The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a ...two-dimensional (2D) representation and a three-dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2
years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3
years old; termed the
video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are: (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using
Hayne’s (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.
Why do fathers matter? Recent conceptual and theoretical advances regarding father–child relationships have demonstrated that fathers affect children's outcomes both directly and indirectly. To ...attain a complete developmental account of the ecologically rich contexts of child development, in this article, we recommend best practices regarding the conceptualization and assessment of father–child relationships that reflect contemporary family life. We also discuss conceptual and measurement issues pertaining to father–child relationships in different family configurations, including those with resident and nonresident fathers. We conclude with recommendations that can help developmental researchers advance our understanding of fathering, parenting, and children's development.
Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex ...for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.
Media is so pervasive that it should no longer be considered a nuisance variable that could affect development; rather, it should be seen as a fundamental part of the context in which development ...occurs. Despite the rapid growth in access to digital media, there is a scarcity of research examining changes in the family media ecology and the subsequent effects of early media exposure on sociocognitive development. Early research was erroneously focused on the absolute amount of exposure by the child. Current research now considers the entire household, including both intentional exposure to child-directed content and unintended exposure to background media sources. Such research demonstrates that young children can and do learn from well-designed media, particularly when they engage with other people during digital play.
Media use is pervasive among young children. Over 95% of homes in the US have one or more televisions, and access to screen-based media continues to grow with the availability of new technologies. ...Broadly, exposure to large amounts of screen-based media is negatively related to language and literacy skills; however, questions remain as to the features of media that are detrimental to these skills and the mechanisms by which they are connected.
A nationally representative sample of 922 children aged 3-7 years was recruited. Parents completed phone-based questionnaires of children's language, literacy, and self-regulation skills and a 24-h time diary in 2009. Path models were used to estimate the direct and indirect associations between context and content of media use with language and literacy skills.
Background and entertainment television, but not educational television, were negatively associated with language and literacy. Further, the link between background television and language and literacy skills was fully mediated by self-regulation.
Television left on in the background and entertainment programming (or that which is not child-directed) is particularly detrimental for language and literacy skills. Additional research is needed to further explore self-regulation as a mechanism by which screen use predicts academic skills.
Background and entertainment television are negatively associated with language and literacy skills in 3- to 7-year-old children. We find no relation between educational programming and language and literacy skills. Self-regulation is a potential mechanism underlying the relation between background television and language and literacy skills. Anticipatory guidance for parents would be to consider turning off screen-based media devices when no one is watching. Parents should be mindful of the types of content their children are watching on screen-based media.
A comprehensive methodology has been created to quantify the degree of criticality of the metals of the periodic table. In this paper, we present and discuss the methodology, which is comprised of ...three dimensions: supply risk, environmental implications, and vulnerability to supply restriction. Supply risk differs with the time scale (medium or long), and at its more complex involves several components, themselves composed of a number of distinct indicators drawn from readily available peer-reviewed indexes and public information. Vulnerability to supply restriction differs with the organizational level (i.e., global, national, and corporate). The criticality methodology, an enhancement of a United States National Research Council template, is designed to help corporate, national, and global stakeholders conduct risk evaluation and to inform resource utilization and strategic decision-making. Although we believe our methodological choices lead to the most robust results, the framework has been constructed to permit flexibility by the user. Specific indicators can be deleted or added as desired and weighted as the user deems appropriate. The value of each indicator will evolve over time, and our future research will focus on this evolution. The methodology has proven to be sufficiently robust as to make it applicable across the entire spectrum of metals and organizational levels and provides a structural approach that reflects the multifaceted factors influencing the availability of metals in the 21st century.
Extensive evidence and theory suggest that the development of motor skills during infancy and early childhood initiates a "developmental cascade" for cognitive abilities, such as reading and math. ...Motor skills are closely connected with the development of spatial cognition, an ability that supports deductive reasoning. Despite the linkage between motor skills and spatial cognition, and spatial cognition with deductive reasoning, no research has explored the developmental connection between early motor skills and reasoning ability, a plausible pathway through which the developmental cascade operates. Drawing data from the 1970 British Cohort Study (N = 1,233; 95% British, 5% other race/ethnicity; 54% male, 46% female; 7% low income, 80% middle income, 12% high income), this study investigated whether there was a relationship between gross and fine motor skills in infancy (22 months of age) and early childhood (42 months of age) and visuospatial deductive reasoning in adolescence (at 10 and 16 years of age). Results indicated that fine but not gross motor skills during early childhood positively predicted reasoning in adolescence. Critically, the fine motor-reasoning association mediated the previously observed link between early fine motor skills and adolescent reading and math ability. These results deepen our understanding of developmental cascade theory and mental model theory by identifying visuospatial reasoning (i.e., mental modeling) as a potential mechanism through which motor skills initiate cognitive development and academic success in reading and math. These findings also highlight the importance of early intervention programs targeting motor skills and illuminate the impact of those interventions on later cognitive and academic skills.
Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research ...examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when caregivers respond to surveys about media use. The Comprehensive Assessment of Family Media Exposure (CAFE) Consortium has developed a novel tool to measure household media use through a web-based questionnaire, time-use diary, and passive-sensing app installed on family mobile devices. The goal of developing a comprehensive assessment of family media exposure was to take into account the contextual factors of media use and improve upon the limitations of existing self-report measures, while creating a consistent, scalable, and cost-effective tool. The CAFE tool captures the content and context of early media exposure and addresses the limitations of prior media measurement approaches. Preliminary data collected using this measure have been integrated into a shared visualization platform. In this perspective article, we take a tools-of-the-trade approach (
Oakes, 2010
) to describe four challenges associated with measuring household media exposure in families with young children: measuring attitudes and practices; capturing content and context; measuring short bursts of mobile device usage; and integrating data to capture the complexity of household media usage. We illustrate how each of these challenges can be addressed with preliminary data collected with the CAFE tool and visualized on our dashboard. We conclude with future directions including plans to test reliability, validity, and generalizability of these measures.
This study was designed to examine how parenting style, media exposure, and cumulative risk were associated with executive functioning (EF) during early childhood.
A nationally representative group ...of US parents/caregivers (N = 1156) with 1 child between 2 and 8 years participated in a telephone survey. Parents were asked to report on their child's exposure to television, music, and book reading through a 24-hour time diary. Parents also reported a host of demographic and parenting variables as well as questions on their child's EF.
Separate multiple regressions for preschool (2-5 years) and school-aged (6-8 years) children grouped by cumulative risk were conducted. Parenting style moderated the risks of exposure to background television on EF for high-risk preschool-age children. Educational TV exposure served as a buffer for high-risk school-aged children. Cumulative risk, age, and parenting quality interacted with a number of the exposure effects.
The study showed a complex pattern of associations between cumulative risk, parenting, and media exposure with EF during early childhood. Consistent with the American Academy of Pediatrics, these findings support the recommendation that background television should be turned off when a child is in the room and suggest that exposure to high-quality content across multiple media platforms may be beneficial.
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