From Baby Einstein to Leapfrog, From Doom to The Sims, From Instant Messaging to Internet Chat Rooms: Public Interest in the Role of Interactive Media in Children's Lives

Wartella, Ellen; Caplovitz, Allison G.; Lee, June H.

doi:10.1002/j.2379-3988.2004.tb00027.x

Cited by 23 publications

(16 citation statements)

References 29 publications

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“…Corresponding to the lack of current research on the impact of media on cognitive development in middle childhood is the lack of national policies regulating or guiding interactive media use for children during this period. However, we do have evidence of policies regarding media in general, notably for television, that have been implemented with varying success but may guide collaborations between developmental scientists and policymakers about future media use policy (Wartella, Caplovitz & Lee, 2004). These include federal and state government policies, and efforts initiated through self-regulatory agencies, scientific statements by professional organizations, school districts, and teachers, and parental mediation of children's media use (Blackwell et al, 2016;Calvert et al, 2017;Gentile, 2018;Király et al, 2018).…”

Section: Level 3: What Policies Do We Need For Structuring Media Use mentioning

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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Section: Level 3: What Policies Do We Need For Structuring Media Use mentioning

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

View full text Add to dashboard Cite

show abstract

“…In our study on adversity and resilience in a school sample followed over 20 years, we found that resilient young people had much better intellectual skills than their maladaptive peers exposed to similarly high levels of adversity in childhood and adolescence, and the difference was even more striking for the youth who experienced prolonged and catastrophic levels of adversity (Masten et al Intelligent behavior by humans in a disaster may also require high levels of interaction with nonhuman information processing systems, including computers, that serve to augment the limitations of human information capacity. To date, however, very little attention has been paid to the role of human-computer interaction in the capacity of children or their family members to respond or recover in disasters, although there is a rapidly emerging literature on the role of media in human development (Brown and Witherspoon 2002, Wartella et al 2004). …”

Section: Intelligence: Central Nervous Systems For Problemsolving Andmentioning

confidence: 99%

Disaster Preparation and Recovery: Lessons from Research on Resilience in Human Development

Masten¹,

Obradović²

2008

E&S

470

389

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ABSTRACT. Four decades of theory and research on resilience in human development have yielded informative lessons for planning disaster response and recovery. In developmental theory, resilience following disaster could take multiple forms, including stress resistance, recovery, and positive transformation. Empirical findings suggest that fundamental adaptive systems play a key role in the resilience of young people facing diverse threats, including attachment, agency, intelligence, behavior regulation systems, and social interactions with family, peers, school, and community systems. Although human resilience research emphasizes the adaptive well-being of particular individuals, there are striking parallels in resilience theory across the developmental and ecological sciences. Preparing societies for major disasters calls for the integration of human research on resilience with the theory and knowledge gained from other disciplines concerned with resilience in complex, dynamic systems, and particularly those systems that interact with human individuals as disaster unfolds.

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“…When using text language or ‘textisms’ children revert to a phonetic language, which it has been suggested may have a negative effect on literacy (Ihnatko, 1997), but equally, may not affect spelling (Dixon and Kaminska, 2007). However, there has been little research in the area (Wartella, Caplovitz and Lee, 2004). Werry (1996) discussed children's invented spellings and described these as often based on pronunciation of spoken language.…”

Section: Introductionmentioning

confidence: 99%

Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?

Plester¹,

Wood²,

Bell³

2008

Literacy

133

140

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This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11-12-year-old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and nonverbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations ('textisms') tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven-year-old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group-based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.

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From Baby Einstein to Leapfrog, From Doom to The Sims, From Instant Messaging to Internet Chat Rooms: Public Interest in the Role of Interactive Media in Children's Lives

Cited by 23 publications

References 29 publications

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

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

Disaster Preparation and Recovery: Lessons from Research on Resilience in Human Development

Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?

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