The Dimensional Divide: Learning from TV and Touchscreens During Early Childhood

Hipp, Daniel; Gerhardstein, Peter; Zimmermann, Laura; Moser, Alecia; Taylor, Gemma; Barr, Rachel

doi:10.1007/978-3-319-45102-2_3

Cited by 70 publications

(36 citation statements)

References 80 publications

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“…While age‐related changes in learning may be explained partly by differences in learning strategies, they may also be due to changes in cognitive constraints . If the cognitive load created by interactivity exceeds available resources, interactivity may hinder learning .…”

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

confidence: 99%

“…However, the specific conditions that lead to learning are unclear: Not all types of interactivity increase learning and not all children learn to the same degree. The extent to which young children learn from screen media depends on (among other things) the intersection between the cognitive demands of a particular learning task and each child's cognitive resources . For instance, interactive features that guide attention to important information may be more useful than those that divert attention from that information or provide little guidance.…”

Section: Where Do We Go From Here?mentioning

confidence: 99%

“…Rather, I seek to build on the literature on young children's transfer and synthesize early research on toddlers' learning from interactive digital media. Consistent with hypotheses about digital media and early learning , I focus on the task demands and developmental considerations that may promote transfer during infancy and early childhood.…”

mentioning

confidence: 99%

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

Kirkorian

2018

Child Dev Perspectives

112

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

confidence: 99%

Section: Where Do We Go From Here?mentioning

confidence: 99%

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

Kirkorian

2018

Child Dev Perspectives

112

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“…What is even less clear is how children's EF is affected by screen exposure in the first 6 months of life. Young infants only view screens for 3-5 s at a time (for summary, see Kirkorian, Pempek, & Choi, 2017), and child-directed programming does not seem to be understood by until age two (Anderson & Subrahmanyam, 2017;Hipp et al, 2017). Before this, all television content can be understood as background television, especially in the very early months when parents are likely to be watching adult-directed content around their infants (Anderson & Subrahmanyam, 2017).…”

Section: Introductionmentioning

confidence: 99%

Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study

McHarg

Ribner

Devine

et al. 2020

Infancy

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Technology is pervasive in homes of families with young children, despite evidence for negative associations between infant exposure to screen‐based media and cognitive development that has led the American Academy of Pediatrics (AAP) to discourage parents from exposing children under the age of 18 months to any kind of screen time (AAP, 2016). Here, we apply a propensity score matching approach to estimate relations between electronic screen‐based media use in infancy and executive function in early toddlerhood. In an international sample of 416 firstborn infants, parental report of regular exposure to screen‐based media at 4 months predicted poorer performance on a test of inhibition at 14 months, but was unrelated to either cognitive flexibility or working memory at 14 months. Results of this study are therefore consistent with the view that early exposure to screen‐based media adversely affects the development of executive function.

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“…Across a wide range of tasks, toddlers and young children show decrements in learning when there is a change in the physical context between the learning and testing environments (Barnett & Ceci, ; Hartshorn et al ., ; Herbert & Hayne, ; Strouse & Ganea, ; Strouse & Troseth, ). Specifically, toddlers demonstrate this transfer deficit (for reviews see Barr, , ; Hipp et al ., ) when transferring from video (Dickerson, Gerhardstein, Zack, & Barr, ; Moser et al ., ; Nielsen, Simcock, & Jenkins, ) and touchscreens (Moser et al ., ; Zack, Gerhardstein, Meltzoff, & Barr, ; Zimmermann, Moser, Lee, Gerhardstein, & Barr, ) to real‐world settings. This transfer deficit is bidirectional (Moser et al ., ; Zack et al ., ).…”

Section: Introductionmentioning

confidence: 99%

How self‐generated labelling shapes transfer of learning during early childhood: The role of individual differences

Moser

Olsen

Rusnak

et al. 2018

British J of Dev Psycho

Self Cite

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Multiple factors influence imitation during toddlerhood, including task complexity, social contingency, and individual differences. We conducted a secondary data analysis of individual differences in self-generated labelling using data collected from a complex puzzle imitation task with 355 2- to 3-year-olds. This analysis indicated that toddlers' ability to label the completed puzzle (fish or boat) was associated with better imitation performance. Labelling occurs during social interactions; therefore, our second analysis tested how labelling differed as a function of the level of social scaffolding in each condition. This analysis revealed that self-generated labelling was lower when the social demonstrator was removed and the task was presented on a touchscreen. This study is one of the first to examine self-generated labelling during a complex imitation task in toddlers and increases our understanding of the complexity of memory processing needed for imitation learning. Statement of contribution What is already known on this subject? Toddlers exhibit a transfer of learning deficit from 2D media, including books, TV, and tablets. Self-generated labelling enhances children's learning, through attentional and cognitive mechanisms. Children are sensitive to reduced social cues in screen media contributing to the transfer deficit. What does this study add? Self-generated labelling is associated with better goal imitation performance. Self-generated labelling occurs more frequently under social conditions.

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The Dimensional Divide: Learning from TV and Touchscreens During Early Childhood

Cited by 70 publications

References 80 publications

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

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

Infant screen exposure links to toddlers' inhibition, but not other EF constructs: A propensity score study

How self‐generated labelling shapes transfer of learning during early childhood: The role of individual differences

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