Skype Me! Socially Contingent Interactions Help Toddlers Learn Language

Roseberry, Sarah; Hirsh‐Pasek, Kathy; Golinkoff, Roberta Michnick

doi:10.1111/cdev.12166

Cited by 408 publications

(342 citation statements)

References 87 publications

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“…Moreover, much evidence suggests that learning in a social context is beneficial for learning beyond the information exploitation that social contexts permit. For example, the presence of a responsive social partner has been shown to be crucial in infants' language learning (42,43), supporting the proposal that social contexts create increased arousal in infants and young children and that arousal is likely to be beneficial for learning (44). Consistent with this, our finding that the amplitude of theta oscillations (in the temporal recording site) increased from baseline in the anticipation period of both conditions (Informant and NonInformant) suggests that infants in this study were motivated to learn from both social partners.…”

Section: Discussionmentioning

confidence: 99%

Infants’ preferences for native speakers are associated with an expectation of information

Begus

Gliga

Southgate

2016

Proc. Natl. Acad. Sci. U.S.A.

175

105

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Humans' preference for others who share our group membership is well documented, and this heightened valuation of in-group members seems to be rooted in early development. Before 12 mo of age, infants already show behavioral preferences for others who evidence cues to same-group membership such as race or native language, yet the function of this selectivity remains unclear. We examine one of these social biases, the preference for native speakers, and propose that this preference may result from infants' motivation to obtain information and the expectation that interactions with native speakers will provide better opportunities for learning. To investigate this hypothesis, we measured EEG theta activity, a neural rhythm shown to index active and selective preparation for encoding information in adults. In study 1, we established that 11-moold infants exhibit an increase in theta activation in situations when they can expect to receive information. We then used this neural measure of anticipatory theta activity to explore the expectations of 11-mo-olds when facing social partners who either speak the infants' native language or a foreign tongue (study 2). A larger increase in theta oscillations was observed when infants could expect to receive information from the native speaker, indicating that infants were preparing to learn information from the native speaker to a greater extent than from the foreign speaker. While previous research has demonstrated that infants prefer to interact with knowledgeable others, the current experiments provide evidence that such an information-seeking motive may also underpin infants' demonstrated preference for native speakers.social selectivity | infants | information seeking | theta oscillations | native speakers

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Section: Discussionmentioning

confidence: 99%

Infants’ preferences for native speakers are associated with an expectation of information

Begus

Gliga

Southgate

2016

Proc. Natl. Acad. Sci. U.S.A.

175

105

View full text Add to dashboard Cite

show abstract

“…At 24 months of age, a child can learn words from live video-chatting with a responsive adult 27 or from carefully designed, interactive screen interfaces that prompt the child to tap on relevant learning items. 28 Starting at 15 months of age, toddlers can learn novel words from touchscreens in laboratory-based studies (with specially designed, not commercial, apps) but have trouble transferring this knowledge to the 3-dimensional world, 29 particularly if they regularly use touchscreen platforms to view entertainment media.…”

Section: Are Touchscreens More Educational?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

881

530

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Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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“…5,6 The interactivity of touchscreens enables applications (apps) to identify when a child responds accurately and then tailor its responses, thereby supporting children at their levels of competence. Emerging evidence shows that at 24 months of age, children can learn words from live video-chatting with a responsive adult 7 or from an interactive touchscreen interface that scaffolds the child to choose the relevant answers. 8 Starting at 15 months of age, toddlers can learn novel words from touchscreens in laboratorybased studies but have trouble transferring this knowledge to the 3-dimensional world.…”

Section: Infants and Toddlersmentioning

confidence: 99%

Media and Young Minds

Hill¹,

Ameenuddin²,

Chassiakos³

et al. 2016

Pediatrics

890

342

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Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children’s media use, not only in terms of content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in other developmentally healthy activities.

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Skype Me! Socially Contingent Interactions Help Toddlers Learn Language

Cited by 408 publications

References 87 publications

Infants’ preferences for native speakers are associated with an expectation of information

Infants’ preferences for native speakers are associated with an expectation of information

Children and Adolescents and Digital Media

Media and Young Minds

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