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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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Peña M, Vásquez-Venegas C, Cortés P, Pittaluga E, Herrera M, Pino EJ, Escobar RG, Dehaene-Lambertz G, Guevara P. A brief tablet-based intervention benefits linguistic and communicative abilities in toddlers and preschoolers. NPJ SCIENCE OF LEARNING 2024; 9:38. [PMID: 38816493 PMCID: PMC11139856 DOI: 10.1038/s41539-024-00249-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 04/24/2024] [Indexed: 06/01/2024]
Abstract
Young children's linguistic and communicative abilities are foundational for their academic achievement and overall well-being. We present the positive outcomes of a brief tablet-based intervention aimed at teaching toddlers and preschoolers new word-object and letter-sound associations. We conducted two experiments, one involving toddlers ( ~ 24 months old, n = 101) and the other with preschoolers ( ~ 42 months old, n = 152). Using a pre-post equivalent group design, we measured the children's improvements in language and communication skills resulting from the intervention. Our results showed that the intervention benefited toddlers' verbal communication and preschoolers' speech comprehension. Additionally, it encouraged vocalizations in preschoolers and enhanced long-term memory for the associations taught in the study for all participants. In summary, our study demonstrates that the use of a ludic tablet-based intervention for teaching new vocabulary and pre-reading skills can improve young children's linguistic and communicative abilities, which are essential for future development.
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Affiliation(s)
- Marcela Peña
- Cognitive Neuroscience Laboratory, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile.
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile.
| | | | - Patricia Cortés
- Cognitive Neuroscience Laboratory, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
| | - Enrica Pittaluga
- Neonatology Department, Complejo Asistencial Dr. Sótero del Río, Santiago, Chile
| | - Mitzy Herrera
- Neonatology Department, Complejo Asistencial Dr. Sótero del Río, Santiago, Chile
| | - Esteban J Pino
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
- Faculty of Engineering, Universidad de Concepción, Concepción, Chile
| | - Raul G Escobar
- Pediatric Neurology Section, Medical School, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Ghislaine Dehaene-Lambertz
- Cognitive Neuroimaging Unit, CNRS ERL 9003, INSERM U992, CEA, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France
| | - Pamela Guevara
- National Center for Artificial Intelligence CENIA FB210017, Basal ANID, Santiago, Chile
- Faculty of Engineering, Universidad de Concepción, Concepción, Chile
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3
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Cameron CE, McClelland MM, Kwan T, Starke K, Lewis-Jones T. HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness. Front Psychol 2024; 14:1202239. [PMID: 38274679 PMCID: PMC10809402 DOI: 10.3389/fpsyg.2023.1202239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
Background Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children's scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children's preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children. Method Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation. Results We found evidence that (1) the HTKS-Kids captures variation in children's self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids. Implications The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias.
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Affiliation(s)
- Claire E. Cameron
- Department of Learning and Instruction, University at Buffalo, Buffalo, NY, United States
| | - Megan M. McClelland
- School of Human Development and Family Sciences, Oregon State University, Corvallis, OR, United States
| | - Tammy Kwan
- Cognitive ToyBox, Inc., New York, NY, United States
| | - Krystal Starke
- Department of Learning and Instruction, University at Buffalo, Buffalo, NY, United States
| | - Tanya Lewis-Jones
- Department of Learning and Instruction, University at Buffalo, Buffalo, NY, United States
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4
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Sanders T, Noetel M, Parker P, Del Pozo Cruz B, Biddle S, Ronto R, Hulteen R, Parker R, Thomas G, De Cocker K, Salmon J, Hesketh K, Weeks N, Arnott H, Devine E, Vasconcellos R, Pagano R, Sherson J, Conigrave J, Lonsdale C. An umbrella review of the benefits and risks associated with youths' interactions with electronic screens. Nat Hum Behav 2024; 8:82-99. [PMID: 37957284 DOI: 10.1038/s41562-023-01712-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 09/01/2023] [Indexed: 11/15/2023]
Abstract
The influence of electronic screens on the health of children and adolescents and their education is not well understood. In this prospectively registered umbrella review (PROSPERO identifier CRD42017076051 ), we harmonized effects from 102 meta-analyses (2,451 primary studies; 1,937,501 participants) of screen time and outcomes. In total, 43 effects from 32 meta-analyses met our criteria for statistical certainty. Meta-analyses of associations between screen use and outcomes showed small-to-moderate effects (range: r = -0.14 to 0.33). In education, results were mixed; for example, screen use was negatively associated with literacy (r = -0.14, 95% confidence interval (CI) = -0.20 to -0.09, P ≤ 0.001, k = 38, N = 18,318), but this effect was positive when parents watched with their children (r = 0.15, 95% CI = 0.02 to 0.28, P = 0.028, k = 12, N = 6,083). In health, we found evidence for several small negative associations; for example, social media was associated with depression (r = 0.12, 95% CI = 0.05 to 0.19, P ≤ 0.001, k = 12, N = 93,740). Limitations of our review include the limited number of studies for each outcome, medium-to-high risk of bias in 95 out of 102 included meta-analyses and high heterogeneity (17 out of 22 in education and 20 out of 21 in health with I2 > 50%). We recommend that caregivers and policymakers carefully weigh the evidence for potential harms and benefits of specific types of screen use.
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Affiliation(s)
- Taren Sanders
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.
| | - Michael Noetel
- School of Psychology, University of Queensland, Brisbane, Queensland, Australia
| | - Philip Parker
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Borja Del Pozo Cruz
- Department of Sport Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
- Department of Physical Education, Faculty of Education, University of Cádiz, Cádiz, Spain
- Biomedical Research and Innovation Institute of Cádiz (INiBICA) Research Unit, Puerta del Mar University Hospital, University of Cádiz, Cádiz, Spain
| | - Stuart Biddle
- Centre for Health Research, University of Southern Queensland, Springfield, Queensland, Australia
- Faculty of Sport and Health Scienchresholds for statistical credibilites, University of Jyväskylä, Jyväskylä, Finland
| | - Rimante Ronto
- Department of Health Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Macquarie Park, New South Wales, Australia
| | - Ryan Hulteen
- School of Kinesiology, Louisiana State University, Baton Rouge, LA, USA
| | - Rhiannon Parker
- The Centre for Social Impact, University of New South Wales, Sydney, New South Wales, Australia
| | - George Thomas
- The Health and Wellbeing Centre for Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Katrien De Cocker
- Department of Movement and Sport Science, Ghent University, Ghent, Belgium
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Geelong, Victoria, Australia
| | - Kylie Hesketh
- Institute for Physical Activity and Nutrition, Deakin University, Geelong, Victoria, Australia
| | - Nicole Weeks
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Hugh Arnott
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Emma Devine
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney, Sydney, New South Wales, Australia
| | - Roberta Vasconcellos
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Rebecca Pagano
- School of Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Jamie Sherson
- School of Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - James Conigrave
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia
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5
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Chowsomchat J, Boonrusmee S, Thongseiratch T. Swipe, tap, read? Unveiling the effects of Touchscreen devices on Emergent Literacy Development in preschoolers. BMC Pediatr 2023; 23:625. [PMID: 38071329 PMCID: PMC10709962 DOI: 10.1186/s12887-023-04450-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 11/29/2023] [Indexed: 12/18/2023] Open
Abstract
Emergent literacy skills are vital for children's reading and writing development. While touchscreen devices have been linked to enhanced emergent literacy in developed countries, their impact in low- and middle-income countries (LMICs), with limited access to quality apps, is underexplored. Thailand, classified as an upper-middle-income country, presents a unique context with its specific challenges in educational technology, which have not been extensively studied. This study examined the relationship between touchscreen device usage and emergent literacy development in Thai preschool children. Using a cross-sectional design, we analyzed data from 317 Thai children aged 5-6 years, assessing their emergent literacy skills and examining the association with touchscreen device usage through logistic regression analysis. Our findings showed that 79.5% of participants engaged with touchscreen devices, and there was an observed trend suggesting that exclusive tablet users might exhibit enhanced phonological awareness, letter naming, and rapid automatized naming skills. However, these potential improvements did not reach statistical significance when primary caregiver characteristics were taken into account. Our findings highlight the complexity of this relationship and underscore the need for further research to elucidate the potential influences of application quality and screen time engagement on emergent literacy, particularly in LMICs.
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Affiliation(s)
- Jariyaporn Chowsomchat
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Sasivara Boonrusmee
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Therdpong Thongseiratch
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
- Songklanagarind ADHD Multidisciplinary Assessment and care Team for quality Improvement (SAMATI), Child Development Unit, Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand.
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Kolak J, Monaghan P, Taylor G. Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech. JOURNAL OF CHILD LANGUAGE 2023; 50:895-921. [PMID: 35481491 DOI: 10.1017/s0305000922000198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Language in touchscreen apps could be useful as an additional source of children's language input, alongside child directed speech (CDS) and books. Here we performed the first analysis of language in apps, as compared with books and CDS. We analysed language in 18 of the most popular educational apps targeting pre-schoolers and compared their language content to children's books and CDS with respect to types of constructions and psycholinguistic features of words. We found that apps contained lower frequency words and had lower lexical diversity compared to CDS, and shorter utterances compared to books. Apps may thus provide an enriched supplementary form of input for young children, due to containing less frequent words. However, apps do not expose children to a high proportion of questions and complex sentences, both of which are crucial for supporting child's development of structurally rich constructions.
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Affiliation(s)
- Joanna Kolak
- Department of Psychology, School of Health and Society, University of Salford, Salford, M5 4WT, UK
| | - Padraic Monaghan
- Department of Psychology, Lancaster University, Lancaster, UK
- Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, Netherlands
| | - Gemma Taylor
- Department of Psychology, School of Health and Society, University of Salford, Salford, M5 4WT, UK
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7
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Operto FF, Viggiano A, Perfetto A, Citro G, Olivieri M, Simone VD, Bonuccelli A, Orsini A, Aiello S, Coppola G, Pastorino GMG. Digital Devices Use and Fine Motor Skills in Children between 3-6 Years. CHILDREN (BASEL, SWITZERLAND) 2023; 10:960. [PMID: 37371192 DOI: 10.3390/children10060960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 05/22/2023] [Accepted: 05/25/2023] [Indexed: 06/29/2023]
Abstract
(1) Background: The principal aim of our research was to explore the relationship between digital devices use and fine motor skills in children aged three to six years and to explore the effect of some socio-demographic factors. (2) Methods: we enrolled 185 children aged between three to six years. The parents of all the participants fulfilled a questionnaire to explore the digital device use, and their children performed a standardized test to assess fine motor skills (APCM-2). We performed the Spearman correlation test to explore the relationship between different variables. (3) Results: the children spent an average of 3.08 ± 2.30 h/day on digital devices. We did not find a significant association between the time of use of digital devices and fine motor skills (p = 0.640; r = -0.036). The youngest children experienced digital tools earlier than older ones (p < 0.001; r = 0.424) and they were also the ones who used digital tools more time afterwards (p = 0.012; -0.202). The children who had working parents spent more time on digital devices (p = 0.028; r = 0.164/p = 0.037; r = 0.154) and used digital devices earlier (p = 0.023; r = 0.171). (4) Conclusions: This data suggest that it would be useful to monitor the use of digital tools, especially in the very first years of life. Future studies are needed to further explore this topic.
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Affiliation(s)
- Francesca Felicia Operto
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Andrea Viggiano
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Antonio Perfetto
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Gabriella Citro
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Miriam Olivieri
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Valeria de Simone
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Alice Bonuccelli
- Pediatric Neurology, Pediatric University Department, University of Pisa, 56126 Pisa, Italy
| | - Alessandro Orsini
- Pediatric Neurology, Pediatric University Department, University of Pisa, 56126 Pisa, Italy
| | - Salvatore Aiello
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
| | - Giangennaro Coppola
- Child Neuropsychiatry Unit, Department of Medicine, Surgery and Dentistry, University of Salerno, 84081 Salerno, Italy
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8
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Taylor G, Kolak J, Norgate SH, Monaghan P. Assessing the educational potential and language content of touchscreen apps for preschool children. COMPUTERS AND EDUCATION OPEN 2022. [DOI: 10.1016/j.caeo.2022.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/30/2022] Open
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9
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Sun H, Lim V, Low J, Kee S. The Development of a Parental Questionnaire (QQ-MediaSEED) on Bilingual Children's Quantity and Quality of Digital Media Use at Home. Acta Psychol (Amst) 2022; 229:103668. [PMID: 35843199 DOI: 10.1016/j.actpsy.2022.103668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Revised: 06/27/2022] [Accepted: 07/04/2022] [Indexed: 01/22/2023] Open
Abstract
The quantity and quality of children's digital screen media exposure is an emerging area of early childhood studies because of its strong social relevance, and this has been particularly true since the COVID-19 pandemic. The few existing parental questionnaires on children's digital screen media exposure mainly focus on monolingual children's media habits and address either the quantity or quality of children's media exposure. Inspired by the existing instruments, the current study introduces a new parental questionnaire to comprehensively assess the duration, frequency, content, design, and use of bilingual children's digital screen media exposure at home, before and since the COVID-19 pandemic. Focus group discussions and the first wave of our data collection on 141 3-6 years old Singaporean bilingual children indicate good face validity and internal consistency of the parental questionnaire. Our results reveal substantial differences in children's quantity and quality of daily digital screen media exposure, as well as the discrepancies in their digital media habits between English and their mother tongue languages, before and since the COVID-19 pandemic.
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Affiliation(s)
- He Sun
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Victor Lim
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Jiamin Low
- National Institute of Education, Nanyang Technological University, Singapore.
| | - Stephanie Kee
- National Institute of Education, Nanyang Technological University, Singapore.
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10
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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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11
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Shoshani A, Nelke S, Girtler I. Tablet applications as socializing platforms: The effects of prosocial touch screen applications on young children's prosocial behavior. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107077] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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12
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Bidgood A, Taylor G, Kolak J, Bent EM, Hickman N. A balanced digital diet for under 5s: A commentary on Orben (2021). INFANT AND CHILD DEVELOPMENT 2022. [DOI: 10.1002/icd.2292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Affiliation(s)
- Amy Bidgood
- School of Health and Society University of Salford Salford UK
| | - Gemma Taylor
- School of Health and Society University of Salford Salford UK
| | - Joanna Kolak
- School of Health and Society University of Salford Salford UK
| | - Eve Marie Bent
- School of Health and Society University of Salford Salford UK
| | - Nicola Hickman
- School of Health and Society University of Salford Salford UK
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13
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The influence of social pain experience on empathic neural responses: the moderating role of gender. Exp Brain Res 2021; 240:53-69. [PMID: 34854933 DOI: 10.1007/s00221-021-06279-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 09/11/2021] [Indexed: 10/19/2022]
Abstract
Empathy for pain, the ability to share and understand the pain of others, plays an important role in the survival and development of individuals. Previous studies have found that social pain experience affects empathy for pain, but potential gender differences have not been considered. The stage of information processing during which gender is most likely to play a moderating role has yet to be clarified. In the current study, we set up two groups (social pain experience priming: social exclusion group; positive social interaction experience priming: social inclusion group) with a Cyberball game paradigm. We recorded the electrophysiological responses when participants were completing an empathy task. An early frontal P2 and N2 differentiation between painful stimuli and neutral stimuli was observed and females showed larger P2 amplitudes than males. At the P3 stage, in the social exclusion group, males showed similar parietal P3 amplitudes for painful and neutral stimuli, while females showed smaller P3 amplitudes for painful stimuli. At the central-parietal late positive potential (LPP) stage, females in the social inclusion group showed larger LPP amplitudes for painful stimuli than males. Our results suggest that gender plays a significant moderating role in how social pain experience affects empathy for pain during the late cognitive processing stage. Experiment 2 was designed to investigate the cognitive mechanism behind the results for the P3 component in females and the results partially confirmed our speculation. This study provides a neurophysiological basis for the dynamic gender differences in the effects of social pain experience on empathy for pain.
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Désiron JC, Bétrancourt M, de Vries E. Learning from text and animations: a study into the need for cross-representational signaling. ANNEE PSYCHOLOGIQUE 2021. [DOI: 10.3917/anpsy1.214.0393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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15
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Vaiopoulou J, Papadakis S, Sifaki E, Stamovlasis D, Kalogiannakis M. Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles. Behav Sci (Basel) 2021; 11:82. [PMID: 34071894 PMCID: PMC8227413 DOI: 10.3390/bs11060082] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 05/13/2021] [Accepted: 05/17/2021] [Indexed: 02/05/2023] Open
Abstract
Contemporary mobile technologies offer tablets and smartphones that elicit young children's active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children's attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria. Filling the gap in the relevant literature, a new instrument, named PEAU-p (Perceptions about Educational Apps Use-parents), was developed and validated in the present study designed to measure parents' perception of educational apps for kindergarten pupils. Data (N = 435) were collected via online procedures, and the psychometric properties of PEAU-p were studied via exploratory and confirmatory methods. Principal Components Analysis extracted six factors, namely Usability, Enjoyment, Involvement, Learning, Worries, and Values, which explained 72.42% of the total variance. Subsequently, by implementing Latent Class Analysis based on the above factors, four Clusters (i.e., parents' Profiles) were extracted corresponding to their perceptions and attitudes towards the educational apps used for kindergarten pupils. Those were named as 'mild attitude', 'negative attitude', 'positive attitude', and 'indifferent attitude'. This categorization, besides the statistical support, is fully interpretable, and the profiles were associated with certain covariates, such as age, the number of children, knowledge on new technologies, or distal outcomes, e.g., the frequency of using apps, the general position towards apps or their intention to recommend apps use. The findings are discussed within the current research field, investigating the influential role parents play in young children's media selection and use.
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Affiliation(s)
- Julie Vaiopoulou
- Department of Education, University of Nicosia, 2417 Nicosia, Cyprus;
| | - Stamatios Papadakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
| | - Eirini Sifaki
- Department of Cultural Organisations Management, Hellenic Open University, 26222 Patras, Greece;
| | - Dimitrios Stamovlasis
- Department of Philosophy and Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Michail Kalogiannakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
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16
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Pozo JI, Pérez Echeverría MP, Cabellos B, Sánchez DL. Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns. Front Psychol 2021; 12:656776. [PMID: 33995217 PMCID: PMC8116709 DOI: 10.3389/fpsyg.2021.656776] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 04/07/2021] [Indexed: 11/13/2022] Open
Abstract
The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.
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Affiliation(s)
- Juan-Ignacio Pozo
- Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain
| | | | - Beatriz Cabellos
- Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain
| | - Daniel L Sánchez
- Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain
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17
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Studying the Effects of Mobile Devices on Young Children with Autism Spectrum Disorder: a Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00264-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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18
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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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19
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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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20
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Wainwright BR, Allen ML, Cain K. Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. J Autism Dev Disord 2020; 50:2941-2956. [PMID: 32036494 PMCID: PMC7374469 DOI: 10.1007/s10803-020-04404-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC.
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Affiliation(s)
| | | | - Kate Cain
- Department of Psychology, Lancaster University, Lancaster, LA1 4YF, UK
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21
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Pitchford NJ, Outhwaite LA. Secondary Benefits to Attentional Processing Through Intervention With an Interactive Maths App. Front Psychol 2020; 10:2633. [PMID: 32038343 PMCID: PMC6988815 DOI: 10.3389/fpsyg.2019.02633] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2019] [Accepted: 11/07/2019] [Indexed: 11/18/2022] Open
Abstract
Previous research has shown that a specific interactive app, designed to support the development of early mathematical skills and delivered on hand-held tablets, is effective at raising mathematical attainment in young children in low-and high-income countries. In the countries where this app has been deployed, teachers have consistently reported improved concentration skills in children who have received intervention with this app. To investigate the legitimacy of these claims, we conducted secondary data analyses of children’s performance on core cognitive tasks to examine if additional benefits are observed in children who received intervention with the interactive maths app compared to those that did not. We drew on data from a three-arm randomized control trial conducted in a primary school in Malawi (Pitchford, 2015). In addition to assessing mathematical skills, children’s visual attention, short-term memory, and manual processing speed were examined at baseline, before the introduction of the maths app intervention, and at endline, after the intervention had been implemented for 8 weeks. A group of 318 children (73–161 months) attending Standards 1–3 of a Malawian primary school were randomized to receive either the new maths app (treatment group), a non-maths app that required similar interactions to engage with the software as with the maths app (placebo group), or standard teacher-led mathematical practice (control group). Before and after the 8-week intervention period, children were assessed on mathematics and core cognitive skills. Results showed that the maths app intervention supported significant and independent gains in mathematics and visual attention. Increases in visual attention were attributable only to interactions with the maths app. No significant benefits to attention were found from using the tablet device with non-maths software or standard class-based mathematical practice. These results suggest that high-quality interactive, educational apps can significantly improve attentional processing in addition to the scholastic skills targeted by the intervention.
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Affiliation(s)
- Nicola J Pitchford
- School of Psychology, University of Nottingham, Nottingham, United Kingdom
| | - Laura A Outhwaite
- School of Psychology, University of Nottingham, Nottingham, United Kingdom.,Centre for Education Policy and Equalising Opportunities, Institute of Education, University College London, London, United Kingdom
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