Literaturnachweis - Detailanzeige
| Autor/inn/en | Zimmermann, Laura; Moser, Alecia; Lee, Herietta; Gerhardstein, Peter; Barr, Rachel |
|---|---|
| Titel | The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers |
| Quelle | In: Child Development, 88 (2017) 6, S.2013-2025 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.12683 |
| Schlagwörter | Toddlers; Imitation; Computer Assisted Testing; Performance; Task Analysis; Learning Processes; Interpersonal Relationship; Modeling (Psychology); Comparative Analysis; Puzzles; Scaffolding (Teaching Technique) |
| Abstract | This study examined the effect of a "ghost" demonstration on toddlers' imitation. In the "ghost" condition, virtual pieces moved to make a fish or boat puzzle. Fifty-two 2.5- and 3-year-olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5- and 3-year-olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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