Toddlers' Word Learning From Contingent and Noncontingent Video on Touch Screens.
Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch anywhere on the screen...
| Publicado en: | Child Development Vol. 87; no. 2; pp. 405 - 414 |
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| Autores principales: | , , |
| Formato: | journal article |
| Publicado: |
Oxford University Press / USA
Mar/Apr2016
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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=114013790&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 114013790 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00093920 CDV jtl: Child Development issn: 00093920 maglogo: Y pubinfo: dt: Mar/Apr2016 vid: 87 iid: 2 pid: 622 pub: Oxford University Press / USA artinfo: ui: 114013790 10.1111/cdev.12508 ppf: 405 ppct: 9 formats: tig: atl: Toddlers' Word Learning From Contingent and Noncontingent Video on Touch Screens. aug: au: Kirkorian, Heather L. Choi, Koeun Pempek, Tiffany A. affil: University of Wisconsin–Madison Hollins University su: Language acquisition Learning Attention Child development Toddlers Touch screens Interaction (Philosophy) Interactive videos Selectivity (Psychology) Comparative studies Research methodology Medical cooperation Psychology of movement Research Evaluation research sug: subj: Language acquisition Learning Attention Child development Computer Terminal and Other Computer Peripheral Equipment Manufacturing Computer and peripheral equipment manufacturing Toddlers Touch screens Interaction (Philosophy) Interactive videos Selectivity (Psychology) Comparative studies Research methodology Medical cooperation Psychology of movement Research Evaluation research ab: Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch anywhere on the screen, or (c) with instructions to touch a specific spot (location of labeled object). The youngest children learned from contingent video in the absence of reciprocal interactions with a live social partner, but only when contingent video required specific responses that emphasized important information on the screen. Conversely, this condition appeared to disrupt learning by slightly older children who were otherwise able to learn words by passively viewing noninteractive video. Results are interpreted with respect to selective attention and encoding. pubtype: Academic Journal doctype: journal article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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