The intervention study investigated the effects of an interactive word-learning app 1 and picture cards on the vocabulary acquisition of 2-year-olds. Of particular interest was whether or not adult accompaniment during the use of the app or while looking at the picture cards had a positive effect on the child's vocabulary acquisition. The findings show that those children who used the word-learning app when accompanied by an adult had the largest growth in vocabulary, and those who used the word-learning app without adult accompaniment showing the second largest growth. Less successful were those children who played with the picture cards (with or without adult accompaniment). The group of children who focused on the subject matter for the longest period of time on average learned the most new words, while the group who focused on the subject matter for the shortest period of time had the smallest growth in vocabulary.Game apps and learning apps have flooded the market. For caregivers, teachers and parents it has become more and more difficult to identify those that are beneficial for learning (Hartmann, 2014). Many young children use learning apps daily (Common Sense Media, 2011;Medienp€ adagogischer Forschungsverbund S€ udwest, 2012;Rideout & Hamel, 2006). However, research lags behind current practice-there is almost no empirical evidence on the short-and long-term effects on child development of using learning apps. 1 Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention of the user through exciting or challenging effects, or underlying stories.

Recent developments in noninvasive electrocardiogram (ECG) monitoring with small, wearable sensors open the opportunity to record high-quality ECG over many hours in an easy and non-burdening way. However, while their recording has been tremendously simplified, the interpretation of heart rate variability (HRV) data is a more delicate matter. The aim of this paper is to supply detailed methodological discussion and new data material in order to provide a helpful notice of HRV monitoring issues depending on recording conditions and study populations. Special consideration is given to the monitoring over long periods, across periods with different levels of activity, and in adults versus children. Specifically, the paper aims at making users aware of neglected methodological limitations and at providing substantiated recommendations for the selection of appropriate HRV variables and their interpretation. To this end, 30-h HRV data of 48 healthy adults (18–40 years) and 47 healthy toddlers (16–37 months) were analyzed in detail. Time-domain, frequency-domain, and nonlinear HRV variables were calculated after strict signal preprocessing, using six different high-frequency band definitions including frequency bands dynamically adjusted for the individual respiration rate. The major conclusion of the in-depth analyses is that for most applications that implicate long-term monitoring across varying circumstances and activity levels in healthy individuals, the time-domain variables are adequate to gain an impression of an individual’s HRV and, thus, the dynamic adaptation of an organism’s behavior in response to the ever-changing demands of daily life. The sound selection and interpretation of frequency-domain variables requires considerably more consideration of physiological and mathematical principles. For those who prefer using frequency-domain variables, the paper provides detailed guidance and recommendations for the definition of appropriate frequency bands in compliance with their specific recording conditions and study populations.

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Zusammenfassung. Im vorliegenden Artikel wird, basierend auf der theoretischen Rahmenkonzeption zu Interesse von Schiefele, Prenzel, Krapp, Heiland und Kasten (1983) , der Fokus auf das (situative) Interesse von zweijährigen Kindern an der Verwendung von unterschiedlichen Sprachlernmedien gelenkt. In einer quasi-experimentellen Versuchsanordnung wurde überprüft, inwiefern die Auseinandersetzung mit einer Wortlern-App gegenüber traditionellen Sprachfördersettings Vor- beziehungsweise Nachteile bezüglich des Interesses bringt und welche Bedeutung dabei die Begleitung durch eine Bezugsperson hat. Es zeigte sich, dass die Kinder bei der Verwendung einer Wortlern-App ein deutlich höheres situatives Interesse als bei der Betrachtung von entsprechenden Bildkarten aufweisen, dies sowohl mit als auch ohne Begleitung durch eine Bezugsperson.