When Representation Becomes Reality: Interactive Digital Media and Symbolic Development

Troseth, Georgene L.; Flores, Israel; Stuckelman, Zachary D.

doi:10.1016/bs.acdb.2018.12.001

Cited by 32 publications

(36 citation statements)

References 93 publications

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“…Provided that the actions are adapted to the age of the children, 14-and 15month-old children imitate new actions on objects demonstrated in pre-recorded video (Meltzoff, 1988; Barr and Hayne, 1999). Responsiveness to video in terms of imitation of actions does, however, not necessarily require detection of sign relation, only mapping of behavior (Hribar et al, 2014;Troseth et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…While both on-screen social contingency and co-viewer's support help children to learn from video, the in-person co-viewer seems to be the most supportive of the two (Strouse et al, 2018). Physical contingency has been suggested to promote children's perception of reference meaning (Kirkorian et al, 2016) and is established by the perception of a responsiveness from the media related to one's actions toward the medium (Troseth et al, 2019). This experience of meaningful responsiveness can occur for the child when scrolling and clicking on a touch screen, tilting the tablet in order to slide a figure to a new position in a game, or swipe the surface and change the interface etc.…”

Section: Introductionmentioning

confidence: 99%

“…Provided that the actions are adapted to the age of the children, 14- and 15-month-old children imitate new actions on objects demonstrated in pre-recorded video ( Meltzoff, 1988 ; Barr and Hayne, 1999 ). Responsiveness to video in terms of imitation of actions does, however, not necessarily require detection of sign relation, only mapping of behavior ( Hribar et al, 2014 ; Troseth et al, 2019 ). In addition, a video deficit effect in young children’s learning from video demonstrations compared to learning from in real life perception ( Anderson and Pempek, 2005 ; Schmidt et al, 2007 ; Suddendorf et al, 2007 ; Troseth, 2010 ) suggests a media related difficulty in transferring meaning from video.…”

Section: Introductionmentioning

confidence: 99%

“…Two of these are the accuracy of perceptual similarity (iconicity) in the media, and the use of language in relation to the picture ( DeLoache et al, 1999 ; Callaghan et al, 2012 ). Both these conditions remain influential in young children’s learning from media also when a third condition is investigated: the manipulation of contingency, that is, a perception of responsiveness in the interactions with iconic media ( Troseth et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…First, social contingency can work in the direction toward the medium – such as when parents take part as co-viewers and support 2-year-old children in learning novel verbs from video ( Strouse and Troseth, 2014 ). Second, a social partner provided by the media, the perception of social-emotional content in media, and child-directed communication in the media all have been suggested to facilitate young children’s learning from video interactions ( Fenstermacher et al, 2010 ; Dayanim and Namy, 2015 ; Troseth et al, 2019 ). While both on-screen social contingency and co-viewer’s support help children to learn from video, the in-person co-viewer seems to be the most supportive of the two ( Strouse et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Mirror, Peephole and Video – The Role of Contiguity in Children’s Perception of Reference in Iconic Signs

et al. 2020

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The present study looked at the extent to which 2-year-old children benefited from information conveyed by viewing a hiding event through an opening in a cardboard screen, seeing it as live video, as pre-recorded video, or by way of a mirror. Being encouraged to find the hidden object by selecting one out of two cups, the children successfully picked the baited cup significantly more often when they had viewed the hiding through the opening, or in live video, than when they viewed it in pre-recorded video, or by way of a mirror. All conditions rely on the perception of similarity. The study suggests, however, that contiguity-i.e., the perception of temporal and physical closeness between events-rather than similarity is the principal factor accounting for the results.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mirror, Peephole and Video – The Role of Contiguity in Children’s Perception of Reference in Iconic Signs

et al. 2020

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Zooming through development: Using video chat to support family connections

Strouse

McClure

Myers

et al. 2021

Human Behav and Emerg Tech

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Video chat may allow young children and grandparents to develop and maintain bonds when they are physically separated because it enables them to share experiences with each other in real time. We used an ecological model framework to examine factors associated with the development of the grandparent-grandchild relationship during the COVID-19 pandemic, when many families were experiencing reduced opportunities for in-person interaction. We analyzed survey data from grandparents (N = 855) and parents (N = 846) of children ages 0-5 years. Predictor variables included participant characteristics (age and education level), proximity variables (geographical distance and whether grandparents had met their grandchildren in person), as well as video chat-specific factors (e.g., frequency of video chats, activities used during video

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Attempting to break the fourth wall: Young children's action errors with screen media

Rosengren

Kirkorian

Choi

et al. 2021

Human Behav and Emerg Tech

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Young children sometimes perform actions not afforded by the environmental context that they are currently in. Anecdotal reports and past research have suggested that young children sometimes attempt to perform actions with screen media that they cannot perform successfully given the constraints of the media. These behaviors have been defined as a type of action error we refer to as media errors. We report on two studies that examined the nature and frequency of these behaviors in young children. Study 1 was an online retrospective survey of 292 caregivers' reports of their young children's (ages 8 months to 4 years) media errors. Study 2 was a 6-month prospective study of 45 families with children initially between the ages of 10 and 24 months. Across the two studies, a substantial portion of caregivers reported that their children had performed one or more media errors that were confirmed by experienced coders (30% in Study 1, 62% in Study 2). In both studies, the only tested factor that was reliably related to the frequency of media errors was the child's age. Media errors were found to peak in late infancy and decrease significantly with age thereafter, suggesting that as children age and gain more experience with screen media they come to understand what this type of media affords for action.

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When Representation Becomes Reality: Interactive Digital Media and Symbolic Development

Cited by 32 publications

References 93 publications

Mirror, Peephole and Video – The Role of Contiguity in Children’s Perception of Reference in Iconic Signs

Mirror, Peephole and Video – The Role of Contiguity in Children’s Perception of Reference in Iconic Signs

Zooming through development: Using video chat to support family connections

Attempting to break the fourth wall: Young children's action errors with screen media

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