Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice.
Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice.
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DOI：
10.1016/j.dr.2010.03.001
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发表时间：
2010-06-01
影响因子：
6.6
通讯作者：
Barr, Rachel
中科院分区：
文献类型：
--
作者：
Barr, Rachel
跨环境迁移学习的能力是一种在幼儿期迅速发展的适应性技能。从电视中学习是 2 维 (2D) 表示和 3 维 (3D) 对象之间学习迁移的具体实例。了解幼儿在什么条件下可能完成这种特殊的转移非常重要，因为到 2 岁时，90% 的美国儿童每天都会看电视。最近的研究表明，孩子们可以使用现实世界中相应的物体来模仿电视上呈现的动作，但这项研究还表明，直到三岁以上，孩子们从电视中学到的东西比从现场演示中学到的东西要少；称为视频缺陷效应。目前，还没有一致的理论来解释视频缺陷效应；人们对这种环境变化如何干扰学习知之甚少。本综述的目的是（1）回顾儿童在幼儿期在 2D 图像和 3D 物体之间迁移学习的条件，以及（2）使用发展表征灵活性帐户将记忆处理的发展理论整合到媒体文献中的学习迁移中。该综述将得出结论，关于 2D 和 3D 来源之间的学习迁移的研究对于认知发展的一般发展理论具有重要的理论意义，特别是灵活表征系统的发展，以及对早期教育有关媒体作为幼儿期有效教学工具的潜在使用和局限性的政策影响。
The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.
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影响因子：
3.7
作者：
Barr, Rachel;Muentener, Paul;Garcia, Amaya
通讯作者：
Garcia, Amaya
影响因子：
7.6
作者：
BANDURA, A
通讯作者：
BANDURA, A
影响因子：
2.6
作者：
Barr, R;Rovee-Collier, C;Campanella, J
通讯作者：
Campanella, J
影响因子：
2.6
作者：
Barr, Rachel;Wyss, Nancy;Somanader, Mark
通讯作者：
Somanader, Mark
影响因子：
2.1
作者：
Barr, Rachel;Wyss, Nancy
通讯作者：
Wyss, Nancy