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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Jing M, Ye T, Kirkorian HL, Mares ML. Screen media exposure and young children's vocabulary learning and development: A meta-analysis. Child Dev 2023; 94:1398-1418. [PMID: 37042116 DOI: 10.1111/cdev.13927] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Revised: 01/25/2023] [Accepted: 02/05/2023] [Indexed: 04/13/2023]
Abstract
This meta-analysis synthesizes research on media use in early childhood (0-6 years), word-learning, and vocabulary size. Multi-level analyses included 266 effect sizes from 63 studies (Ntotal = 11,413) published between 1988-2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non-Hispanic and between 40%-60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small-to-medium effect (r = .30), with stronger effects for e-books than TV/video or games/apps, and non-significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17).
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Affiliation(s)
- Mengguo Jing
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Ting Ye
- Biostatistics, University of Washington, Seattle, Washington, USA
| | - Heather L Kirkorian
- Human Development and Family Studies, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Marie-Louise Mares
- Communication Arts, University of Wisconsin-Madison, Madison, Wisconsin, USA
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3
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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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4
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Ionta S. Visual Neuropsychology in Development: Anatomo-Functional Brain Mechanisms of Action/Perception Binding in Health and Disease. Front Hum Neurosci 2021; 15:689912. [PMID: 34135745 PMCID: PMC8203289 DOI: 10.3389/fnhum.2021.689912] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 05/06/2021] [Indexed: 12/16/2022] Open
Abstract
Vision is the main entrance for environmental input to the human brain. Even if vision is our most used sensory modality, its importance is not limited to environmental exploration. Rather it has strong links to motor competences, further extending to cognitive and social aspects of human life. These multifaceted relationships are particularly important in developmental age and become dramatically evident in presence of complex deficits originating from visual aberrancies. The present review summarizes the available neuropsychological evidence on the development of visual competences, with a particular focus on the associated visuo-motor integration skills in health and disease. With the aim of supporting future research and interventional settings, the goal of the present review is to constitute a solid base to help the translation of neuropsychological hypotheses into straightforward empirical investigations and rehabilitation/training protocols. This approach will further increase the impact, ameliorate the acceptance, and ease the use and implementation of lab-derived intervention protocols in real-life situations.
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Affiliation(s)
- Silvio Ionta
- Sensory-Motor Lab (SeMoLa), Department of Ophthalmology-University of Lausanne, Jules Gonin Eye Hospital-Fondation Asile des Aveugles, Lausanne, Switzerland
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5
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Choi K, Kirkorian HL, Pempek TA. Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers' Transfer From Video. Front Psychol 2021; 12:621372. [PMID: 33716887 PMCID: PMC7943612 DOI: 10.3389/fpsyg.2021.621372] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 01/22/2021] [Indexed: 11/23/2022] Open
Abstract
Toddlers exhibit poor transfer between video and real-world contexts. Contingently responsive video such as that found in touchscreen apps appears to assist transfer for some toddlers but not others. This study investigated the extent to which toddlers' working memory moderates the impact of contingency on toddler's transfer of learning from video. Toddlers (24–36 months; N = 134) watched a hiding event on either (a) contingent video that advanced only after touch input or (b) non-contingent video that proceeded automatically. Toddlers then searched for a corresponding object on a felt board. Additionally, toddlers' working memory (WM) was assessed. Findings indicate WM and age moderated the impact of contingency on transfer: Contingency decreased transfer in younger children while increasing transfer among older children. However, this was only true for children with relatively low WM. Contingency had little impact on transfer among children with relatively high WM, regardless of age. Results from this study suggest that WM is one specific moderator that predicts whether toddlers are likely to learn from contingent vs. non-contingent video, yet WM does not operate in isolation. Together, these findings underscore the importance of considering multiple child characteristics when identifying the optimal conditions for toddlers' learning from symbolic media.
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Affiliation(s)
- Koeun Choi
- Department of Human Development and Family Science, Virginia Polytechnic Institute and State University, Blacksburg, VA, United States
| | - Heather L Kirkorian
- Department of Human Development and Family Studies, University of Wisconsin-Madison, Madison, WI, United States
| | - Tiffany A Pempek
- Department of Psychology, Hollins University, Roanoke, VA, United States
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6
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Polinsky N, Flynn R, Wartella EA, Uttal DH. The role of spatial abilities in young children’s spatially-focused touchscreen game play. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100970] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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7
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Dore RA, Logan J, Lin TJ, Purtell KM, Justice L. Characteristics of Children's Media Use and Gains in Language and Literacy Skills. Front Psychol 2020; 11:2224. [PMID: 33013579 PMCID: PMC7509086 DOI: 10.3389/fpsyg.2020.02224] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Accepted: 08/10/2020] [Indexed: 11/13/2022] Open
Abstract
Media use could be detrimental to children's language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adults (joint media engagement), the extent to which they use interactive media (apps/games), and the time of the day and week during which media use occurs may attenuate any negative effects. The current study examines the relation between characteristics of children's media use and gains in first graders' language and literacy skills. Children (N = 488) completed direct assessments of language and literacy skills in the spring of kindergarten and the spring of first grade. Parents reported how many hours children used both interactive and non-interactive media during different times of the day on the most recent weekday and weekend day and responded to items about the extent to which they engage with their children during media use. A quadratic relationship between media use and language gains showed that a moderate amount of media use was related to larger language gains, whereas high use was related to smaller gains. For literacy, an interaction between media use and joint media engagement showed a small negative effect of media use at low levels of joint media engagement and little to no relation between media use and literacy gains at higher levels of joint media engagement. Children's language and literacy skills were not predicted by either the proportion of media time that was spent with apps/games or morning and weekday media use. These results show that moderate amounts of media use may not be a negative influence on children's developing language skills, whereas high levels may displace other language-enhancing activities. Additionally, joint media engagement may play an important buffering role in the relation between media use and early literacy skills, aligned with current recommendations encouraging co-viewing.
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Affiliation(s)
- Rebecca A. Dore
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Jessica Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M. Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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8
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Dore RA, Logan J, Lin TJ, Purtell KM, Justice LM. Associations Between Children's Media Use and Language and Literacy Skills. Front Psychol 2020; 11:1734. [PMID: 32849034 PMCID: PMC7419579 DOI: 10.3389/fpsyg.2020.01734] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Accepted: 06/23/2020] [Indexed: 11/25/2022] Open
Abstract
Media use is a pervasive aspect of children’s home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children’s language and literacy skills because it may displace other literacy-enhancing activities like shared reading and decrease the quantity and quality of caregiver–child interaction. Thus, the current study asked whether media use is associated with gains in children’s language and literacy skills both at a single time point and across a school year and whether age moderates any association. Children (N = 1583) were from preschool through third grade classrooms and language and literacy skills were measured in the fall and spring of the school year. Parents reported how much time their child spends using media on a typical school day. Regression analyses showed that using 4 h or more of media was related to lower literacy gains, but not to language gains. Multilevel models conducted as a robustness check showed that this effect did not hold when accounting for classroom. In neither set of models was there an interaction between age and media use. Single-time-point models did show some associations that did not manifest in more stringent models, highlighting the limitations of correlational designs that do not have measures of children’s skills over time. Given the concern and popular press coverage around children’s media use, it is important to acknowledge non-significant effects in this domain. These non-significant associations suggest that societal fears around children’s media use may be exaggerated. Notably, however, characteristics of children’s media use, like educational content or adult co-use, may moderate any effects. The relation between media use and language and literacy growth did not differ across the age range investigated suggesting that, within this range, younger children are not more vulnerable to detrimental effects.
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Affiliation(s)
- Rebecca A Dore
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Jessica Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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9
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Quality of interactive media use in early childhood and child development: a multicriteria analysis. JORNAL DE PEDIATRIA (VERSÃO EM PORTUGUÊS) 2020. [DOI: 10.1016/j.jpedp.2019.03.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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10
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Nobre JNP, Vinolas Prat B, Santos JN, Santos LR, Pereira L, Guedes SDC, Ribeiro RF, Morais RLDS. Quality of interactive media use in early childhood and child development: a multicriteria analysis. J Pediatr (Rio J) 2020; 96:310-317. [PMID: 30822392 PMCID: PMC9432183 DOI: 10.1016/j.jped.2018.11.015] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Revised: 11/03/2018] [Accepted: 11/06/2018] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVES (1) To develop an index that allows the measurement of the quality of interactive media used by children in early childhood. (2) To verify whether there is an association between the index and cognitive development, expressive language, and fine and gross motor development. METHODS A quantitative, cross-sectional, exploratory study with 103 children, aged 24 to 42 months, evaluated by the Bayley Scale of Infant and Toddler Development. The criteria for the index were selected from the literature: (1) media use by parents; (2) time of daily media use; (3) media type; (4) what do you use the media for; (5) who do you use the media with (6) monitoring (limits time, content, interacts during use); (7) purpose of use; (8) parents' opinion of the media. For development of the multicriteria index, the multi-attribute utility theory was applied, and Spearman correlation and simple linear regression (p<0.05) were used to verify the association between the index and child development. RESULTS The index showed a positive and significant correlation with child development in the following domains: language (r=0.40, p<0.001), cognitive (r=0.23, p=0.04), and fine motor=0.22, p=0.04). Simple linear regression analysis showed that the use of interactive media accounts for 22% of language development (p<0.001). CONCLUSION The multicriteria index developed to verify the quality of interactive media used by children in early childhood showed that it has the potential to be used. The positive and significant associations between the quality of interactive media use and child development was verified, mainly regarding language.
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Affiliation(s)
- Juliana N P Nobre
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Programa de Pós-Graduação Saúde, Sociedade e Ambiente SaSA, Diamantina, MG, Brazil.
| | - Bernat Vinolas Prat
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Instituto de Ciência e Tecnologia (ICT) e SaSA, Diamantina, MG, Brazil
| | - Juliana N Santos
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil; Universidade Federal de Minas Gerais (UFMG), Ciências Fonoaudiólogas, Belo Horizonte, MG, Brazil
| | - Lívia R Santos
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Leiziane Pereira
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Sabrina da C Guedes
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Rayane F Ribeiro
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia, Diamantina, MG, Brazil
| | - Rosane Luzia de S Morais
- Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Departamento de Fisioterapia e SaSA, Diamantina, MG, Brazil
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11
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Jauck D, Peralta O. Two-Year-Olds' Symbolic Use of Images Provided by a Tablet: A Transfer Study. Front Psychol 2020; 10:2891. [PMID: 31920899 PMCID: PMC6932993 DOI: 10.3389/fpsyg.2019.02891] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Accepted: 12/05/2019] [Indexed: 11/29/2022] Open
Abstract
Touch screen devices are nowadays part of everyday life and parents and educators assume that young children use their images in a symbolic way. This research aims at replicating and expanding a previous one that reported that, contrary to expectations and to studies with printed or video images, 2-year-old children used the images on a touch screen tablet to retrieve a hidden object (Search), but not to communicate the location of an object they have observed being hidden (Point). In this research, we carried out a transfer study comparing the performance of an Experimental (Search-Point) and a Control group (Point-Point). First, we found that the Experimental group outperformed the Control group. Second, we found that the successful symbolic previous experience gained in the Search tasks was transferred to the Point task, task which 2-year-olds otherwise fail.
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Affiliation(s)
- Daniela Jauck
- Instituto Rosario de Investigaciones en Ciencias de la Educación, Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina (CONICET), Rosario, Argentina.,Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana (UAI), Rosario, Argentina
| | - Olga Peralta
- Instituto Rosario de Investigaciones en Ciencias de la Educación, Consejo Nacional de Investigaciones Científicas y Técnicas de Argentina (CONICET), Rosario, Argentina.,Facultad de Psicología y Relaciones Humanas, Universidad Abierta Interamericana (UAI), Rosario, Argentina
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12
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Dore RA, Logan J, Lin TJ, Purtell KM, Justice L. Characteristics of Children's Media Use and Gains in Language and Literacy Skills. Front Psychol 2020. [PMID: 33013579 DOI: 10.3389/fpsyg.2020.02224/bibtex] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023] Open
Abstract
Media use could be detrimental to children's language and literacy skills because it may displace other language-enhancing activities like shared reading and caregiver-child interactions. Furthermore, the extent to which children use media with adults (joint media engagement), the extent to which they use interactive media (apps/games), and the time of the day and week during which media use occurs may attenuate any negative effects. The current study examines the relation between characteristics of children's media use and gains in first graders' language and literacy skills. Children (N = 488) completed direct assessments of language and literacy skills in the spring of kindergarten and the spring of first grade. Parents reported how many hours children used both interactive and non-interactive media during different times of the day on the most recent weekday and weekend day and responded to items about the extent to which they engage with their children during media use. A quadratic relationship between media use and language gains showed that a moderate amount of media use was related to larger language gains, whereas high use was related to smaller gains. For literacy, an interaction between media use and joint media engagement showed a small negative effect of media use at low levels of joint media engagement and little to no relation between media use and literacy gains at higher levels of joint media engagement. Children's language and literacy skills were not predicted by either the proportion of media time that was spent with apps/games or morning and weekday media use. These results show that moderate amounts of media use may not be a negative influence on children's developing language skills, whereas high levels may displace other language-enhancing activities. Additionally, joint media engagement may play an important buffering role in the relation between media use and early literacy skills, aligned with current recommendations encouraging co-viewing.
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Affiliation(s)
- Rebecca A Dore
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Jessica Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Laura Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
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13
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Souto PHS, Santos JN, Leite HR, Hadders-Algra M, Guedes SC, Nobre JNP, Santos LR, Morais RLDS. Tablet Use in Young Children is Associated with Advanced Fine Motor Skills. J Mot Behav 2019; 52:196-203. [DOI: 10.1080/00222895.2019.1602505] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Pablo Hidelbrando S. Souto
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Juliana Nunes Santos
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Hércules Ribeiro Leite
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Mijna Hadders-Algra
- Department of Pediatrics, Division Developmental Neurology, University of Groningen, University Medical Center Groningen, Groningen, Netherlands
| | - Sabrina Conceição Guedes
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Juliana Nogueira Pontes Nobre
- Professional Master’s Program in Health Society and Environment, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Lívia Rodrigues Santos
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
| | - Rosane Luzia de Souza Morais
- Department of Physical Therapy, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
- Professional Master’s Program in Health Society and Environment, Federal University of Jequitinhonha and Mucuri Valleys (UFVJM), Diamantina, Brazil
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14
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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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15
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The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. EDUCATION AND INFORMATION TECHNOLOGIES 2018. [DOI: 10.1007/s10639-018-9693-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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