What's in a Distraction? The Effect of Parental Cell Phone Use on Parents' and Children's Question-Asking

Autor/inn/en	Gaudreau, Caroline; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Titel	What's in a Distraction? The Effect of Parental Cell Phone Use on Parents' and Children's Question-Asking
Quelle	In: Developmental Psychology, 58 (2022) 1, S.55-68 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaudreau, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001268
Schlagwörter	Telecommunications; Handheld Devices; Parent Child Relationship; Parent Influence; Interpersonal Communication; Information Seeking; Computer Use; Interaction; Preschool Children; Toys; Attention + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Informationserschließung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Toy; Spielzeug; Aufmerksamkeit
Abstract	Although questions fuel children's learning, adult "cell phone use" may preoccupy parents, affecting the frequency of questions parents and children ask and answer. We ask whether parental cell phone use will lead to a decrease in the number of questions children and parents ask one another while playing with a novel toy. Fifty-seven parent-child dyads (M[subscript age] = 48.72 months, SD = 6.53, 28 girls; 84.2% White) were randomly assigned to a cell phone, paper, or control condition. As children played with a novel toy with hidden functions, parents in the cell phone condition completed a survey about reading on their cell phone, while parents in the paper condition did it on paper. Parents in the control condition did not complete the survey. Results suggest that children asked fewer questions in the cell phone than in the control condition. However, no other condition differences emerged. Parents' information-seeking questioning, however, differed in all three conditions: they asked more in the control than in the cell phone and paper conditions and, critically, asked more in the paper than cell phone condition. Possible explanations and implications for parents' cell phone use are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01