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Yang D, Ge Y, Sun Y, Collins P, Jaeggi S, Xu Y, Shea ZM, Warschauer M. Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts. Child Dev 2024. [PMID: 38887788 DOI: 10.1111/cdev.14128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/20/2024]
Abstract
The study examined how children's self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3-7 (N = 111, 50% female, Chinese as first language) read an interactive Chinese-English bilingual story e-book with or without discussion prompts twice with their parents (2020-2021). Results demonstrated that the lower children's self-regulation skills, the more they struggled with story comprehension. Critically, our data suggest that embedding e-book discussion prompts and more verbalization in English can mitigate this negative association for children with inattention/hyperactivity. These findings have critical implications for future e-book design, interventions, and home reading practice for children with inattention/hyperactivity and those at risk for attention deficit/hyperactivity disorder.
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Affiliation(s)
- Dandan Yang
- University of California, Irvine, Irvine, California, USA
- University of California, Los Angeles, Los Angeles, California, USA
| | - Yan Ge
- King's College London, London, UK
| | - Yiwen Sun
- Columbia University Teachers College, New York, New York, USA
| | | | | | - Ying Xu
- University of Michigan, Ann Arbor, Michigan, USA
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2
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Vlachou TI, Kambanaros M, Plotas P, Georgopoulos VC. Evidence of Language Development Using Brief Animated Stimuli: A Systematic Review. Brain Sci 2024; 14:150. [PMID: 38391725 PMCID: PMC10886637 DOI: 10.3390/brainsci14020150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Revised: 01/25/2024] [Accepted: 01/28/2024] [Indexed: 02/24/2024] Open
Abstract
There is limited evidence regarding the effect of animation compared to static pictures on children's language development. The aim was to systematically review the available literature for evidence concerning the effect of brief animation on spoken language responses (receptive-listening or expressive-speaking) in typically developing (TD) children aged 3 to 9 years. Five databases were searched, resulting in seven included studies. The characteristics of animated stimuli, the manner of presentation, and the language-related tasks were recorded, and questions were posed about the effect of brief animation on children's receptive and expressive language abilities. The evidence suggests that animation may have a positive effect on expressive language abilities of children compared to static pictures. As far as the effect of animation on receptive language performance is concerned, the evidence is less concrete. Future directions regarding the potential of animation on language development are discussed.
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Affiliation(s)
| | - Maria Kambanaros
- The Brain and Neurorehabilitation Lab, Department of Rehabilitation Sciences, Cyprus University of Technology, Limassol 3041, Cyprus
| | - Panagiotis Plotas
- Department of Speech and Language Therapy, University of Patras, 26504 Patras, Greece
- Primary Health Care Laboratory, School of Health Rehabilitation Sciences, University of Patras, 26504 Patras, Greece
| | - Voula Chris Georgopoulos
- Department of Speech and Language Therapy, University of Patras, 26504 Patras, Greece
- Primary Health Care Laboratory, School of Health Rehabilitation Sciences, University of Patras, 26504 Patras, Greece
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3
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Bali C, Matuz-Budai T, Arato N, Labadi B, Zsido AN. Executive attention modulates the facilitating effect of electronic storybooks on information encoding in preschoolers. Heliyon 2023; 9:e12899. [PMID: 36685482 PMCID: PMC9853357 DOI: 10.1016/j.heliyon.2023.e12899] [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: 07/07/2022] [Revised: 12/21/2022] [Accepted: 01/06/2023] [Indexed: 01/11/2023] Open
Abstract
Interactive features and multimedia elements in electronic storybooks might enhance knowledge acquisition in children due to the playful learning experience they provide. However, to date, there is no systematic research on the long-term efficacy of storybooks, and the individual cognitive factors that influence information processing when using these apps. Therefore, in Experiment 1, we focused on long-term improvements. Children (M = 5.55 years, SD = 0.51, N = 33) were divided into an Interactive App group (N = 16) and a Print Book group (N = 17), then they were exposed to a story. Their recall performance was measured immediately after the exposure and three weeks later. In Experiment 2, we focused on individual differences in cognitive factors (working memory and sustained attention). Children (M = 5.56 years, SD = 0.62, N = 32) were exposed to three stories with interactive, multimedia-only elements and an audio-only condition. Caregivers were asked to fill out the ADHD Rating Scale-IV regarding each child. According to our results, in Experiment 1, children in the Interactive App group performed better compared to the Print Book group and this improvement persisted over time. In Experiment 2, we replicated the results of Experiment 1, however, children with poorer sustained attentional abilities performed worse in multimedia and interactive conditions compared to the audio-only condition. Our results indicate that electronic storybooks can facilitate learning because they enhance encoding efficacy. However, the benefit is only evident in children with good attentional control abilities. Our results guide parents and educators on how to choose and design age-appropriate applications for learning.
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Affiliation(s)
- Cintia Bali
- University of Pécs, Institute of Psychology, Ifjusag Street, 6., 7624, Pécs, Hungary,Corresponding author.
| | - Timea Matuz-Budai
- University of Pécs, Institute of Psychology, Ifjusag Street, 6., 7624, Pécs, Hungary
| | - Nikolett Arato
- Eotvos Lorand University, Institute of Psychology, Izabella Street, 46., 1064, Budapest, Hungary
| | - Beatrix Labadi
- University of Pécs, Institute of Psychology, Ifjusag Street, 6., 7624, Pécs, Hungary
| | - Andras Norbert Zsido
- University of Pécs, Institute of Psychology, Ifjusag Street, 6., 7624, Pécs, Hungary
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Chen SY. To explore the impact of augmented reality digital picture books in environmental education courses on environmental attitudes and environmental behaviors of children from different cultures. Front Psychol 2022; 13:1063659. [PMID: 36571000 PMCID: PMC9768189 DOI: 10.3389/fpsyg.2022.1063659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Accepted: 11/23/2022] [Indexed: 12/12/2022] Open
Abstract
Introduction Environmental education has long been closely related to sustainable development. In this study, in response to the United Nations Sustainable Development Goals (SDGs), an augmented reality (AR) digital picture book was created using the unique natural ecosystem of Taiwan's Orchid Island as a source of self-efficacy for science learning. Methods Interactive environmental education learning through AR drawing was used to determine whether students' science learning self-efficacy and environmental attitudes significantly influenced the environmental behavioral skills of culturally diverse children. In this study, 26 elementary sixth-grade Taiwanese students and 26 elementary sixth-grade Japanese students were invited to participate in an extended reality drawing activity as an environmental education curriculum. Results Based on the sample size of 52, the survey results were accurate with a sampling error of 3.8% with a confidence level of 95%. A questionnaire survey was administered to the 52 students after the event. After the valid questionnaire samples were collected, a partial least squares structural equation modeling (PLS-SEM) analysis was conducted with Smart PLS 3.0 on the small sample. The results of the study showed that students who had a better self-efficacy in science learning were more likely to engage in conservation actions related to the natural environment in their daily lives. Discussion In this study, the constructs of environmental behavior were further discussed and the hypothesis model was validated using the quantitative empirical method. The results of the study revealed good reliability, convergent validity, and discriminant validity of the constructs in the hypothesis model, and the hypothesis model itself was validated. In the validated model, students' science learning self-efficacy affects the sustainability of their environmental behaviors, but only through the role of environmental attitudes. However, the environmental attitudes construct plays a fully mediating role in the model.
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Psychological Impact and Influence of Animation on Viewer’s Visual Attention and Cognition: A Systematic Literature Review, Open Challenges, and Future Research Directions. COMPUTATIONAL AND MATHEMATICAL METHODS IN MEDICINE 2022; 2022:8802542. [PMID: 36092789 PMCID: PMC9453061 DOI: 10.1155/2022/8802542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Revised: 08/09/2022] [Accepted: 08/18/2022] [Indexed: 11/18/2022]
Abstract
Animation is an excellent method to associate with the audience in a fun and innovative manner. In recent span, animation has been employed in various fields to enhance knowledge, marketing, advertisement, and age groups from infants to adults. The present communication expounds the systematic review on the impact created by animation on the viewer’s visual attention. For this review, a database such as Google Scholar, ScienceDirect, Taylor & Francis, and IEEE Xplore were pursued for publications on the impact of animation on viewer’s visual attention from January 2015 to December 2021. The search results showcased 175 titles with 114 full articles, out of which 35 were related to viewers’ visual attention towards animation. These reviewed studies comprised of physical outcome (
), psychological outcome (
), and cognitive outcome (
) from which the attention-related factors, physical effects, and cognitive effects of animation were assessed. The animation has influenced the viewer’s visual attention through the integration of the different stimuli and the highly organized presentation. Furthermore, the animation has also aided the viewer in attaining greater conceptual understanding, thereby facilitating their cognitive response. As a result, the animation was found to be helpful in enhancing learning skills, food marketing, and teaching strategy. Furthermore, the drawbacks and future recommendations of the studies were elaborated. In addition, challenges and open issues faced during the studies were discussed. Finally, the priority areas in animation identified for promising future directions to visualize large pool data, provide smart communication, and design 3D modeling structures were highlighted.
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Zhang Y, Bu T, Zhang J, Tang S, Yu Z, Liu JK, Huang T. Decoding Pixel-Level Image Features from Two-Photon Calcium Signals of Macaque Visual Cortex. Neural Comput 2022; 34:1369-1397. [PMID: 35534008 DOI: 10.1162/neco_a_01498] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Accepted: 12/20/2021] [Indexed: 11/04/2022]
Abstract
Images of visual scenes comprise essential features important for visual cognition of the brain. The complexity of visual features lies at different levels, from simple artificial patterns to natural images with different scenes. It has been a focus of using stimulus images to predict neural responses. However, it remains unclear how to extract features from neuronal responses. Here we address this question by leveraging two-photon calcium neural data recorded from the visual cortex of awake macaque monkeys. With stimuli including various categories of artificial patterns and diverse scenes of natural images, we employed a deep neural network decoder inspired by image segmentation technique. Consistent with the notation of sparse coding for natural images, a few neurons with stronger responses dominated the decoding performance, whereas decoding of ar tificial patterns needs a large number of neurons. When natural images using the model pretrained on artificial patterns are decoded, salient features of natural scenes can be extracted, as well as the conventional category information. Altogether, our results give a new perspective on studying neural encoding principles using reverse-engineering decoding strategies.
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Affiliation(s)
- Yijun Zhang
- Department of Computer Science and Engineering, Shanghai Jiao Tong University, Shanghai 200240.,Department of Computer Science and Technology, Peking University, Peking 100871, P.R.C.
| | - Tong Bu
- Department of Computer Science and Technology, Peking University, Beijing 100871, P.R.C.
| | - Jiyuan Zhang
- Department of Computer Science and Technology, Peking University, Beijing 100871, P.R.C.
| | - Shiming Tang
- School of Life Sciences and Peking-Tsinghua Center for Life Sciences, Peking University, Beijing 100871, P.R.C.
| | - Zhaofei Yu
- Department of Computer Science and Technology and In stitute for Artificial Intelligence, Peking University, Beijing 100871, P.R.C.
| | - Jian K Liu
- School of Computing, University of Leeds, Leeds LS2 9JT, U.K.
| | - Tiejun Huang
- Department of Computer Science and Technology and Institute for Artificial Intelligence, Peking University, Beijing 100871, P.R.C.,Beijing Academy of Artificial Intelligence, Beijing 100190, P.R.C.
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Sun H, Roberts AC, Bus A. Bilingual children's visual attention while reading digital picture books and story retelling. J Exp Child Psychol 2021; 215:105327. [PMID: 34894472 DOI: 10.1016/j.jecp.2021.105327] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 11/03/2021] [Accepted: 11/08/2021] [Indexed: 11/30/2022]
Abstract
This study examined Mandarin-English bilingual children's visual attention over repetitive readings of Mandarin enhanced digital books and static books as well as the effects visual attention has on story retelling. We assigned 89 4- and 5-year-old preschoolers in Singapore to one of three reading conditions: (a) digital books with visual and auditory enhancements, (b) digital books with only auditory enhancements, and (c) static digital books with neither visual nor auditory enhancements. We presented three stories to the children in four sessions over 2 weeks, traced their visual attention with an eye tracker, and examined their story retelling after the first and fourth readings. The results demonstrated that the digital books with visual and auditory enhancements maintained greater visual attention from children compared with that from children in the other two conditions across the four repetitive readings. Moreover, children's bilingual language proficiency significantly modulates the conditional effects of attention. Children with higher bilingual proficiency in the visual and auditory enhancements condition outperformed their peers in the other two conditions in terms of visual attention across most readings. However, for the children with lower bilingual proficiency, the digital books with auditory and visual enhancements only outperformed the static condition but not the auditory enhanced condition. Children with lower language proficiency maintained their attention at a relatively high level across the repetitive readings in the enhanced digital book conditions but demonstrated significantly decreased visual attention in the static digital book condition. Because children with better visual attention and higher bilingual proficiency retold the stories significantly better, the results indicate that influencing visual attention helps to improve story comprehension.
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Affiliation(s)
- He Sun
- National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore.
| | | | - Adriana Bus
- University of Stavanger, 4021 Stavanger, Norway
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Wang Y, Zhou Z, Gong S, Jia D, Lei J. The Effects of Emotional Design on Multimedia Learning and Appreciation of Chinese Poetry. Front Psychol 2021; 12:621969. [PMID: 34421699 PMCID: PMC8375431 DOI: 10.3389/fpsyg.2021.621969] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 06/10/2021] [Indexed: 11/29/2022] Open
Abstract
Painting, music, literature, and other art forms embody the essence of human wisdom and induce esthetic experience, among which poetry is inherently creative, because it contains a wealth of symbols, imageries, insights, and so forth. The appreciation and learning of Chinese poetry is an important part of the curriculum in secondary schools. However, studies have mainly focused on textual characters of poetry, with little literature focusing on esthetic appreciation and in-depth learning of poetry. In this vein, we ask whether emotional designs will promote the appreciation and learning of Chinese poetry. To answer this question, we explored the influence of the combination of external emotion induction (positive and neutral movie clips) and internal colorful design (chromatic and achromatic) on esthetic preference and learning of poetry. One hundred and sixty-six participants (14–15 years old) were randomly assigned to one of four conditions created by two factors (external emotion induction and internal colorful design). The results showed that the combination of external emotion induction and internal colorful design promoted positive emotions, retention, and transfer performances of learners. Furthermore, perceived difficulty of learners decreased significantly when external emotional induction and internal colorful design were both positive. Consequently, these findings indicated that emotional designs in multimedia facilitated the learning performance of middle school students in Chinese poetry, and supported the cognitive-affective theory of learning with media. This research was a preliminary exploration of emotional design in humanities.
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Affiliation(s)
- Yi Wang
- Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China.,School of Psychology, Central China Normal University, Wuhan, China
| | - Zhijin Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China.,School of Psychology, Central China Normal University, Wuhan, China
| | - Shaoying Gong
- Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China.,School of Psychology, Central China Normal University, Wuhan, China
| | - Dandan Jia
- Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China.,School of Psychology, Central China Normal University, Wuhan, China
| | - Jing Lei
- Dengzhou No. 1 Middle School, Dengzhou, China
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9
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Venker CE, Mathée J, Neumann D, Edwards J, Saffran J, Ellis Weismer S. Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder. Autism Res 2021; 14:1147-1162. [PMID: 33372400 PMCID: PMC8192461 DOI: 10.1002/aur.2457] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Revised: 11/30/2020] [Accepted: 12/01/2020] [Indexed: 11/11/2022]
Abstract
Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31 months) and 17 children with typical development (mean age 20 months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes.
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Affiliation(s)
- Courtney E Venker
- Department of Communicative Sciences and Disorders, Michigan State University, Michigan, USA
| | - Janine Mathée
- Waisman Center and Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Dominik Neumann
- College of Communication Arts and Sciences, Michigan State University, East Lansing, Michigan, USA
| | - Jan Edwards
- Waisman Center and Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin, USA
- Department of Hearing and Speech Sciences, Maryland Science Center, University of Maryland, College Park, Maryland, USA
| | - Jenny Saffran
- Waisman Center and Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Susan Ellis Weismer
- Waisman Center and Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, Wisconsin, USA
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Müller-Brauers C, Miosga C, Fischer S, Maus A, Potthast I. Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study. Front Psychol 2020; 11:593482. [PMID: 33343464 PMCID: PMC7738561 DOI: 10.3389/fpsyg.2020.593482] [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: 08/10/2020] [Accepted: 10/30/2020] [Indexed: 11/24/2022] Open
Abstract
Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.
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Affiliation(s)
- Claudia Müller-Brauers
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Christiane Miosga
- Department Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Silke Fischer
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Alina Maus
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany.,Department Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
| | - Ines Potthast
- Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, Germany
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A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning. J Exp Child Psychol 2018; 179:212-226. [PMID: 30550987 DOI: 10.1016/j.jecp.2018.11.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2018] [Revised: 11/08/2018] [Accepted: 11/11/2018] [Indexed: 11/22/2022]
Abstract
Experiments with film-like story presentations have been found to be beneficial in supporting children's story comprehension and word learning. The main goal of the current study was to disentangle the effects of visual and auditory enhancements in digital books. Participants were 99 typically developing children (41 boys and 58 girls) aged 4-6 years from two public kindergartens in Bursa, Turkey. A randomized controlled trial was conducted with a control group and four experimental conditions that included all possible combinations: static illustrations with and without music/sounds and animated illustrations with and without music/sounds. In each experimental condition, children read two different storybooks twice, each time in small group sessions of 2 or 3 children. The posttest included, apart from story comprehension, expressive and receptive vocabulary tests of book-based words. Story comprehension, not word learning, benefited from visual enhancements in digital books. Music and background sounds did not stimulate story comprehension and even had a negative effect on receptive vocabulary. To explain the findings, we refer to multimedia learning principles such as temporal contiguity. Consequences for a digital storybook format are discussed.
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12
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Takacs ZK, Bus AG. How pictures in picture storybooks support young children's story comprehension: An eye-tracking experiment. J Exp Child Psychol 2018; 174:1-12. [PMID: 29857060 DOI: 10.1016/j.jecp.2018.04.013] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Revised: 04/17/2018] [Accepted: 04/20/2018] [Indexed: 11/24/2022]
Abstract
In a within-participant design, 41 children (mean age = 64 months, range = 50-81) listened to brief stories in four conditions. Written text was present on the screen in all conditions (similar to the typical storybook experience) but combined with other sources of information: (a) only oral narration, (b) oral narration and a picture that was congruent with the narration, (c) oral narration and an incongruent picture, and (d) only a picture but no oral narration. Children's eye movements while looking at the screen were recorded with an eye-tracker. An important finding was that a congruent picture contributed substantially to children's story retellings, more so than a picture that was incongruent with the narration. The eye-tracking data showed that children explored pictures in a way that they could maximally integrate the narration and the picture. Consequences for interactive reading and picture storybook format are discussed.
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Affiliation(s)
- Zsofia K Takacs
- Institute of Education, Eötvös Loránd University, Egyetem tér 1-3, Budapest 1053, Hungary.
| | - Adriana G Bus
- Institute of Education, Eötvös Loránd University, Egyetem tér 1-3, Budapest 1053, Hungary; Department of Language, Literature and Communication, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
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