Parent-Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books.
Parent-Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books.
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DOI：
10.3389/fpsyg.2017.00677
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发表时间：
2017
影响因子：
3.8
通讯作者：
Ganea PA
中科院分区：
文献类型：
--
作者：
Strouse GA;Ganea PA
人们对成年人与婴幼儿一起阅读电子书时通常发生的语言和行为知之甚少，这些语言和行为有助于学习。在这项研究中，我们报告了父母和孩子在阅读同一本书的印刷版和电子版时的行为和语言差异，并调查了行为和词汇学习之间的联系。102名17-26个月大的幼儿的父母被随机分配阅读两本商业上可用的电子书或两本印刷格式的书，内容与他们的幼儿相同。在阅读之后，孩子们被要求识别其中一本书中以二维（图片）和三维（复制品）格式标记的动物。与那些阅读印刷版书籍的幼儿相比，阅读电子书的幼儿在阅读过程中更注意力集中，更容易阅读，表现出更积极的情感，参与更多的翻页，并产生更多与内容相关的评论。幼儿在阅读电子书时，也比阅读传统印刷书时更容易正确识别书中标注的新动物。阅读的可用性和对书的注意力在预测儿童在测试中的动物选择中起着中介作用，这表明电子书通过增加他们的参与和注意力来支持儿童的学习。与先前对年龄较大的儿童进行的研究相反，父母或儿童的行为或偏离主题的谈话条件之间没有差异。需要更多的研究来确定新媒体格式对幼儿的潜在危害和好处。
Little is known about the language and behaviors that typically occur when adults read electronic books with infants and toddlers, and which are supportive of learning. In this study, we report differences in parent and child behavior and language when reading print versus electronic versions of the same books, and investigate links between behavior and vocabulary learning. Parents of 102 toddlers aged 17–26 months were randomly assigned to read two commercially available electronic books or two print format books with identical content with their toddler. After reading, children were asked to identify an animal labeled in one of the books in both two-dimensional (pictures) and three-dimensional (replica objects) formats. Toddlers who were read the electronic books paid more attention, made themselves more available for reading, displayed more positive affect, participated in more page turns, and produced more content-related comments during reading than those who were read the print versions of the books. Toddlers also correctly identified a novel animal labeled in the book more often when they had read the electronic than the traditional print books. Availability for reading and attention to the book acted as mediators in predicting children’s animal choice at test, suggesting that electronic books supported children’s learning by way of increasing their engagement and attention. In contrast to prior studies conducted with older children, there was no difference between conditions in behavioral or off-topic talk for either parents or children. More research is needed to determine the potential hazards and benefits of new media formats for very young children.