The Role of Online Processing in Young Children’s Learning from Interactive and Noninteractive Digital Media

Kirkorian, Heather L.; Pempek, Tiffany A.; Choi, Koeun

doi:10.1007/978-3-319-45102-2_5

Cited by 19 publications

(18 citation statements)

References 70 publications

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“…Therefore, the facilitative effect of our story‐focused narrative preview cannot be explained by a simple increase in attention to the program. Rather, it seems that the narrative preview effects are due to cognitive processes other than overall encoding of the video, such as the specific types of information that were encoded and how that information was organized (Kirkorian, Pempek, & Choi, 2017). Our nuanced findings with respect to comprehension subtypes may help to elucidate the specific cognitive mechanisms underlying this preview effect.…”

Section: Discussionmentioning

confidence: 99%

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Jing

Kirkorian

2020

Child Development

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Researchers examined the effects of previewing on preschoolers’ comprehension of narrative and educational content in a television program. Children (3–5 years, N = 107) watched an educational math episode in one of three conditions: no‐preview control, education‐focused expository preview, or story‐focused narrative preview. A main effect of previewing was found, controlling for age, character familiarity, prior knowledge, and visual attention. Specifically, the narrative preview enhanced both narrative comprehension (including central, incidental, and inferential content) and educational comprehension (including direct learning and transfer), compared to a no‐preview control. Conversely, the expository preview had no effect on comprehension. Findings are interpreted with respect to story schema and relevant cognitive theories of learning from media. Implications for educational media production are discussed.

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Section: Discussionmentioning

confidence: 99%

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Jing

Kirkorian

2020

Child Development

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“…Understanding the potential effects of screen exposure on IC development is of great importance as IC abilities have been linked to later academic performance and social skills (for reviews, see Allan et al, 2014 ; Schoemaker et al, 2013 ). Of note, infants may not comprehend child-directed content from televisions until 2 years of age ( Anderson & Subrahmanyam, 2017 ; Hipp et al, 2017 ), and lack the ability to process screens for more than 3–5 s (for summary, see Kirkorian et al, 2017 ). Owing to infants’ and toddlers’ limited comprehension skills, early screen exposure may therefore be considered adult-directed content ( Anderson & Subrahmanyam, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Associations between touchscreen exposure and hot and cool inhibitory control in 10-month-old infants

Lui

Hendry

Fiske

et al. 2021

Infant Behavior and Development

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Highlights No association between touchscreen exposure and inhibitory control at 10-months. Touchscreen exposure positively associated with Cognitive Executive Function score. Positive association found only after accounting for sociodemographic variables. Touchscreen exposure during infancy may be less detrimental than previously believed.

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“…However, it is important to note that screen exposure in infancy is fundamentally different than later screen exposure. Infants do not begin to process information presented on screens for more than 3-5 s (for summary, see Kirkorian et al, 2017), and young children do not begin to understand even childdirected content until age 2 (Anderson and Subrahmanyam, 2017;Hipp et al, 2017), suggesting that all screen time in infancy might be effectively treated as adult-directed content and/or background media.…”

Section: Introductionmentioning

confidence: 99%

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study

et al. 2020

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Technology is pervasive in homes with young children. Emerging evidence that electronic screen-based media use has adverse effects on executive functions may help explain negative relations between media use and early academic skills. However, longitudinal investigations are needed to test this idea. In a sample of 193 British toddlers tracked from age 2 to 3 years, we test concurrent and predictive relations between screen use and children's executive function. We find no concurrent association between screen use and executive function; however, screen time at age 2 is negatively associated with the development of executive functions in toddlerhood from age 2 to 3, controlling for a range of covariates including verbal ability. Implications for parenting, education, and pediatric recommendations are discussed.

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The Role of Online Processing in Young Children’s Learning from Interactive and Noninteractive Digital Media

Cited by 19 publications

References 70 publications

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Teaching With Televised Stories: A Story‐Focused Narrative Preview Supports Learning in Young Children

Associations between touchscreen exposure and hot and cool inhibitory control in 10-month-old infants

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study

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