Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens
Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens
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DOI：
10.1111/cdep.12041
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发表时间：
2013-12-01
影响因子：
6.4
通讯作者：
Barr, Rachel
中科院分区：
文献类型：
--
作者：
Barr, Rachel
在过去的15年里，专门为婴儿开发的教育书籍、电视和触摸屏应用程序出现了爆炸式增长。虽然婴儿每天都与这些象征性的人工制品互动，但他们很难超越象征性的来源，并将学习转移到现实世界的情况。婴儿在图画书、电视和触摸屏上模仿的动作和识别的单词比他们在面对面互动中模仿的动作和识别的单词要少，这种现象被称为转移赤字。与记忆灵活性相关的限制导致了这种缺陷。如果考虑到这些制约因素，学习就能得到加强。具体来说，重复内容和添加视觉和听觉线索减少了转移赤字。鉴于广泛提供的教育媒体的婴儿，了解记忆的限制，从媒体学习有实际意义的创建和有效使用的婴儿为导向的媒体在早期教育。
The past 15years have seen an explosion of educational books, television, and touchscreen applications developed specifically for infants. Although infants interact with these symbolic artifacts on a daily basis, they have difficulty going beyond the symbolic source and transferring learning to real-world situations. Infants imitate fewer actions and recognize fewer words following demonstrations depicted in picture books and on televisions and touchscreens than they do following face-to-face interactions, a phenomenon termed the transfer deficit. Age-related constraints on memory flexibility contribute to this deficit. Learning can be enhanced when such constraints are considered. Specifically, repeating content and adding visual and auditory cues reduce the transfer deficit. Given the widespread availability of educational media for infants, understanding memory constraints on learning from media has practical implications for the creation and effective use of infant-directed media in early education.