Associations Between Toddlers' Naturalistic Media Experience and Observed Learning from Screens

Kirkorian, Heather L.; Choi, Koeun

doi:10.1111/infa.12171

Cited by 52 publications

(15 citation statements)

References 9 publications

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“…This was not an ownership-related SRE paradigm, but does suggest that the children could get a sense of an association between themselves and a number of objects separate to another character presented on a screen. Children as young as two demonstrate comprehension from video screens ( Pempek et al, 2010 ), and can also make use of information presented to them on screens ( Troseth, 2003 ), particularly when there is interaction involved ( Troseth et al, 2006 ; Kirkorian and Choi, 2017 ). Krcmar and Cingel (2017) found that toddlers learned novel words via video better if the speaker spoke directly to the child and encouraged a response as opposed to when watching from a third person perspective.…”

Section: Discussionmentioning

confidence: 99%

Mine, Mine, Mine: Self-Reference and Children’s Retention of Novel Words

et al. 2018

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Adults demonstrate enhanced memory for words encoded as belonging to themselves compared to those belonging to another. Known as the self-reference effect, there is evidence for the effect in children as young as three. Toddlers are efficient in linking novel words to novel objects, but have difficulties retaining multiple word-object associations. The aim here was to investigate the self-reference ownership paradigm on 3-year-old children’s retention of novel words. Following exposure to each of four novel word-object pairings, children were told that objects either belonged to them or another character. Children demonstrated significantly higher immediate retention of self-referenced compared to other-referenced items. Retention was also tested 4 h later and the following morning. Retention for self- and other-referenced words was significantly higher than chance at both delayed time points, but the difference between the self- and other-referenced words was no longer significant. The findings suggest that when it comes to toddlers’ retention of multiple novel words there is an initial memory enhancing effect for self- compared to other-referenced items, but the difference diminishes over time. Children’s looking times during the self-reference presentations were positively associated with retention of self-referenced words 4 h later. Looking times during the other-reference presentations were positively associated with proportional looking at other-referenced items during immediate retention testing. The findings have implications for children’s memory for novel words and future studies could test children’s explicit memories for the ownership manipulation itself and whether the effect is superior to other forms of memory supports such as ostensive naming.

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Section: Discussionmentioning

confidence: 99%

Mine, Mine, Mine: Self-Reference and Children’s Retention of Novel Words

et al. 2018

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“…A final complementary explanation for age‐related change in transfer has to do with children's prior experience with different types of media. The amount of time toddlers watch television and videos at home does not predict how well they do on video‐based learning tasks in a laboratory setting; however, toddlers' naturalistic experience with interactive media such as video chats and digital games does predict performance on video‐based learning tasks . This correlational finding was replicated in an experimental study in which some 2‐year‐olds were assigned randomly to several weeks of training with a live video feed (i.e., seeing themselves on their home television set) before coming to the laboratory to complete an object retrieval task .…”

Section: Who Is Most Likely To Benefit From Interactivity?mentioning

confidence: 98%

“…This correlational finding was replicated in an experimental study in which some 2-yearolds were assigned randomly to several weeks of training with a live video feed (i.e., seeing themselves on their home television set) before coming to the laboratory to complete an object retrieval task (38). This type of actual experience with symbolic media may help children recognize the symbolic nature of video screens (27), enabling them to succeed on learning tasks that use symbolic media such as photographs, videos, and touchscreen applications (36,37).…”

Section: Who Is Most Likely To Benefit From Interactivity?mentioning

confidence: 99%

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

Kirkorian

2018

Child Dev Perspectives

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111

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Understanding screen media—even television—can be a challenging task that requires substantial cognitive effort, especially for young children with relatively limited cognitive resources. Toddlers are less likely to transfer information across contexts (e.g., from video images to actual objects) than within the same context. Interactivity, such as that afforded by video chat and touchscreen mobile applications, may promote this transfer. However, some types of interactivity may be more beneficial than others, and the optimal conditions for learning differ across children. In this article, I describe what we know and what we need to understand more fully about children's transfer in the context of interactive digital media. I emphasize the extent to which cognitive constraints and the complexity of tasks likely moderate the effects of digital media on early learning and development.

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“…The majority of the established research on the effects of interactive digital media on infants, toddlers, and preschoolers has focused on games and apps designed to strengthen preliteracy and literacy skills (e.g., Dore et al., ; Kirkorian & Choi, ). However, researchers have shown increasing interest in examining children's development of STEM (science, technology, engineering, and mathematics) skills in the context of app play.…”

Section: Media Use Among Young Childrenmentioning

confidence: 99%

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

Blumberg

Deater‐Deckard

Calvert

et al. 2019

Social Policy Report

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We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6‐ through 12‐year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children's and adolescents’ cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.

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Associations Between Toddlers' Naturalistic Media Experience and Observed Learning from Screens

Cited by 52 publications

References 9 publications

Mine, Mine, Mine: Self-Reference and Children’s Retention of Novel Words

Mine, Mine, Mine: Self-Reference and Children’s Retention of Novel Words

When and How Do Interactive Digital Media Help Children Connect What They See On and Off the Screen?

Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations

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