Long-term transfer of learning from books and video during toddlerhood

Brito, Natalie H.; Barr, Rachel; McIntyre, Paula; Simcock, Gabrielle

doi:10.1016/j.jecp.2011.08.004

Cited by 61 publications

(34 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An initial examination of the mean baseline imitation scores showed a different pattern of results for the 2D test ( M = 0.21) and 3D test ( M = 0.04) conditions. Therefore, we created difference scores to equate for the higher mean in the 2D test baseline group (cf., Brito, Barr, McIntyre & Simcock, 2011 for a similar approach). A difference score was calculated for each participant by subtracting the mean of the corresponding test dimension baseline from each participant’s imitation score.…”

Section: Resultsmentioning

confidence: 99%

15‐month‐olds’ transfer of learning between touch screen and real‐world displays: language cues and cognitive loads

Zack

Gerhardstein

Meltzoff

et al. 2012

Scandinavian J Psychology

Self Cite

View full text Add to dashboard Cite

Infants have difficulty transferring information between 2D and 3D sources. The current study extends Zack et al.’s (2009) touch screen imitation task to examine whether the addition of specific language cues significantly facilitates 15-month-olds’ transfer of learning between touch screens and real-world 3D objects. The addition of two kinds of linguistic cues (object label plus verb or nonsense name) did not elevate action imitation significantly above levels observed when such language cues were not used. Language cues hindered infants’ performance in the 3D→2D direction of transfer, but only for the object label plus verb condition. The lack of a facilitative effect of language is discussed in terms of competing cognitive loads imposed by conjointly transferring information across dimensions and processing linguistic cues in an action imitation task at this age.

show abstract

Section: Resultsmentioning

confidence: 99%

15‐month‐olds’ transfer of learning between touch screen and real‐world displays: language cues and cognitive loads

Zack

Gerhardstein

Meltzoff

et al. 2012

Scandinavian J Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Factors such as the type of information to be transferred, how learning is measured (goals or gestures), the amount of exposure prior to test, and the delay duration are all likely to play a role in children's success at transferring information across dimensional changes. Further studies with both adults and children are needed to assess the contribution of these factors (see also Brito, Barr, McIntyre, & Simcock, ; Klahr & Chen, ; Triona & Klahr, ; Zack, Barr, Gerhardstein, Dickerson, & Meltzoff, ).…”

Section: Discussionmentioning

confidence: 99%

Age‐related changes in learning across early childhood: A new imitation task

Dickerson

Gerhardstein

Zack

et al. 2012

Developmental Psychobiology

Self Cite

View full text Add to dashboard Cite

Imitation plays a critical role in social and cognitive development, but the social learning mechanisms contributing to the development of imitation are not well understood. We developed a new imitation task designed to examine social learning mechanisms across the early childhood period. The new task involves assembly of abstract-shaped puzzle pieces in an arbitrary sequence on a magnet board. Additionally, we introduce a new scoring system that extends traditional goal-directed imitation scoring to include measures of both children's success at copying gestures (sliding the puzzle pieces) and goals (connecting the puzzle pieces). In Experiment 1, we demonstrated an age-invariant baseline from 1.5 to 3.5 years of age, accompanied by age-related changes in success at copying goals and gestures from a live demonstrator. In Experiment 2, we applied our new task to learning following a video demonstration. Imitation performance in the video demonstration group lagged behind that of the live demonstration group, showing a protracted video deficit effect. Across both experiments, children were more likely to copy gestures at earlier ages, suggesting mimicry, and only later copy both goals and gestures, suggesting imitation. Taken together, the findings suggest that different social learning strategies may predominate in imitation learning dependent upon the degree of object affordance, task novelty, and task complexity.

show abstract

“…21 The few experimental studies showing independent learning of words from videos at this age have been limited by their low ecologic validity 22 or have shown that toddlers lose the knowledge learned over time without repetition. 23 More recent research has shown that, under particular conditions, children between 15 and 24 months of age can learn from repeated viewing of video demonstrations without adult help. Dayanim and Namy showed that 15-month-olds could learn the meaning of sign language symbols after 3 weeks of watching a commercially available video 4 times per week.…”

Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

856

530

View full text Add to dashboard Cite

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.

show abstract

Long-term transfer of learning from books and video during toddlerhood

Cited by 61 publications

References 51 publications

15‐month‐olds’ transfer of learning between touch screen and real‐world displays: language cues and cognitive loads

15‐month‐olds’ transfer of learning between touch screen and real‐world displays: language cues and cognitive loads

Age‐related changes in learning across early childhood: A new imitation task

Children and Adolescents and Digital Media

Contact Info

Product

Resources

About