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Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video

Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learn...

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Autores principales: Troseth, Georgene L., Strouse, Gabrielle A., Verdine, Brian N., Saylor, Megan M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243085/
https://www.ncbi.nlm.nih.gov/pubmed/30483198
http://dx.doi.org/10.3389/fpsyg.2018.02195
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author Troseth, Georgene L.
Strouse, Gabrielle A.
Verdine, Brian N.
Saylor, Megan M.
author_facet Troseth, Georgene L.
Strouse, Gabrielle A.
Verdine, Brian N.
Saylor, Megan M.
author_sort Troseth, Georgene L.
collection PubMed
description Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children.
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spelling pubmed-62430852018-11-27 Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video Troseth, Georgene L. Strouse, Gabrielle A. Verdine, Brian N. Saylor, Megan M. Front Psychol Psychology Joint engagement with a speaker is one cue children may use to establish that an interaction is relevant to them and worthy of attention. People on pre-recorded video cannot engage contingently with a viewer in shared experiences, possibly leading to deficits in learning from video relative to learning from responsive face-to-face encounters. One hundred and seventy-six toddlers (24 and 30 months old) were offered referential social cues disambiguating a novel word’s meaning in one of four conditions: responsive live (a speaker was present and engaged with children); unresponsive video (a speaker on video looked at the camera and smiled at scripted times); unresponsive live (although present, the speaker behaved as she did on the unresponsive video), and responsive video (a speaker on closed-circuit video engaged with children, as in video chat). Children of both ages reliably learned the word in the responsive live condition, and older children (30 months) learned in the unresponsive live condition. Neither group learned in the responsive or unresponsive video conditions. The results show that the addition of communicative social cues to the video presentation via video chat was not sufficient to support learning in this case. Rather, toddlers’ transfer and generalization of words presented on video chat may depend on other contextual factors, such as co-viewers who scaffold their learning. Live, responsive video as implemented in this and prior studies is compared, with implications for the use of video chat via the Internet with young children. Frontiers Media S.A. 2018-11-13 /pmc/articles/PMC6243085/ /pubmed/30483198 http://dx.doi.org/10.3389/fpsyg.2018.02195 Text en Copyright © 2018 Troseth, Strouse, Verdine and Saylor. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Troseth, Georgene L.
Strouse, Gabrielle A.
Verdine, Brian N.
Saylor, Megan M.
Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title_full Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title_fullStr Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title_full_unstemmed Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title_short Let’s Chat: On-Screen Social Responsiveness Is Not Sufficient to Support Toddlers’ Word Learning From Video
title_sort let’s chat: on-screen social responsiveness is not sufficient to support toddlers’ word learning from video
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6243085/
https://www.ncbi.nlm.nih.gov/pubmed/30483198
http://dx.doi.org/10.3389/fpsyg.2018.02195
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