A5056448611- Child Development and Digital Technology
- Child and Animal Learning Development
- ICT in Developing Communities
- Impact of Technology on Adolescents
- Early Childhood Education and Development
- Parental Involvement in Education
- Technology Use by Older Adults
- Reading and Literacy Development
- Language Development and Disorders
- Children's Rights and Participation
- Literacy, Media, and Education
- Technology Adoption and User Behaviour
- Intergenerational Family Dynamics and Caregiving
- Gender and Technology in Education
- Themes in Literature Analysis
- Autism Spectrum Disorder Research
- Bullying, Victimization, and Aggression
- Botulinum Toxin and Related Neurological Disorders
- Educational Games and Gamification
- Categorization, perception, and language
- Visual and Cognitive Learning Processes
- Web and Library Services
- Language, Metaphor, and Cognition
- Cardiac electrophysiology and arrhythmias
- Open Education and E-Learning
Vanderbilt University
2014-2024
Kennedy Center
2008
Vanderbilt Health
2003
University of Illinois Urbana-Champaign
1996-1998
In recent years, parents in the United States and worldwide have purchased enormous numbers of videos DVDs designed marketed for infants, many assuming that their children would benefit from watching them. We examined how new words 12- to 18-month-old learned viewing a popular DVD several times week 4 weeks at home. The most important result was who viewed did not learn any more monthlong exposure it than control group. highest level learning occurred no-video condition which tried teach...
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their is unknown. In 2 current experiments, effect of social feedback on 2‐year‐olds' use information video was assessed. Children who were told “face to face” where find a hidden toy typically found it, but children given same by person did not. engaged in 5‐min contingent interaction with (including cues and personal references) through closed‐circuit before hiding task used provided toy....
Young preschoolers rapidly acquire new information from social partners but do not learn efficiently people on video. We trained parents to use Whitehurst's dialogic reading questioning techniques while watching educational television with their children. Eighty-one coviewed storybook videos 3-year-old children in 1 of 4 conditions: (pause, ask questions, and encourage tell parts the story), directed attention (pause comment questions), actress (show by an on-screen embedded them), or no...
Since early in the development of children's television, research has informed policy and practice involving young media use. To increase likelihood that new support development, coming decade must stay current with advancing technology. With advent various forms interactive digital media, key questions involve social physical interactivity. How should adults appropriately use different kinds to promote creativity, learning, development? does co-viewing (social interaction) overlap differ...
Learning to use symbols is a challenge for young children even when the symbol in question (e.g., live video image) iconic and seems transparent adults. This research examined effect of experience on children's video-presented information. Two-year-old saw themselves "live" their family television 2 weeks then participated an object-retrieval task. The reliably used presentation adult hiding toy adjoining room find toy. Most also transferred what they learned task involving another...
In previous studies, very young children have learned words while "overhearing" a conversation, yet they had trouble learning from person on video. Study 1, 64 toddlers (mean age = 29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. 2, the speaker (present or video) directly addressed child, and another adult who was present with her 2 involved follow-up conditions 32 30.4 months). Across results indicated that best when participating observing reciprocal social interaction
Touchscreen devices differ from passive screen media in promoting physical interaction with events on the screen. Two studies examined how young children's screen-directed actions related to self-regulation (Study 1) and learning 2). In Study 1, 30 2-year-old tapping behaviors during game play were their (measured using Carlson's snack task): girls children high tapped significantly less instruction portions of an app (including object labeling) than did boys low self-regulation. Older...
This study explored the relationship between preschoolers' exposure to Daniel Tiger's Neighborhood television programming and its accompanying mobile app emotion knowledge use of regulation strategies. An experiment involving 121 parent-child dyads from 3 US metro areas found that children who played with app, those both watched episodes program, employed strategies taught by media more frequently 1 month later than in a control condition. Preschoolers (3- 4-year-olds) also exhibited higher...
Video chat may allow young children and grandparents to develop maintain bonds when they are physically separated because it enables them share experiences with each other in real time. We used an ecological model framework examine factors associated the development of grandparent–grandchild relationship during COVID-19 pandemic, many families were experiencing reduced opportunities for in-person interaction. analyzed survey data from (N = 855) parents 846) ages 0–5 years. Predictor...
Abstract Previous research has established that very young children, unlike older people, often have difficulty using a televised image as source of information about real event. After watching on live video monitor an adult in the next room hid toy, 2‐year‐olds usually did not find it, but after directly through window, children this age succeeded. In first experiment reported here, could see hiding events and at same time. This video–reality training improve performance subsequent standard...
Some individuals with Prader-Willi syndrome exhibit strengths in solving jigsaw puzzles. We compared visuospatial ability and puzzle performance strategies of 26 persons MA-matched typically developing controls. Individuals relied on piece shape. Those the control group used a different, picture-focused strategy. performed better than did an achromatic interlocking puzzle, whereas scores puzzles pictures (interlocking or noninterlocking) not differ. Visuospatial related to all...
Joint engagement with a speaker is one cue children may use to establish that an interaction relevant them and worthy of attention. People on pre-recorded video cannot engage contingently viewer in shared experiences, possibly leading deficits learning from relative responsive face-to-face encounters. One hundred thirty two toddlers (24 30 months old) were offered referential social cues disambiguating novel word's meaning four conditions: live (a was present engaged children); unresponsive...
COVID-19 disrupted infant contact with people beyond the immediate family. Because grandparents faced higher risks due to age, many used video chat instead of interacting their grandchildren in person. We conducted a semi-naturalistic, longitudinal study 48 families, each whom submitted series chats and surveys, most (n = 40) also an in-person interaction. Families were mostly highly-educated, White/Caucasian, lived between 1 2700 miles apart. multilevel models examine grandparents' parents'...