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Young Children’s Mathematical Learning From Intelligent Characters
Children’s math learning (N = 217; M (age) = 4.87 years; 63% European American, 96% college‐educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studi...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7818392/ https://www.ncbi.nlm.nih.gov/pubmed/31745971 http://dx.doi.org/10.1111/cdev.13341 |
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author | Calvert, Sandra L. Putnam, Marisa M. Aguiar, Naomi R. Ryan, Rebecca M. Wright, Charlotte A. Liu, Yi Hui Angella Barba, Evan |
author_facet | Calvert, Sandra L. Putnam, Marisa M. Aguiar, Naomi R. Ryan, Rebecca M. Wright, Charlotte A. Liu, Yi Hui Angella Barba, Evan |
author_sort | Calvert, Sandra L. |
collection | PubMed |
description | Children’s math learning (N = 217; M (age) = 4.87 years; 63% European American, 96% college‐educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning. |
format | Online Article Text |
id | pubmed-7818392 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-78183922021-01-29 Young Children’s Mathematical Learning From Intelligent Characters Calvert, Sandra L. Putnam, Marisa M. Aguiar, Naomi R. Ryan, Rebecca M. Wright, Charlotte A. Liu, Yi Hui Angella Barba, Evan Child Dev Empirical Articles Children’s math learning (N = 217; M (age) = 4.87 years; 63% European American, 96% college‐educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning. John Wiley and Sons Inc. 2019-11-20 2020 /pmc/articles/PMC7818392/ /pubmed/31745971 http://dx.doi.org/10.1111/cdev.13341 Text en © 2020 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Empirical Articles Calvert, Sandra L. Putnam, Marisa M. Aguiar, Naomi R. Ryan, Rebecca M. Wright, Charlotte A. Liu, Yi Hui Angella Barba, Evan Young Children’s Mathematical Learning From Intelligent Characters |
title | Young Children’s Mathematical Learning From Intelligent Characters |
title_full | Young Children’s Mathematical Learning From Intelligent Characters |
title_fullStr | Young Children’s Mathematical Learning From Intelligent Characters |
title_full_unstemmed | Young Children’s Mathematical Learning From Intelligent Characters |
title_short | Young Children’s Mathematical Learning From Intelligent Characters |
title_sort | young children’s mathematical learning from intelligent characters |
topic | Empirical Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7818392/ https://www.ncbi.nlm.nih.gov/pubmed/31745971 http://dx.doi.org/10.1111/cdev.13341 |
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