They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television.
Despite the ubiquity of touchscreen applications and television programs for young children, developmental research suggests that learning in this context is degraded relative to face-to-face interactions. Most previous research has been limited to transfer of learning from videos, making it difficu...
| Publicado en: | Journal of Experimental Child Psychology Vol. 137; pp. 137 - 156 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Academic Press Inc.
Sep2015
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=102786458&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 102786458 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: Sep2015 vid: 137 pid: 735 pub: Academic Press Inc. artinfo: ui: 102786458 10.1016/j.jecp.2015.04.002 ppf: 137 ppct: 19 formats: tig: atl: They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. aug: au: Moser, Alecia Zimmermann, Laura Dickerson, Kelly Grenell, Amanda Barr, Rachel Gerhardstein, Peter affil: Department of Psychology, Binghamton University, State University of New York (SUNY), Binghamton, NY 13902, USA Department of Psychology, Georgetown University, Washington, DC 20057, USA Human Research and Engineering Directorate, United States Army Research Laboratory, Aberdeen Proving Ground, MD 21005, USA su: Social interaction Psychology of learning Touch screens Psychology of toddlers Context effects (Psychology) sug: subj: Social interaction Computer and peripheral equipment manufacturing Computer Terminal and Other Computer Peripheral Equipment Manufacturing Psychology of learning Touch screens Psychology of toddlers Context effects (Psychology) keyword: Imitation Memory flexibility Social learning Television Touchscreens Transfer Video deficit Imitation Memory flexibility Social learning Television Touchscreens Transfer Video deficit ab: Despite the ubiquity of touchscreen applications and television programs for young children, developmental research suggests that learning in this context is degraded relative to face-to-face interactions. Most previous research has been limited to transfer of learning from videos, making it difficult to isolate the relative perceptual and social influences for transfer difficulty, and has not examined whether the transfer deficit persists across early childhood when task complexity increases. The current study examined whether the transfer deficit persists in older children using a complex puzzle imitation task constructed to investigate transfer from video demonstrations. The current test adapted this task to permit bidirectional transfer from touchscreens as well. To test for bidirectional transfer deficits, 2.5- and 3-year-olds were shown how to assemble a three-piece puzzle on either a three-dimensional magnetic board or a two-dimensional touchscreen (Experiment 1). Unidirectional transfer from video was also tested (Experiment 2). Results indicate that a bidirectional transfer deficit persists through 3 years, with younger children showing a greater transfer deficit; despite high perceptual similarities and social engagement, children learned less in transfer tasks, supporting the memory flexibility account of the transfer deficit. Implications of these findings for use of screen media (e.g., video, tablets) in early education are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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