Young children’s contingent interactions with a touchscreen influence their memory for spatial and narrative content
Young children’s contingent interactions with a touchscreen influence their memory for spatial and narrative content
复制标题
幼儿与触摸屏的偶然互动会影响他们对空间和叙事内容的记忆
作者：
Brittany Huber;D. Meyer;Jordy Kaufman
幼儿难以从二维（2D）源（例如，电视）。其中一个原因可能是2D媒体缺乏社交互动中存在的偶然反馈。在没有社交伙伴的情况下，触摸屏可以提供偶然的、互惠的反应，因此可能有潜力克服通过观看学习的挑战。我们评估了30至48个月大的儿童对电子书内容的记忆，并在互动或观察触摸屏暴露后追踪物体。与触摸屏的交互程度通过以下三个条件而变化：（1）近映射，其中触摸屏输入与输出紧密对应;（2）远映射;以及（3）观看屏幕记录。观看屏幕记录的儿童在跟踪物体的延迟物体识别方面做得最好，而电子书材料的结果显示了性别与年龄（月）的相互作用。女孩的电子书材料的记忆随着年龄的增长而提高后，通过近或远映射的互动。结果进行了讨论的性别和年龄差异的执行功能和认知负荷的能力，和权变互动的局限性。
ABSTRACT Young children have difficulty learning from two-dimensional (2D) sources (e.g., television). One reason for this may be that 2D media lacks the contingent feedback present in social interactions. Touchscreens can provide contingent, reciprocal responses in the absence of a social partner, and thus may have the potential to overcome the challenges of learning by viewing. We assessed 30- to 48-month-old children’s memory for eBook content and traced objects after interactive or observational touchscreen exposure. The degree of interactivity with the touchscreen varied by three conditions of (1) close-mapping in which the touchscreen input corresponded closely with the output, (2) far-mapping, and (3) watching a screen recording. Children who watched the screen recording did best on delayed object recognition for traced objects, whereas results for the eBook material revealed a condition by gender by age (months) interaction. Girls’ memory for eBook material improved with increasing age after interacting via near- or far-mapping. Results are discussed in terms of gender and age differences in executive functioning and the capacity of cognitive load, and the limitations of contingent interactions.
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