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Autor/inn/en | Eng, Cassondra M.; Tomasic, Anthony S.; Thiessen, Erik D. |
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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 |
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 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 |