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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Barr R, Kirkorian H. Reexamining models of early learning in the digital age: Applications for learning in the wild. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2023; 12:457-472. [PMID: 38223884 PMCID: PMC10783145 DOI: 10.1037/mac0000132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2024]
Abstract
Young children are growing up in an increasingly complicated digital world. Laboratory-based research shows it is cognitively demanding to process and transfer information presented on screens during early childhood. Multiple explanations for this cognitive challenge have been proposed. This review provides an updated comprehensive framework that integrates prior theoretical explanations to develop new testable hypotheses. The review also considers the how the research can be generalized to the "wild" where children engage with multiple commercial products daily. It includes real-world applications for improving children's learning and memory from screen-based media by adding supportive cues and reducing distraction and interference. The review concludes with a call for future collaborative research between researchers, content developers, and families to better understand age-related changes in both short-term and long-term learning from digital media. Finally, policy makers need to be involved to ensure equitable access and to create a safe digital space for all families.
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3
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Subiaul F. Varieties of social learning in children: Characterizing the development of imitation, goal emulation and affordance learning within subjects and tasks. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
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4
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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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5
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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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6
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Condy E, Kaat AJ, Becker L, Sullivan N, Soorya L, Berger N, Berry-Kravis E, Michalak C, Thurm A. A novel measure of matching categories for early development: Item creation and pilot feasibility study. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 115:103993. [PMID: 34049209 PMCID: PMC8750168 DOI: 10.1016/j.ridd.2021.103993] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 04/27/2021] [Accepted: 05/12/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Many cognitive tests assess a limited developmental span, making longitudinal measurement for trials aimed at improving cognition challenging. Tests targeting transitional skills, which integrate foundational abilities into complex schemas, may be amenable to assessment across a wide developmental span. Furthermore, tablet-based tests permit computer adaptive testing (CAT), which is psychometrically more efficient and could increase testing motivation, especially for children with developmental delays. Such measures may be useful for research and clinical practice. AIMS Outline the creation of a novel, tablet-based concept formation test, and evaluate its feasibility in individuals with mental ages less than 24-months. METHODS AND PROCEDURES Item generation, user interface construction, and pre-piloting were conducted in consultation with subject matter experts. Item content and interface parameters underwent iterative revisions, resulting in the pilot test. OUTCOMES AND RESULTS We created and piloted a tablet-based test of concept formation suitable for CAT-based administration with items of increasing difficulty based on target salience. We show feasibility in individuals with mental ages less than 24-months-old. CONCLUSIONS AND IMPLICATIONS Tablet-based assessment of concept formation may be a useful outcome measure of an aspect of cognitive ability in young children. Future work will address optimizing the user interface and developing CAT administration.
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Affiliation(s)
- Emma Condy
- National Institute of Mental Health, Bethesda, MD, United States
| | - Aaron J Kaat
- Northwestern University Feinberg School of Medicine, Chicago, IL, United States
| | - Lindsey Becker
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, MD, United States
| | | | - Latha Soorya
- Rush University Medical Center, Chicago, IL, United States
| | - Natalie Berger
- Rush University Medical Center, Chicago, IL, United States
| | | | | | - Audrey Thurm
- National Institute of Mental Health, Bethesda, MD, United States.
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7
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Infant media use: A harm reduction approach. Infant Behav Dev 2021; 64:101610. [PMID: 34298189 DOI: 10.1016/j.infbeh.2021.101610] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 05/28/2021] [Accepted: 07/05/2021] [Indexed: 11/23/2022]
Abstract
There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.
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8
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Ziemer CJ, Wyss S, Rhinehart K. The origins of touchscreen competence: Examining infants' exploration of touchscreens. Infant Behav Dev 2021; 64:101609. [PMID: 34265514 DOI: 10.1016/j.infbeh.2021.101609] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 07/04/2021] [Accepted: 07/05/2021] [Indexed: 11/20/2022]
Abstract
Infants' exposure to images presented on screens is increasing with the accelerating use of technology in society and at home. Touchscreen technology provides numerous interactive screen opportunities geared toward infants and toddlers. Touchscreens are unique in that they possess the 2D qualities of a picture, but a set of manipulation possibilities similar to, but distinct from, a 3D object. Research comparing infants' manual exploration of photographs, objects, and screen images has demonstrated that although 7-10-month-old infants direct different actions towards 3D objects, their exploration of screen images does not differ significantly from their exploration of 2D photographs (Ziemer & Snyder, 2016). The current investigation compares the ways in which 7-10-month-old infants and 15-18-month-old infants manually explore screen images, photographs, and objects. Infants in the older age group were shown examples of objects, photographs, and screen images presented within a well in a table with a Plexiglas® cover to create identical tactile feedback. Coders noted the presence or absence of appropriate actions displayed toward the various surfaces. Results were compared to data collected earlier (Ziemer & Snyder, 2016) to demonstrate the evolution of touchscreen competence across the first years of infant development. By 15-18 months, infants demonstrate an emerging repertoire of touchscreen-appropriate behaviors directed towards touchscreens that is not demonstrated by 7-10-month-old infants. Differences in haptic exploration suggest the beginnings of a touchscreen competence that enables infants to understand and interact with touchscreens in a new way.
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Affiliation(s)
| | - Sara Wyss
- Missouri Western State University, United States
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9
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Strouse GA, Ganea PA. Learning to learn from video? 30-month-olds benefit from continued use of supportive scaffolding. Infant Behav Dev 2021; 64:101574. [PMID: 34082298 DOI: 10.1016/j.infbeh.2021.101574] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 05/05/2021] [Accepted: 05/07/2021] [Indexed: 11/26/2022]
Abstract
Young children struggle to learn new words presented on video, but adult co-viewers can support them by providing scaffolds that explicitly connect the video and real world. In this study, we asked whether scaffolding facilitates children's symbolic understanding of the video, such that they will subsequently transfer labels from video to real referents. Sixty-three 30-month-olds and 61 36-month-olds participated in a series of three word learning trials in one of three conditions. In the supportive condition, an in-person adult explicitly drew connections between each on-screen object and the corresponding real object in the room with the child. In the unsupportive condition, the in-person adult provided similar-length statements about the objects but did not draw connections between them. In the partial scaffold condition, the in-person adult provided the supportive scaffolds for the first two trials and the unsupportive version for the third trial. At 30 months, children selected the correct object on the third trial more often in the supportive than the unsupportive scaffold condition, and performance in the partial scaffold condition fell in between. At 36 months, performance on the third trial did not differ across conditions. The results showed that experiencing the scaffold twice was not enough to reliably support 30-month-olds in learning to think symbolically on the third trial; rather, they appeared to rely on the adult to connect the video image with its specific real-world referent. At 36 months, however, children did not rely on the adult scaffold to apply the video label to the real-world objects.
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Affiliation(s)
- Gabrielle A Strouse
- Division of Counseling and Psychology in Education, University of South Dakota, United States; Center for Brain and Behavior Research, University of South Dakota, United States.
| | - Patricia A Ganea
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, United States
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10
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Ziv T, Whiteman JD, Sommerville JA. Toddlers' interventions toward fair and unfair individuals. Cognition 2021; 214:104781. [PMID: 34051419 DOI: 10.1016/j.cognition.2021.104781] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 10/21/2022]
Abstract
Cooperative societies rely on reward and punishment for norm enforcement. We examined the developmental origin of these interventions in the context of distributive fairness: past research has shown that infants expect resources to be distributed fairly, prefer to interact with fair distributors, and evaluate others based on their fair and unfair resource allocations. In order to determine whether infants would intervene in third-party resource distributions by use of reward and punishment we developed a novel task. Sixteen-month-old infants were taught that one side of a touch screen produces reward (vocal statements expressing praise; giving a cookie), whereas the other side produces punishment when touched (vocal statements expressing admonishment; taking away a cookie). After watching videos in which one actor distributed resources fairly and another actor distributed resources unfairly, participants' screen touches on the reward and punishment panels while the fair and unfair distributors appeared on screen were recorded. Infants touched the reward side significantly more than the punishment side when presented with the fair distributor but touched the screen sides equally when the unfair distributor was shown. Control experiments revealed no evidence of reward or punishment when infants saw food items they liked and disliked, or individuals uninvolved in the resource distribution events. These results provide the earliest evidence that infants are able to spontaneously intervene in socio-moral situations by rewarding positive actions.
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Affiliation(s)
- Talee Ziv
- Department of Psychology, University of Washington, Seattle, WA 98195, United States of America; Martin-Springer Center for Conflict Studies, Ben-Gurion University of the Negev, Beer Sheva 84015, Israel.
| | - Jesse D Whiteman
- Department of Psychology, University of Toronto, Toronto, ON M5S 3G3, Canada.
| | - Jessica A Sommerville
- Department of Psychology, University of Washington, Seattle, WA 98195, United States of America; Department of Psychology, University of Toronto, Toronto, ON M5S 3G3, Canada.
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11
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Fingerhut J. Enacting Media. An Embodied Account of Enculturation Between Neuromediality and New Cognitive Media Theory. Front Psychol 2021; 12:635993. [PMID: 34113285 PMCID: PMC8185019 DOI: 10.3389/fpsyg.2021.635993] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Accepted: 03/15/2021] [Indexed: 11/13/2022] Open
Abstract
This paper argues that the still-emerging paradigm of situated cognition requires a more systematic perspective on media to capture the enculturation of the human mind. By virtue of being media, cultural artifacts present central experiential models of the world for our embodied minds to latch onto. The paper identifies references to external media within embodied, extended, enactive, and predictive approaches to cognition, which remain underdeveloped in terms of the profound impact that media have on our mind. To grasp this impact, I propose an enactive account of media that is based on expansive habits as media-structured, embodied ways of bringing forth meaning and new domains of values. We apply such habits, for instance, when seeing a picture or perceiving a movie. They become established through a process of reciprocal adaptation between media artifacts and organisms and define the range of viable actions within such a media ecology. Within an artifactual habit, we then become attuned to a specific media work (e.g., a TV series, a picture, a text, or even a city) that engages us. Both the plurality of habits and the dynamical adjustments within a habit require a more flexible neural architecture than is addressed by classical cognitive neuroscience. To detail how neural and media processes interlock, I will introduce the concept of neuromediality and discuss radical predictive processing accounts that could contribute to the externalization of the mind by treating media themselves as generative models of the world. After a short primer on general media theory, I discuss media examples in three domains: pictures and moving images; digital media; architecture and the built environment. This discussion demonstrates the need for a new cognitive media theory based on enactive artifactual habits-one that will help us gain perspective on the continuous re-mediation of our mind.
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Affiliation(s)
- Joerg Fingerhut
- Berlin School of Mind and Brain, Department of Philosophy, Humboldt-Universität zu Berlin, Berlin, Germany
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12
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Abstract
The research on children’s learning of science, technology, engineering, and math (STEM) topics from electronic applications (apps) is limited, though it appears that children can reasonably transfer learning from tablet games to particular tasks. We were interested to determine whether these findings would translate to the emerging technology of haptic feedback tablets. The research on haptic feedback technology, specifically, has found that this type of feedback is effective in teaching physics concepts to older students. However, haptic feedback has not yet been sufficiently explored with younger groups (e.g., preschoolers). To determine the effect of playing a STEM game enhanced with haptic technology on learning outcomes, we designed an experiment where preschool participants were randomly exposed to one of three different conditions: (a) STEM game with no haptic feedback (tablet), (b) STEM game enabled with haptic feedback (haptics), or (c) a puzzle game (control). Results revealed no significant differences in comprehension or transfer by condition. Results from this study contribute to the literature on the effectiveness of haptic feedback for preschool STEM learning.
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13
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Lenninger S, Persson T, van de Weijer J, Sonesson G. Mirror, Peephole and Video - The Role of Contiguity in Children's Perception of Reference in Iconic Signs. Front Psychol 2020; 11:1622. [PMID: 32760329 PMCID: PMC7371794 DOI: 10.3389/fpsyg.2020.01622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Accepted: 06/16/2020] [Indexed: 11/24/2022] Open
Abstract
The present study looked at the extent to which 2-year-old children benefited from information conveyed by viewing a hiding event through an opening in a cardboard screen, seeing it as live video, as pre-recorded video, or by way of a mirror. Being encouraged to find the hidden object by selecting one out of two cups, the children successfully picked the baited cup significantly more often when they had viewed the hiding through the opening, or in live video, than when they viewed it in pre-recorded video, or by way of a mirror. All conditions rely on the perception of similarity. The study suggests, however, that contiguity – i.e., the perception of temporal and physical closeness between events – rather than similarity is the principal factor accounting for the results.
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Affiliation(s)
- Sara Lenninger
- Centre for Languages and Literature, Cognitive Semiotics, Lund University, Lund, Sweden.,Department of Early Childhood Education, Kristianstad University, Kristianstad, Sweden
| | - Tomas Persson
- Department of Philosophy, Cognitive Science, Lund University, Lund, Sweden
| | | | - Göran Sonesson
- Centre for Languages and Literature, Cognitive Semiotics, Lund University, Lund, Sweden
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14
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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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15
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Comparison of Imitation From Screens Between Typically Developing Preschoolers and Preschoolers With Autism Spectrum Disorder. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2019. [DOI: 10.1891/1945-8959.18.2.108] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Typically developing (TD) children exhibit a transfer deficit imitating significantly less from screen demonstrations compared to a live demonstrations. Although many interventions for children with autism spectrum disorder (ASD) include video materials, little research exists comparing the effectiveness of video demonstration over live instruction. The current study compared imitation learning from live and screen-based demonstrations of how to make a puzzle by 3- to 4.5-year-old TD children (n = 68) and children with ASD (n = 17). Children were tested on either on a three-dimensional (3D) magnet board (MB) with magnetic puzzle pieces or a 2D touch screen (TS) with virtual puzzle pieces. Neither TD nor ASD children exhibited a transfer deficit suggesting that for this task, the transfer deficit ends around 3 years of age. Children with ASD were less efficient overall than TD children on the task and performed worse than their TD counterparts when they were tested with the 3D MB puzzle. These findings suggest that children with ASD have greater difficulty acting on 3D objects than 2D TSs. Future studies should investigate if TSs can be used to teach children with ASD other tasks (184 words).
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16
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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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17
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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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18
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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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Tarasuik J, Demaria A, Kaufman J. Transfer of Problem Solving Skills from Touchscreen to 3D Model by 3- to 6-Year-Olds. Front Psychol 2017; 8:1586. [PMID: 28979222 PMCID: PMC5611486 DOI: 10.3389/fpsyg.2017.01586] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2017] [Accepted: 08/30/2017] [Indexed: 11/18/2022] Open
Abstract
Although much published research purports that young children struggle to solve problems from screen-based media and to transfer learning from a virtual to a physical modality, Huber et al. (2016)’s recent study on children solving the Tower of Hanoi (ToH) problem on a touchscreen app offers a clear counter example. Huber et al. (2016) reported that children transferred learning from media to the physical world. As this finding arguably differs from that of prior research in this area, the current study tests whether the Huber et al. (2016) results could be replicated. Additionally, we extended the scope of the Huber et al. (2016) work by testing a broader age range, including children as young as 3 years, and using a culturally distinct participant pool. The results of the current study verified Huber et al.’s (2016) conclusion that 4- to 6-year-old children are capable of transferring the ToH learning from touchscreen devices to the physical version of the puzzle. Children under 4 years of age, in contrast, showed little ability to improve at the ToH problem regardless of the practice modality—suggesting that a different problem-solving task is required to probe very young children’s ability to learn from touchscreen apps.
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Affiliation(s)
- Joanne Tarasuik
- School of Health Sciences, Swinburne University of Technology, HawthornVIC, Australia
| | - Ana Demaria
- Department of Early and Preschool Education, University of RijekaRijeka, Croatia
| | - Jordy Kaufman
- School of Health Sciences, Swinburne University of Technology, HawthornVIC, Australia
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20
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Dickerson K, Gerhardstein P, Moser A. The Role of the Human Mirror Neuron System in Supporting Communication in a Digital World. Front Psychol 2017; 8:698. [PMID: 28553240 PMCID: PMC5427119 DOI: 10.3389/fpsyg.2017.00698] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Accepted: 04/21/2017] [Indexed: 11/13/2022] Open
Abstract
Humans use both verbal and non-verbal communication to interact with others and their environment and increasingly these interactions are occurring in a digital medium. Whether live or digital, learning to communicate requires overcoming the correspondence problem: There is no direct mapping, or correspondence between perceived and self-produced signals. Reconciliation of the differences between perceived and produced actions, including linguistic actions, is difficult and requires integration across multiple modalities and neuro-cognitive networks. Recent work on the neural substrates of social learning suggests that there may be a common mechanism underlying the perception-production cycle for verbal and non-verbal communication. The purpose of this paper is to review evidence supporting the link between verbal and non-verbal communications, and to extend the hMNS literature by proposing that recent advances in communication technology, which at times have had deleterious effects on behavioral and perceptual performance, may disrupt the success of the hMNS in supporting social interactions because these technologies are virtual and spatiotemporal distributed nature.
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Affiliation(s)
- Kelly Dickerson
- U.S. Army Research Laboratory, Human Research and Engineering, AberdeenMD, USA
| | | | - Alecia Moser
- Department of Psychology, Binghamton University, BinghamtonNY, USA
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21
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Hirte M, Graf F, Kim Z, Knopf M. What three-year-olds remember from their past. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017. [DOI: 10.1177/0165025416634469] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
From birth on, infants show long-term recognition memory for persons. Furthermore, infants from six months onwards are able to store and retrieve demonstrated actions over long-term intervals in deferred imitation tasks. Thus, information about the model demonstrating the object-related actions is stored and recognition memory for the objects as well as memory for the actions is retrieved. To study the development of long-term retention for different memory contents systematically, the present study investigated the recognition of person- and object-related information as well as the retention of actions in two samples of three-year-olds who had participated in a deferred imitation task at either nine or 18 months of age. Results showed that three-year-olds who had participated at nine months of age retained actions in a re-enactment task; however, they neither indicated person- nor object-recognition in a picture-choice task (recognition task). Children who had participated at 18 months of age demonstrated person- and object-recognition but no re-enactment at three years of age. Findings are discussed against the background of memory development from a preverbal to a verbal age and in regard to the characteristics of the recognition vs re-enactment tasks and the stimuli used.
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Affiliation(s)
| | - Frauke Graf
- Goethe University, Frankfurt am Main, Germany
| | - Ziyon Kim
- Goethe University, Frankfurt am Main, Germany
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22
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Choi K, Kirkorian HL, Pempek TA. Understanding the Transfer Deficit: Contextual Mismatch, Proactive Interference, and Working Memory Affect Toddlers’ Video‐Based Transfer. Child Dev 2017; 89:1378-1393. [DOI: 10.1111/cdev.12810] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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23
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Russo-Johnson C, Troseth G, Duncan C, Mesghina A. All Tapped Out: Touchscreen Interactivity and Young Children's Word Learning. Front Psychol 2017; 8:578. [PMID: 28446895 PMCID: PMC5388766 DOI: 10.3389/fpsyg.2017.00578] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 03/28/2017] [Indexed: 01/08/2023] Open
Abstract
Touchscreen devices differ from passive screen media in promoting physical interaction with events on the screen. Two studies examined how young children's screen-directed actions related to self-regulation (Study 1) and word learning (Study 2). In Study 1, 30 2-year-old children's tapping behaviors during game play were related to their self-regulation, measured using Carlson's snack task: girls and children with high self-regulation tapped significantly less during instruction portions of an app (including object labeling events) than did boys and children with low self-regulation. Older preschoolers (N = 47, aged 4-6 years) tapped significantly less during instruction than 2-year-olds did. Study 2 explored whether the particular way in which 170 children (2-4 years of age) interacted with a touchscreen app affected their learning of novel object labels. Conditions in which children tapped or dragged a named object to move it across the screen required different amounts of effort and focus, compared to a non-interactive (watching) condition. Age by sex interactions revealed a particular benefit of dragging (a motorically challenging behavior) for preschool girls' learning compared to that of boys, especially for girls older than age 2. Boys benefited more from watching than dragging. Children from low socioeconomic status families learned more object names when dragging objects versus tapping them, possibly because tapping is a prepotent response that does not require thoughtful attention. Parents and industry experts should consider age, sex, self-regulation, and the physical requirements of children's engagement with touchscreens when designing and using educational content.
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Designing and using digital books for learning: The informative case of young children and video. ACTA ACUST UNITED AC 2017. [DOI: 10.1016/j.ijcci.2016.12.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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25
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Strouse GA, Ganea PA. Toddlers' word learning and transfer from electronic and print books. J Exp Child Psychol 2017; 156:129-142. [PMID: 28068550 DOI: 10.1016/j.jecp.2016.12.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2016] [Revised: 11/30/2016] [Accepted: 12/01/2016] [Indexed: 11/19/2022]
Abstract
Transfer from symbolic media to the real world can be difficult for young children. A sample of 73 toddlers aged 17 to 23months were read either an electronic book displayed on a touchscreen device or a traditional print book in which a novel object was paired with a novel label. Toddlers in both conditions learned the label within the context of the book. However, only those who read the traditional format book generalized and transferred the label to other contexts. An older group of 28 toddlers aged 24 to 30months did generalize and transfer from the electronic book. Across ages, those children who primarily used screens to watch prerecorded video at home transferred less from the electronic book than those with more diverse home media experiences.
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Affiliation(s)
- Gabrielle A Strouse
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario M5S 1V6, Canada.
| | - Patricia A Ganea
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, Ontario M5S 1V6, Canada
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26
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Zimmermann L, Moser A, Lee H, Gerhardstein P, Barr R. The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers. Child Dev 2016; 88:2013-2025. [DOI: 10.1111/cdev.12683] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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27
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Toddler learning from video: Effect of matched pedagogical cues. Infant Behav Dev 2016; 45:22-30. [DOI: 10.1016/j.infbeh.2016.08.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2016] [Revised: 06/28/2016] [Accepted: 08/14/2016] [Indexed: 11/19/2022]
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28
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Kwok K, Ghrear S, Li V, Haddock T, Coleman P, Birch SAJ. Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction. Front Psychol 2016; 7:1603. [PMID: 27826263 PMCID: PMC5078753 DOI: 10.3389/fpsyg.2016.01603] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2016] [Accepted: 10/03/2016] [Indexed: 11/13/2022] Open
Abstract
Today's children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children's learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children's rate of learning factual information about animals during a face-to-face instruction from an adult female researcher versus an analogous instruction from an interactive device. Eighty-six children ages 4 through 8 years (64% male) completed the learning task in either the Face-to-Face condition (n = 43) or the Interactive Media condition (n = 43). In the Learning Phase of the experiment, which was presented as a game, children were taught novel facts about animals without being told that their memory of the facts would be tested. The facts were taught to the children either by an adult female researcher (Face-to-Face condition) or from a pre-recorded female voice represented by a cartoon Llama (Interactive Media condition). In the Testing Phase of the experiment that immediately followed, children's memory for the taught facts was tested using a 4-option forced-choice paradigm. Children's rate of learning was significantly above chance in both conditions and a comparison of the rates of learning across the two conditions revealed no significant differences. Learning significantly improved from age 4 to age 8, however, even the preschool-aged children performed significantly above chance, and their performance did not differ between conditions. These results suggest that, interactive media can be equally as effective as one-on-one instruction, at least under certain conditions. Moreover, these results offer support for the validity of using interactive technology to collect data for research purposes. We discuss the implications of these results for children's learning from interactive media, parental attitudes about interactive technology, and research methods.
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Affiliation(s)
| | | | | | | | | | - Susan A. J. Birch
- Department of Psychology, University of British ColumbiaVancouver, BC, Canada
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29
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Eisen S, Lillard AS. Just Google It: Young Children's Preferences for Touchscreens versus Books in Hypothetical Learning Tasks. Front Psychol 2016; 7:1431. [PMID: 27713717 PMCID: PMC5031770 DOI: 10.3389/fpsyg.2016.01431] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2016] [Accepted: 09/07/2016] [Indexed: 11/16/2022] Open
Abstract
Children today regularly interact with touchscreen devices (Rideout, 2013) and thousands of “educational” mobile applications are marketed to them (Shuler, 2012). Understanding children’s own ideas about optimal learning has important implications for education, which is being transformed by electronic mobile devices, yet we know little about how children think about such devices, including what children think touchscreens are useful for. Based on a prior result that children prefer a book over a touchscreen for learning about dogs, the present study explored how children view touchscreens versus books for learning an array of different types of information. Seventy children ages 3–6 were presented with six different topics (cooking, today’s weather, trees, vacuums, Virginia, and yesterday’s football game) and chose whether a book or a touchscreen device would be best to use to learn about each topic. Some of this information was time-sensitive, like the current weather; we predicted that children would prefer a touchscreen for time-sensitive information. In addition, each child’s parent was surveyed about the child’s use of books and touchscreens for educational purposes, both at home and in school. Results indicated that younger children had no preference between books and touchscreen devices across learning tasks. However, 6-year-olds were significantly more likely to choose the touchscreen for several topics. Surprisingly, 6-year-olds chose a touchscreen device to learn about time-sensitive weather conditions, but not yesterday’s football. Children’s choices were not associated with their use of books and touchscreens at home and school.
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Affiliation(s)
- Sierra Eisen
- Department of Psychology, University of Virginia, Charlottesville, VA USA
| | - Angeline S Lillard
- Department of Psychology, University of Virginia, Charlottesville, VA USA
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30
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Abstract
OBJECTIVE Young children's use of electronic books (eBooks) is increasing as handheld touch screen devices, such as tablets, become increasingly available. Although older children's reading on tablets has been more broadly investigated, less is known about the impacts of digital reading for infant, toddlers, and preschoolers. This review compares the educational affordances of reading on tablets versus print books for young children's learning. METHOD A qualitative synthesis of research on tablet-based eReading and young children's learning from screens was conducted. RESULTS When eBooks are designed well, preschool-aged children learn equally well and sometimes more than from print books. However, enhanced eBooks with sounds, animations, and games can distract children and reduce learning. When book-sharing with an adult, conversations during eBook reading are often about the platform while print book conversations are more often about the book content. For young children (0-2 yr), there is a paucity of research, but broader studies on learning from screens suggest limited educational benefits of tablet use for this age group. DISCUSSION The authors recommend that (1) the selection of eBooks (especially enhanced eBooks) be thoughtful as games or animations that are not related to the story content can be distracting for young children, (2) adults share in the reading experience as discussions of the story, text, and characters have been found to enhance comprehension, language development, and print awareness, and (3) tablet eBook use be restricted for infants and toddlers, as they benefit more from face-to-face interaction with caregivers than from interactive screens alone.
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31
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Aladé F, Lauricella AR, Beaudoin-Ryan L, Wartella E. Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2016.03.080] [Citation(s) in RCA: 102] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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32
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Zack E, Barr R. The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters. Front Psychol 2016; 7:1264. [PMID: 27625613 PMCID: PMC5003922 DOI: 10.3389/fpsyg.2016.01264] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2016] [Accepted: 08/09/2016] [Indexed: 11/18/2022] Open
Abstract
Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.
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Affiliation(s)
- Elizabeth Zack
- Department of Psychology, Georgetown UniversityWashington, DC, USA
- Institute for Learning and Brain Sciences, University of WashingtonSeattle, WA, USA
| | - Rachel Barr
- Department of Psychology, Georgetown UniversityWashington, DC, USA
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33
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Ziemer CJ, Snyder M. A Picture You Can Handle: Infants Treat Touch-Screen Images More Like Photographs than Objects. Front Psychol 2016; 7:1253. [PMID: 27597837 PMCID: PMC4992727 DOI: 10.3389/fpsyg.2016.01253] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2016] [Accepted: 08/08/2016] [Indexed: 12/01/2022] Open
Abstract
Infants actively explore their world in order to determine the different ways in which they can interact with various objects. Although research on infant perception has focused on how infants understand the differences between 2- and 3-dimensional objects, today's infants increasingly encounter 2D images with interactive qualities on smart-phone screens, tablets, and laptops. The purpose of this experiment was to examine the types of manual behaviors infants direct toward tablet images and to compare these actions to those evoked by 2D photographs or 3D when tactile feedback is controlled. Infants between the ages of 7-10 months sat on their parent's lap in front of a table with a built-in well covered by a clear, plastic sheet while the three types of displays (photographs, objects, and screen images on a tablet) were presented for 30 s each. Infants saw three examples of each type of display presented in the built-in well so that tactile feedback information from the different displays was controlled. Coders noted the proportion of trials in which infants grasped, scratched, rubbed, or patted the display. Results indicate that infants direct significantly more grasps, scratches, and rubs toward 3D objects than 2D photographs. Infants also direct more grasps to objects compared to screen images. Our data suggests that infants are treating screen images more similarly to 2D photographs than 3D objects.
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Affiliation(s)
- Christine J. Ziemer
- Department of Psychology, Missouri Western State University, Saint JosephMO, USA
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34
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Sheehan KJ, Uttal DH. Children's Learning from Touch Screens: A Dual Representation Perspective. Front Psychol 2016; 7:1220. [PMID: 27570516 PMCID: PMC4981688 DOI: 10.3389/fpsyg.2016.01220] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2016] [Accepted: 08/02/2016] [Indexed: 11/26/2022] Open
Abstract
Parents and educators often expect that children will learn from touch screen devices, such as during joint e-book reading. Therefore an essential question is whether young children understand that the touch screen can be a symbolic medium – that entities represented on the touch screen can refer to entities in the real world. Research on symbolic development suggests that symbolic understanding requires that children develop dual representational abilities, meaning children need to appreciate that a symbol is an object in itself (i.e., picture of a dog) while also being a representation of something else (i.e., the real dog). Drawing on classic research on symbols and new research on children’s learning from touch screens, we offer the perspective that children’s ability to learn from the touch screen as a symbolic medium depends on the effect of interactivity on children’s developing dual representational abilities. Although previous research on dual representation suggests the interactive nature of the touch screen might make it difficult for young children to use as a symbolic medium, the unique interactive affordances may help alleviate this difficulty. More research needs to investigate how the interactivity of the touch screen affects children’s ability to connect the symbols on the screen to the real world. Given the interactive nature of the touch screen, researchers and educators should consider both the affordances of the touch screen as well as young children’s cognitive abilities when assessing whether young children can learn from it as a symbolic medium.
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Affiliation(s)
- Kelly J Sheehan
- Department of Psychology, Northwestern University, Evanston IL, USA
| | - David H Uttal
- Department of Psychology, Northwestern University, Evanston IL, USA
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35
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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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Anderson JR, Kuroshima H, Fujita K. Observational learning in capuchin monkeys: a video deficit effect. Q J Exp Psychol (Hove) 2016; 70:1254-1262. [PMID: 27138372 DOI: 10.1080/17470218.2016.1178312] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Young human children have been shown to learn less effectively from video or televised images than from real-life demonstrations. Although nonhuman primates respond to and can learn from video images, there is a lack of direct comparisons of task acquisition from video and live demonstrations. To address this gap in knowledge, we presented capuchin monkeys with video clips of a human demonstrator explicitly hiding food under one of two containers. The clips were presented at normal, faster than normal, or slower than normal speed, and then the monkeys were allowed to choose between the real containers. Even after 55 sessions and hundreds of video demonstration trials the monkeys' performances indicated no mastery of the task, and there was no effect of video speed. When given live demonstrations of the hiding act, the monkeys' performances were vastly improved. Upon subsequent return to video demonstrations, performances declined to pre-live-demonstration levels, but this time with evidence for an advantage of fast video demonstrations. Demonstration action speed may be one aspect of images that influence nonhuman primates' ability to learn from video images, an ability that in monkeys, as in young children, appears limited compared to learning from live models.
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Affiliation(s)
- James R Anderson
- a Department of Psychology, Graduate School of Letters , Kyoto University , Kyoto , Japan
| | - Hika Kuroshima
- a Department of Psychology, Graduate School of Letters , Kyoto University , Kyoto , Japan
| | - Kazuo Fujita
- a Department of Psychology, Graduate School of Letters , Kyoto University , Kyoto , Japan
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37
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The Adaptive Value of Cognitive Immaturity: Applications of Evolutionary Developmental Psychology to Early Education. EVOLUTIONARY PSYCHOLOGY 2016. [DOI: 10.1007/978-3-319-29986-0_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] Open
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38
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Kirkorian HL, Choi K, Pempek TA. Toddlers’ Word Learning From Contingent and Noncontingent Video on Touch Screens. Child Dev 2016; 87:405-13. [DOI: 10.1111/cdev.12508] [Citation(s) in RCA: 130] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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39
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Frank MC, Sugarman E, Horowitz AC, Lewis ML, Yurovsky D. Using Tablets to Collect Data From Young Children. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2015.1061528] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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40
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Subiaul F, Zimmermann L, Renner E, Schilder B, Barr R. Defining Elemental Imitation Mechanisms: A Comparison of Cognitive and Motor-Spatial Imitation Learning Across Object- and Computer-Based Tasks. JOURNAL OF COGNITION AND DEVELOPMENT 2015. [DOI: 10.1080/15248372.2015.1053483] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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41
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Kirkorian HL, Lavigne HJ, Hanson KG, Troseth GL, Demers LB, Anderson DR. Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition. INFANCY 2015. [DOI: 10.1111/infa.12102] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | | | | | | | - Lindsay B. Demers
- Psychological and Brain Sciences University of Massachusetts‐Amherst
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42
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Moser A, Zimmermann L, Dickerson K, Grenell A, Barr R, Gerhardstein P. They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. J Exp Child Psychol 2015; 137:137-55. [DOI: 10.1016/j.jecp.2015.04.002] [Citation(s) in RCA: 95] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2014] [Revised: 04/10/2015] [Accepted: 04/12/2015] [Indexed: 11/16/2022]
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43
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Does Impaired Social Motivation Drive Imitation Deficits in Children with Autism Spectrum Disorder? REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0054-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Cristia A, Seidl A. Parental Reports on Touch Screen Use in Early Childhood. PLoS One 2015; 10:e0128338. [PMID: 26083848 PMCID: PMC4470913 DOI: 10.1371/journal.pone.0128338] [Citation(s) in RCA: 66] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2014] [Accepted: 04/26/2015] [Indexed: 11/26/2022] Open
Abstract
Touch screens are increasingly prevalent, and anecdotal evidence suggests that young children are very drawn towards them. Yet there is little data regarding how young children use them. A brief online questionnaire queried over 450 French parents of infants between the ages of 5 and 40 months on their young child’s use of touch-screen technology. Parents estimated frequency of use, and further completed several checklists. Results suggest that, among respondent families, the use of touch screens is widespread in early childhood, meaning that most children have some exposure to touch screens. Among child users, certain activities are more frequently reported to be liked than others, findings that we discuss in light of current concern for children’s employment of time and the cognitive effects of passive media exposure. Additionally, these parental reports point to clear developmental trends for certain types of interactive gestures. These results contribute to the investigation of touch screen use on early development and suggest a number of considerations that should help improve the design of applications geared towards toddlers, particularly for scientific purposes.
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Affiliation(s)
- Alejandrina Cristia
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Département d’Etudes Cognitives, Ecole Normale Supérieure, PSL Research University, Paris, France
- * E-mail:
| | - Amanda Seidl
- Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA
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Zimmermann L, Moser A, Grenell A, Dickerson K, Yao Q, Gerhardstein P, Barr R. Do semantic contextual cues facilitate transfer learning from video in toddlers? Front Psychol 2015; 6:561. [PMID: 26029131 PMCID: PMC4428064 DOI: 10.3389/fpsyg.2015.00561] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2014] [Accepted: 04/19/2015] [Indexed: 11/16/2022] Open
Abstract
Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers’ imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean) or a yellow background (no context). Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were associated with a reduction in the transfer deficit.
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Affiliation(s)
- Laura Zimmermann
- Department of Psychology, Georgetown University Washington, DC, USA
| | - Alecia Moser
- Department of Psychology, Binghamton University Binghamton, NY, USA
| | - Amanda Grenell
- Institute of Child Development, University of Minnesota, Minneapolis MN, USA
| | - Kelly Dickerson
- Army Research Laboratory, Human Research and Engineering Directorate, Aberdeen Proving Ground Aberdeen, MD, USA
| | - Qianwen Yao
- Department of Psychology, Georgetown University Washington, DC, USA
| | | | - Rachel Barr
- Department of Psychology, Georgetown University Washington, DC, USA
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Reiß M, Becker A, Krist H. Gibt es einen Videodefiziteffekt bei Aufgaben zur Theory of Mind? ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2014. [DOI: 10.1026/0049-8637/a000112] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Das Ziel der vorliegenden Studie bestand darin, einen möglichen Einfluss des Darbietungsmodus auf die Leistung von Vorschulkindern in einer Aufgabe zur Theory of Mind (ToM) zu überprüfen. Dazu wurden die Leistungen von 94 Kindern zwischen 3 und 5 Jahren in einer klassischen Ortsverlagerungsaufgabe zum Verständnis falscher Überzeugungen ( Wimmer & Perner, 1983 ) untersucht. Den Kindern wurde die Originalgeschichte entweder live oder als Videofilm präsentiert. Erstmalig konnte ein signifikanter Effekt des Darbietungsmodus in einer Aufgabe zur ToM nachgewiesen werden. Dieser ergab sich in der Altersgruppe der 4-Jährigen. Unabhängig vom Darbietungsmodus antworteten 3-Jährige überzufällig falsch und 5-Jährige überzufällig korrekt. Der nachgewiesene Effekt des Darbietungsmodus wird vor dem Hintergrund bereits bestehender Theorien zum sogenannten Videodefiziteffekt (VDE) diskutiert.
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Affiliation(s)
- Mirjam Reiß
- Universität Greifswald, Institut für Psychologie
| | - Antje Becker
- Universität Greifswald, Institut für Psychologie
| | - Horst Krist
- Universität Greifswald, Institut für Psychologie
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Barr R. Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens. CHILD DEVELOPMENT PERSPECTIVES 2013. [DOI: 10.1111/cdep.12041] [Citation(s) in RCA: 138] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Zack E, Gerhardstein P, Meltzoff AN, Barr R. 15-month-olds' transfer of learning between touch screen and real-world displays: language cues and cognitive loads. Scand J Psychol 2012; 54:20-5. [PMID: 23121508 DOI: 10.1111/sjop.12001] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Infants have difficulty transferring information between 2D and 3D sources. The current study extends Zack, Barr, Gerhardstein, Dickerson & Meltzoff's (2009) touch screen imitation task to examine whether the addition of specific language cues significantly facilitates 15-month-olds' transfer of learning between touch screens and real-world 3D objects. The addition of two kinds of linguistic cues (object label plus verb or nonsense name) did not elevate action imitation significantly above levels observed when such language cues were not used. Language cues hindered infants' performance in the 3D→2D direction of transfer, but only for the object label plus verb condition. The lack of a facilitative effect of language is discussed in terms of competing cognitive loads imposed by conjointly transferring information across dimensions and processing linguistic cues in an action imitation task at this age.
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LeBlanc AG, Spence JC, Carson V, Connor Gorber S, Dillman C, Janssen I, Kho ME, Stearns JA, Timmons BW, Tremblay MS. Systematic review of sedentary behaviour and health indicators in the early years (aged 0-4 years). Appl Physiol Nutr Metab 2012; 37:753-72. [PMID: 22765839 DOI: 10.1139/h2012-063] [Citation(s) in RCA: 209] [Impact Index Per Article: 17.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Accumulating evidence suggests that young children spend excessive time being sedentary. The purpose of this systematic review was to determine the relationship between sedentary behaviours and health indicators during the early years (ages 0-4 years). Using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework, this review aimed to present the best available evidence on the threshold of sedentary behaviour associated with healthy measures of adiposity, bone health, motor skill development, psychosocial health, cognitive development, and cardiometabolic health indicators in infants, toddlers, and preschoolers. Online databases, personal libraries, and government documents were searched for relevant studies. Studies that included an intervention (or experimental) group or prospective analysis were included. Twenty-one unique studies, representing 23 papers and 22 417 participants, met inclusion criteria; 7 studies included information on infants, 13 on toddlers, and 10 on preschoolers. Of these, 11, 6, and 8 studies reported data on adiposity, psychosocial health, and cognitive development, respectively. No included study reported on motor skill development, bone, or cardiometabolic health indicators. In conclusion, this review found low- to moderate-quality evidence to suggest that increased television viewing is associated with unfavourable measures of adiposity and decreased scores on measures of psychosocial health and cognitive development. No evidence existed to indicate that television viewing is beneficial for improving psychosocial health or cognitive development. In several instances a dose-response relationship was evident between increased time spent watching television and decreased psychosocial health or cognitive development. This work may be used as evidence to inform public health guidelines. (PROSPERO registration: CRD4011001280.).
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Affiliation(s)
- Allana G LeBlanc
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON K1H 8L1, Canada.
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