
| | - Kana Imuta
- Early Cognitive Development Centre, School of Psychology University of Queensland Brisbane Queensland Australia
| | - Jonathan Redshaw
- Early Cognitive Development Centre, School of Psychology University of Queensland Brisbane Queensland Australia
| | - Mark Nielsen
- Early Cognitive Development Centre, School of Psychology University of Queensland Brisbane Queensland Australia
- Faculty of Humanities University of Johannesburg Johannesburg South Africa
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12
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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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13
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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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14
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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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15
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Cadet LB, Reynaud E, Chainay H. Memory for a virtual reality experience in children and adults according to image quality, emotion, and sense of presence. VIRTUAL REALITY 2021; 26:55-75. [PMID: 34075297 PMCID: PMC8153522 DOI: 10.1007/s10055-021-00537-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 05/06/2021] [Indexed: 06/12/2023]
Abstract
UNLABELLED Numerous studies have explored the effects of virtual reality (VR) on adults' cognition. Little is known, however, of these effects in children. The aim of this study was to explore, in both children and adults, the respective roles of the specific factors of VR, such as immersion, sense of presence and emotion, on memory performance. To do so, we used a head-mounted display to present a VR experience in which we manipulated immersion by varying 3D asset quality (High and Low) and emotion by presenting negative, neutral and positive stimuli. 48 adults (M age = 20.65) and 40 children (M age = 11.63) were both divided into two experimental groups (High vs. Low 3D model quality). Valence, arousal, and sense of presence were self-assessed by means of questionnaires, while memory of the presented stimuli was assessed using a free recall task. We also performed physiological measurements to provide objective support for our data. Results showed that memory performance was better for emotional than for neutral stimuli regardless of age group, even though children seemed to avoid looking at negative stimuli compared to neutral ones. Memory was predicted by arousal and presence in adults and only by arousal in children. Memory was not impaired by using poor image quality when highly arousing content was displayed. This study revealed that, contrary to adults, the use of poor image quality did not protect children from strong emotional experiences in VR. The roles of familiarity and arousal are discussed to help explain these results. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10055-021-00537-y.
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Affiliation(s)
- Lénaïc B. Cadet
- Laboratoire d’Etude des Mécanismes Cognitifs, Université Lyon 2, 5 avenue Pierre Mendès France, 69676 Bron, France
| | - Emanuelle Reynaud
- Laboratoire d’Etude des Mécanismes Cognitifs, Université Lyon 2, 5 avenue Pierre Mendès France, 69676 Bron, France
| | - Hanna Chainay
- Laboratoire d’Etude des Mécanismes Cognitifs, Université Lyon 2, 5 avenue Pierre Mendès France, 69676 Bron, France
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Mueri K, Kennedy M, Pavlova M, Jordan A, Lund T, Neville A, Belton J, Noel M. The sociocultural context of pediatric pain: an examination of the portrayal of pain in children's popular media. Pain 2021; 162:967-975. [PMID: 33259461 DOI: 10.1097/j.pain.0000000000002086] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 09/16/2020] [Indexed: 11/26/2022]
Abstract
ABSTRACT Pain (eg, needle injections, injuries, and chronic pain) is highly prevalent in childhood and occurs in social contexts. Nevertheless, broader sociocultural influences on pediatric pain, such as popular media, have not been empirically examined. This study examined how pain is portrayed and gendered in children's popular media. A cross-section of children's media targeted towards 4- to 6-year-old children was selected based on popularity, including 10 movies and the first season of 6 television shows. Pain instances were extracted and coded using 2 established observational coding systems assessing sufferer pain characteristics and observer responses (eg, empathic responses). Findings identified 454 instances of pain across the selected media. Violent pain (ie, intentionally inflicted) and injuries were most commonly represented, whereas everyday, chronic-type, and procedural pains were infrequently portrayed. Pain instances were more commonly experienced by boy characters, who also expressed greater distress; yet, observers were more responsive (eg, expressed greater concern) towards girl characters' pain. Overall, observer responses to pain were infrequent, with observers witnessing but not responding to nearly half of pain instances. Observers who did respond expressed an overall lack of empathy towards sufferers. These findings reveal a very narrow depiction of pain presented in children's popular media, with an overall underrepresentation of pain, numerous maladaptive portrayals of pain, and gender differences in both sufferer and observer responses. This study underscores the need for further research to inform how children's popular media is perceived by parents and children and how media may be transformed and harnessed for effective pain education in childhood.
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Affiliation(s)
- Kendra Mueri
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Madison Kennedy
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Maria Pavlova
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Abbie Jordan
- Department of Psychology, University of Bath, Bath, United Kingdom
| | - Tatiana Lund
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Alexandra Neville
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Joletta Belton
- Endless Possibilities Initiative, Fraser, CO, United States
| | - Melanie Noel
- Department of Psychology, University of Calgary, Calgary, AB, Canada
- Alberta Children's Hospital Research Institute, Calgary, AB, Canada
- Hotchkiss Brain Institute, Calgary, AB, Canada
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Calvert SL, Putnam MM, Aguiar NR, Ryan RM, Wright CA, Liu YHA, Barba E. Young Children's Mathematical Learning From Intelligent Characters. Child Dev 2019; 91:1491-1508. [PMID: 31745971 PMCID: PMC7818392 DOI: 10.1111/cdev.13341] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Children’s math learning (N = 217; Mage = 4.87 years; 63% European American, 96% college‐educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.
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Hennefield L, Whalen DJ, Wood G, Chavarria MC, Luby JL. Changing Conceptions of Death as a Function of Depression Status, Suicidal Ideation, and Media Exposure in Early Childhood. J Am Acad Child Adolesc Psychiatry 2019; 58:339-349. [PMID: 30768413 PMCID: PMC6401239 DOI: 10.1016/j.jaac.2018.07.909] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 07/05/2018] [Accepted: 08/15/2018] [Indexed: 10/27/2022]
Abstract
OBJECTIVE This study characterized 3- to 6-year-old children's understanding of death as a function of depression status, suicidal ideation (SI), and media consumption. METHOD Participants were 79 children with depression (3.0-6.11 years old) who completed a comprehensive psychiatric assessment and experimenter-led death interview and a comparison group of 60 healthy children (4.0-7.12 years old). The interview assessed children's understanding of 5 concepts of death: universality, applicability, irreversibility, cessation, and causality. Children's mastery of each concept and overall understanding of death was examined as a function of depression and SI status: depressed with SI (n = 22), depressed without SI (n = 57), and healthy (n = 60). Children's observed emotional reactions to hearing about natural death, accidental death, and suicide were assessed by death-themed stories. Parent reports of children's television and videogames/internet consumption assessed links between media exposure and understanding of death. RESULTS Children with depression and SI scored higher on overall understanding of death than those with depression without SI and healthy children. They also exhibited more sad and anxious affect listening to death-themed stories and were more likely to describe death as caused by violence. Across this sample, older children also were more likely to depict death as violent. More television use was associated with less understanding of death, including the concept of irreversibility. CONCLUSION Children with depression and SI have a more advanced understanding of death than their peers, dispelling the myth that these ideations arise in the context of a poor understanding of death. The increase in violence attributions across early childhood could indicate increasing normalization of violence in children's perceptions of death. CLINICAL TRIAL REGISTRATION INFORMATION A Randomized Controlled Trial of PCIT-ED for Preschool Depression; http://clinicaltrials.gov; NCT00595283.
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Affiliation(s)
| | | | - Grace Wood
- Washington University School of Medicine, St. Louis, MO
| | | | - Joan L Luby
- Washington University School of Medicine, St. Louis, MO
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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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Belpaeme T, Kennedy J, Ramachandran A, Scassellati B, Tanaka F. Social robots for education: A review. Sci Robot 2018; 3:3/21/eaat5954. [PMID: 33141719 DOI: 10.1126/scirobotics.aat5954] [Citation(s) in RCA: 208] [Impact Index Per Article: 34.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 07/23/2018] [Indexed: 11/02/2022]
Abstract
Social robots can be used in education as tutors or peer learners. They have been shown to be effective at increasing cognitive and affective outcomes and have achieved outcomes similar to those of human tutoring on restricted tasks. This is largely because of their physical presence, which traditional learning technologies lack. We review the potential of social robots in education, discuss the technical challenges, and consider how the robot's appearance and behavior affect learning outcomes.
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Affiliation(s)
- Tony Belpaeme
- Ghent University, Ghent, Belgium. .,University of Plymouth, Plymouth, UK
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21
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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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Won AS, Bailey J, Bailenson J, Tataru C, Yoon IA, Golianu B. Immersive Virtual Reality for Pediatric Pain. CHILDREN (BASEL, SWITZERLAND) 2017; 4:E52. [PMID: 28644422 PMCID: PMC5532544 DOI: 10.3390/children4070052] [Citation(s) in RCA: 108] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/12/2017] [Revised: 05/24/2017] [Accepted: 06/16/2017] [Indexed: 12/29/2022]
Abstract
Children must often endure painful procedures as part of their treatment for various medical conditions. Those with chronic pain endure frequent or constant discomfort in their daily lives, sometimes severely limiting their physical capacities. With the advent of affordable consumer-grade equipment, clinicians have access to a promising and engaging intervention for pediatric pain, both acute and chronic. In addition to providing relief from acute and procedural pain, virtual reality (VR) may also help to provide a corrective psychological and physiological environment to facilitate rehabilitation for pediatric patients suffering from chronic pain. The special qualities of VR such as presence, interactivity, customization, social interaction, and embodiment allow it to be accepted by children and adolescents and incorporated successfully into their existing medical therapies. However, the powerful and transformative nature of many VR experiences may also pose some risks and should be utilized with caution. In this paper, we review recent literature in pediatric virtual reality for procedural pain and anxiety, acute and chronic pain, and some rehabilitation applications. We also discuss the practical considerations of using VR in pediatric care, and offer specific suggestions and information for clinicians wishing to adopt these engaging therapies into their daily clinical practice.
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Affiliation(s)
- Andrea Stevenson Won
- Department of Communication, Cornell University, 417 Mann Library Building, Ithaca, NY 14853, USA.
| | - Jakki Bailey
- Department of Anesthesiology and Perioperative Medicine, Stanford University, 300 Pasteur Dr. H3580A, Stanford, CA 94305, USA.
| | - Jeremy Bailenson
- Department of Anesthesiology and Perioperative Medicine, Stanford University, 300 Pasteur Dr. H3580A, Stanford, CA 94305, USA.
| | - Christine Tataru
- Department of Anesthesiology and Perioperative Medicine, Stanford University, 300 Pasteur Dr. H3580A, Stanford, CA 94305, USA.
| | - Isabel A Yoon
- Department of Anesthesiology and Perioperative Medicine, Stanford University, 300 Pasteur Dr. H3580A, Stanford, CA 94305, USA.
| | - Brenda Golianu
- Department of Anesthesiology and Perioperative Medicine, Stanford University, 300 Pasteur Dr. H3580A, Stanford, CA 94305, USA.
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23
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Affiliation(s)
- Karen Gilmore
- Department of Psychiatry, Columbia University School of Medicine
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24
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Pagani LS, Lévesque-Seck F, Fitzpatrick C. Prospective associations between televiewing at toddlerhood and later self-reported social impairment at middle school in a Canadian longitudinal cohort born in 1997/1998. Psychol Med 2016; 46:3329-3337. [PMID: 27618949 DOI: 10.1017/s0033291716001689] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Using a large Canadian population-based sample, this study aimed to verify whether televiewing in toddlerhood is prospectively associated with self-reported social impairment in middle school. METHOD Participants are from a prospective-longitudinal birth cohort of 991 girls and 1006 boys from the Quebec Longitudinal Study of Child Development. Child self-reported ratings of relational difficulties at age 13 years were linearly regressed on parent-reported televiewing at age 2 years while adjusting for potential confounders. RESULTS Every additional 1 h of early childhood television exposure corresponded to an 11% s.d. unit increase in self-reported peer victimization [unstandardized β = 0.03, 95% confidence interval (CI) 0.02-0.04], a 10% s.d. unit increase in self-reported social isolation (unstandardized β = 0.04, 95% CI 0.03-0.05), a 9% s.d. unit increase in self-reported proactive aggression (unstandardized β = 0.02, 95% CI 0.01-0.03) and a 6% s.d. unit increase in self-reported antisocial behavior (unstandardized β = 0.01, 95% CI 0.01-0.01) at age 13 years. These results are above and beyond pre-existing individual and family factors. CONCLUSIONS Televiewing in toddlerhood was prospectively associated with experiencing victimization and social withdrawal from fellow students and engaging in antisocial behavior and proactive aggression toward fellow students at age 13 years. Adolescents who experience relational difficulties are at risk of long-term health problems (like depression and cardiometabolic disease) and socio-economic problems (like underachievement and unemployment). These relationships, observed more than a decade later, and independent of key potential confounders, suggest a need for better parental awareness of how young children invest their limited waking hours.
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Affiliation(s)
- L S Pagani
- School of Psycho-Education and Sainte-Justine's Hospital Research Center (Brain Diseases Axis),Université de Montréal,Montréal,Québec,Canada
| | - F Lévesque-Seck
- School of Psycho-Education and Sainte-Justine's Hospital Research Center (Brain Diseases Axis),Université de Montréal,Montréal,Québec,Canada
| | - C Fitzpatrick
- Psychology Department,Université Ste-Anne,Church Point,Nova Scotia,Canada
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Myers LJ, LeWitt RB, Gallo RE, Maselli NM. Baby FaceTime: can toddlers learn from online video chat? Dev Sci 2016; 20. [PMID: 27417537 DOI: 10.1111/desc.12430] [Citation(s) in RCA: 96] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2013] [Accepted: 03/01/2016] [Indexed: 11/29/2022]
Abstract
There is abundant evidence for the 'video deficit': children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12-25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA.
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26
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Huber B, Tarasuik J, Antoniou MN, Garrett C, Bowe SJ, Kaufman J. Young children's transfer of learning from a touchscreen device. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2015.11.010] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Lockhart KL, Goddu MK, Smith ED, Keil FC. What Could You Really Learn on Your Own?: Understanding the Epistemic Limitations of Knowledge Acquisition. Child Dev 2015; 87:477-93. [PMID: 26660001 DOI: 10.1111/cdev.12469] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Three studies explored the abilities of 205 children (5-11 years) and 74 adults (18-72 years) to distinguish directly versus indirectly acquired information in a scenario where an individual grew up in isolation from human culture. Directly acquired information is knowledge acquired through firsthand experience. Indirectly acquired information is knowledge that requires input from others. All children distinguished directly from indirectly acquired knowledge (Studies 1-3), even when the indirectly acquired knowledge was highly familiar (Study 2). All children also distinguished difficult-to-acquire direct knowledge from simple-to-acquire direct knowledge (Study 3). The major developmental change was the increasing ability to completely rule out indirect knowledge as possible for an isolated individual to acquire.
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Too Much Television? Prospective Associations Between Early Childhood Televiewing and Later Self-reports of Victimization by Sixth Grade Classmates. J Dev Behav Pediatr 2015; 36:426-33. [PMID: 26075581 DOI: 10.1097/dbp.0000000000000186] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Using a birth cohort, this study aimed to verify whether televiewing at 29 months, a common early childhood pastime, is prospectively associated with self-reported victimization at age 12. METHODS Participants are 991 girls and 1006 boys from the Quebec Longitudinal Study of Child Development. The main predictor comprised parent-reported daily televiewing by their children at 29 months. In the sixth grade, children reported how often they experienced victimization by classmates in the past year. The authors conducted multivariate linear regression, in which child self-reports of victimization were linearly regressed on early televiewing and potential confounders. RESULTS Every SD unit increase (0.88 hours) in daily televiewing at 29 months predicted an 11% SD unit increase in self-reported peer victimization by sixth grade classmates (unstandardized B = .031, p < .001, 95% confidence interval = 0.014-0.042). This relationship was adjusted for child characteristics (gender, preexisting externalizing behaviors, baseline cognitive abilities, and televiewing at age 12) and family characteristics (family configuration, income, and functioning, and maternal education). CONCLUSIONS Daily televiewing time at 29 months was associated with a subsequent increased risk of victimization by classmates at the end of sixth grade, a period which represents a critical developmental transition to middle school. Youth who experience peer victimization are at an increased risk of long-term mental health issues, such as depression, underachievement, and low self-esteem. This prospective association, across a 10-year period, suggests the need for better parental awareness, acknowledgement, and compliance with existing recommendations put forth by the American Academy of Pediatrics.
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Brand RJ, Escobar K, Baranès A, Albu A. Crawling Predicts Infants’ Understanding of Agents’ Navigation of Obstacles. INFANCY 2015. [DOI: 10.1111/infa.12084] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
| | | | - Adrien Baranès
- Department of Neuroscience; Columbia University Medical Center
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Hirsh-Pasek K, Zosh JM, Golinkoff RM, Gray JH, Robb MB, Kaufman J. Putting Education in “Educational” Apps. Psychol Sci Public Interest 2015; 16:3-34. [DOI: 10.1177/1529100615569721] [Citation(s) in RCA: 467] [Impact Index Per Article: 51.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (“apps”) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, “educational” apps—the number of which, as of January 2015, stood at 80,000 in Apple’s App Store (Apple, 2015)—are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children’s apps. In short, we will show how the design and use of educational apps aligns with known processes of children’s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning—four “pillars” of learning—within the context of a supported learning goal are considered educational.
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Affiliation(s)
| | - Jennifer M. Zosh
- Department of Human Development and Family Studies, Penn State University, Brandywine
| | | | | | - Michael B. Robb
- Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College
| | - Jordy Kaufman
- Brain and Psychological Sciences Research Centre, Swinburne University of Technology
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Nussenbaum K, Amso D. An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video. JOURNAL OF COGNITION AND DEVELOPMENT 2015; 17:30-40. [PMID: 27030791 DOI: 10.1080/15248372.2015.1034316] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children's media. The present study examined the effects of increasing the social interactivity of television on children's visual attention and word learning. Three- to 5-year-old (MAge = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress's face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children's word learning.
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Sekine K, Sowden H, Kita S. The Development of the Ability to Semantically Integrate Information in Speech and Iconic Gesture in Comprehension. Cogn Sci 2015; 39:1855-80. [PMID: 25779093 DOI: 10.1111/cogs.12221] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2012] [Revised: 10/23/2014] [Accepted: 10/27/2014] [Indexed: 11/28/2022]
Abstract
We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children (Ramscar & Gitcho, 2007) regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate information in speech and gesture, but 5-year-olds and adults did. In Experiment 2, 3-year-old children were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3-year-olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live-presentation facilitates the nascent integration ability in 3-year-olds.
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Affiliation(s)
| | - Hannah Sowden
- Department of English Language and Communication, Kingston University
| | - Sotaro Kita
- Department of Psychology, University of Warwick
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Kraak VI, Story M. Influence of food companies' brand mascots and entertainment companies' cartoon media characters on children's diet and health: a systematic review and research needs. Obes Rev 2015; 16:107-26. [PMID: 25516352 PMCID: PMC4359675 DOI: 10.1111/obr.12237] [Citation(s) in RCA: 129] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2014] [Revised: 10/18/2014] [Accepted: 10/29/2014] [Indexed: 11/29/2022]
Abstract
Reducing the extent and persuasive power of marketing unhealthy foods to children worldwide are important obesity prevention goals. Research is limited to understand how brand mascots and cartoon media characters influence children's diet. We conducted a systematic review of five electronic databases (2000-2014) to identify experimental studies that measured how food companies' mascots and entertainment companies' media characters influence up to 12 diet-related cognitive, behavioural and health outcomes for children under 12 years. Eleven studies met the inclusion criteria. Studies used 21 unique popular media characters, but no brand mascots. Results suggest that cartoon media character branding can positively increase children's fruit or vegetable intake compared with no character branding. However, familiar media character branding is a more powerful influence on children's food preferences, choices and intake, especially for energy-dense and nutrient-poor foods (e.g. cookies, candy or chocolate) compared with fruits or vegetables. Future research should use a theoretically grounded conceptual model and larger and more diverse samples across settings to produce stronger findings for mediating and moderating factors. Future research can be used to inform the deliberations of policymakers, practitioners and advocates regarding how media character marketing should be used to support healthy food environments for children.
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Affiliation(s)
- V I Kraak
- Department of Human Nutrition, Foods and Exercise, Virginia Tech (Virginia Polytechnic Institute and State University)Blacksburg, Virginia, USA
| | - M Story
- Global Health and Community and Family Medicine, Duke UniversityDurham, North Carolina, USA
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Uhls YT, Michikyan M, Morris J, Garcia D, Small GW, Zgourou E, Greenfield PM. Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. COMPUTERS IN HUMAN BEHAVIOR 2014. [DOI: 10.1016/j.chb.2014.05.036] [Citation(s) in RCA: 104] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Calvert SL, Richards MN, Kent CC. Personalized interactive characters for toddlers' learning of seriation from a video presentation. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2014. [DOI: 10.1016/j.appdev.2014.03.004] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Chiarello C, Vazquez D, Felton A, Leonard CM. Structural asymmetry of anterior insula: behavioral correlates and individual differences. BRAIN AND LANGUAGE 2013; 126:109-22. [PMID: 23681069 PMCID: PMC3722256 DOI: 10.1016/j.bandl.2013.03.005] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2012] [Revised: 02/22/2013] [Accepted: 03/28/2013] [Indexed: 06/01/2023]
Abstract
The current study investigated behavioral correlates of structural asymmetry of the insula, and traditional perisylvian language regions, in a large sample of young adults (N=200). The findings indicated (1) reliable leftward surface area asymmetry of the anterior insula, (2) association of this asymmetry with divided visual field lateralization of visual word recognition, and (3) modulation of the correlation of structural and linguistic asymmetry by consistency of hand preference. Although leftward asymmetry of cortical surface area was observed for the anterior insula, pars opercularis and triangularis, and planum temporale, only the anterior insula asymmetry was associated with lateralized word recognition. We interpret these findings within the context of recent structural and functional findings about the human insula. We suggest that leftward structural lateralization of earlier developing insular cortex may bootstrap asymmetrical functional lateralization even if the insula is only a minor component of the adult language network.
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Affiliation(s)
- Christine Chiarello
- Department of Psychology, University of California, Riverside, Riverside CA 92521, USA.
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Claxton LJ, Ponto KC. Understanding the properties of interactive televised characters. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1016/j.appdev.2012.11.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Abstract
Should babies be watching television and DVDs? This is a reasonable question to ask but a difficult one to answer. This article reviews the theories and related research to examine what is known about infant media use. The review provides evidence both for and against each theory. The importance of infants learning how to watch and learn from screen media presentations is indicated and the new world of media to which babies are exposed is discussed.
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Affiliation(s)
- Ellen A Wartella
- Communication Studies, Northwestern University, 2-148 Frances Searle Building, 2240 Campus Drive, Evanston, IL 60208, USA.
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Guerra NG, Graham S, Tolan PH. Raising Healthy Children: Translating Child Development Research Into Practice. Child Dev 2011; 82:7-16. [DOI: 10.1111/j.1467-8624.2010.01537.x] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Abstract
The traditional model of translation from basic laboratory science to efficacy trials to effectiveness trials to community dissemination has flaws that arise from false assumptions that context changes little or matters little. One of the most important findings in developmental science is that context matters, but this fact is not sufficiently taken into account in many translation efforts. Studies reported in this special issue highlight both the potential of systematic interventions in parenting, peer relations, and social-cognitive skills training, and the problems that will be encountered in trying to bring these interventions to a community context. It is advocated that developmental scientists start from within the community context itself so that translation to policy is only a small step. It is also advocated that this research be conducted through rigorous community randomized controlled trials.
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Affiliation(s)
- Kenneth A Dodge
- Center for Child and Family Policy, Duke University, Durham, NC 27708, USA.
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