Contingent Responsivity in E-Books Modeled from Quality Adult-Child Interactions: Effects on Children's Learning and Attention

Autor/inn/en	Eng, Cassondra M.; Tomasic, Anthony S.; Thiessen, Erik D.
Titel	Contingent Responsivity in E-Books Modeled from Quality Adult-Child Interactions: Effects on Children's Learning and Attention
Quelle	In: Developmental Psychology, 56 (2020) 2, S.285-297 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eng, Cassondra M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000869
Schlagwörter	Books; Electronic Publishing; Recall (Psychology); Individual Differences; Attention Control; Preschool Children; Story Reading; Oral Language; Comparative Analysis; Intelligence Tests; Verbal Ability; Vocabulary; Adults; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Abberufung; Individueller Unterschied; Aufmerksamkeitstest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	Experiences of contingent responsivity during shared book reading predict better learning outcomes. However, it is unclear whether contingent responsivity from a digital book could provide similar support for children. The effects on story recall and engagement interacting with a digital book that responded contingently on children's vocalizations (contingent book) were investigated, with a focus on the role of individual differences in attention. The study used a within-subject design with 3 experiments from 90 3- to 5-year-old children. Children were presented with a contingent book and 3 noncontingent control conditions: a board book (Experiment 1), a static digital book (Experiment 2), and an animated book (Experiment 3). The use of the contingent book significantly increased children's story recall and was found to be especially useful for children with less developed attention regulation. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01