Toddlers' Word Learning from Contingent and Noncontingent Video on Touch Screens

Autor/inn/en	Kirkorian, Heather L.; Choi, Koeun; Pempek, Tiffany A.
Titel	Toddlers' Word Learning from Contingent and Noncontingent Video on Touch Screens
Quelle	In: Child Development, 87 (2016) 2, S.405-413 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12508
Schlagwörter	Video Technology; Toddlers; Technology Uses in Education; Age Differences; Learning Strategies; Attention; Cognitive Processes; Contingency Management; Interaction; Responses + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Age; Difference; Age difference; Altersunterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Krisenbewältigung; Interaktion
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01