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- Active mediation; Contingency; Co-viewing; Digital technology; eBooks; Interactivity; Media; Television; Touchscreen; Video chat (1)
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- Media in education; elementary education; improving classroom teaching; qualitative research; children’s well-being (1)
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Articles 1 - 15 of 15
Full-Text Articles in Psychology
The Effect Of Object Similarity And Alignment Of Examples On Children's Learning And Transfer From Picture Books, Gabrielle Strouse, Patricia Ganea
The Effect Of Object Similarity And Alignment Of Examples On Children's Learning And Transfer From Picture Books, Gabrielle Strouse, Patricia Ganea
School of Education Faculty Publications
Story picture books with examples can be used to teach young children science concepts. Learners can abstract relational information by comparing the analogical examples in the books, leading to a more abstract, transferrable understanding of the concept. The purpose of this study was to determine whether manipulating the content or arrangement of the examples included in a picture book would support children’s generalization and transfer of a relational concept, color camouflage. Eighty-one 3-year-olds and 80 4-year-olds were read one of 4 books at 2 visits, spaced approximately 1 week apart. Examples were manipulated in a 2 (high/low object similarity) by …
Learning From Video: A Meta-Analysis Of The Video Deficit In Children Ages 0 To 6 Years., Gabrielle Strouse, Jennifer Samson
Learning From Video: A Meta-Analysis Of The Video Deficit In Children Ages 0 To 6 Years., Gabrielle Strouse, Jennifer Samson
School of Education Faculty Publications
Young children often learn less from video than face-to-face presentations. Meta-regression models were used to examine the average size of this difference (video deficit) and investigate moderators. An average deficit of about half of a standard deviation was reported across 122 independent effect sizes from 59 reports, involving children ages 0-6 years. Moderator analyses suggested 1) the deficit decreased with age, 2) object retrieval studies showed larger deficits than other domains, and 3) there was no difference between studies using live versus prerecorded video. Results are consistent with a multiple-mechanism explanation for the deficit. However, the analyses highlighted potential quality …
An Enhanced Ebook Facilitates Parent-Child Talk During Shared Reading By Families Of Low Socioeconomic Status, Georgene Troseth, Gabrielle Strouse, Israel Flores, Zachary Stuckelman, Colleen Russo Johnson
An Enhanced Ebook Facilitates Parent-Child Talk During Shared Reading By Families Of Low Socioeconomic Status, Georgene Troseth, Gabrielle Strouse, Israel Flores, Zachary Stuckelman, Colleen Russo Johnson
School of Education Faculty Publications
Language input plays a key role in children’s language development, but children from families of low socioeconomic status often get much less input compared to more advantaged peers. In “dialogic reading” (Whitehurst et al., 1988), parents are trained to ask children open-ended questions while reading, which effectively builds expressive vocabulary in at-risk children. In the research reported here, a dialogic questioning character in a narrated eBook provided effortless support for parents to ask questions while reading. Parents of lower socioeconomic status talked more than three times as much with their children using significantly more utterances and unique words when using …
It’S Fun!” Using Students’ Voices To Understand The Impact Of School Digital Technology Integration On Their Well-Being, Daniel James Mourlam, Daniel Decino, Lisa Newland, Gabrielle Strouse
It’S Fun!” Using Students’ Voices To Understand The Impact Of School Digital Technology Integration On Their Well-Being, Daniel James Mourlam, Daniel Decino, Lisa Newland, Gabrielle Strouse
School of Education Faculty Publications
The purpose of this phenomenological study was to better understand children’s perception of their school-based educational technology use and its role in their well-being. Children (N = 23) from the Midwestern U.S. completed an interview and mapping exercise focused on the contexts and factors that impact their well-being, including schools and teachers. Phenomenological analyses of interview transcripts focused on children’s perceptions of 1) school educational technology use, and 2) the impact of school educational technology use on their well-being. Children described a variety of school educational technology experiences, which they perceived as having both positive and negative effects on their …
Can They Do It? A Comparison Of Teacher Candidates’ Assumptions And Preschoolers’ Actual Skills With Digital Technology And Media, Daniel James Mourlam, Gabrielle Strouse, Lisa Newland
Can They Do It? A Comparison Of Teacher Candidates’ Assumptions And Preschoolers’ Actual Skills With Digital Technology And Media, Daniel James Mourlam, Gabrielle Strouse, Lisa Newland
School of Education Faculty Publications
As digital technologies and media (DTM) are integrated into every facet of our lives, the knowledge and skills children bring to school is changing. It is unclear whether teacher candidates' beliefs about children's skills have kept pace with this change. To explore this issue, 43 children, ages 3–5, and 180 teacher candidates at a medium-sized Midwest research university were recruited. Teacher candidates' beliefs about preschoolers' DTM skills were compared with preschoolers' observed skills following an assessment protocol using an iPad. Findings indicated most preschoolers could complete 9 of the 12 iPad tasks without assistance, whereas teacher candidates frequently assumed that …
A Phenomenological Exploration Of The Role Of Digital Technology And Media In Children’S Subjective Well-Being, Lisa Newland, Daniel Mourlam, Gabrielle Strouse
A Phenomenological Exploration Of The Role Of Digital Technology And Media In Children’S Subjective Well-Being, Lisa Newland, Daniel Mourlam, Gabrielle Strouse
School of Education Faculty Publications
This phenomenological study examined children’s subjective well-being (N = 22) in rural and urban areas of the Midwestern United States, as part of a larger multinational comparative qualitative study of children's well-being. Children (8 to 12 years old) completed an extended, semi-structured qualitative interview and mapping exercise that prompted them to draw and describe the scope, aspects of, and influences on their subjective well-being. Phenomenological analyses of children’s responses were conducted to identify aspects of their contexts, including their use of digital technology and media (DTM), that were linked to children’s subjective well-being. Two main themes emerged; 1) children reported …
Promoting Preschoolers’ Emotional Competence Through Prosocial Tv And Mobile App Use, Eric Rasmussen, Gabrielle Strouse, Malinda Colwell, Collen Russo Johnson, Steven Holiday, Kristen Brady, Israel Flores, Georgene Troseth, Holly Wright, Rebecca Densley, Mary Norman
Promoting Preschoolers’ Emotional Competence Through Prosocial Tv And Mobile App Use, Eric Rasmussen, Gabrielle Strouse, Malinda Colwell, Collen Russo Johnson, Steven Holiday, Kristen Brady, Israel Flores, Georgene Troseth, Holly Wright, Rebecca Densley, Mary Norman
School of Education Faculty Publications
This study explored the relationship between preschoolers’ exposure to Daniel Tiger’s Neighborhood television programming and its accompanying mobile app and preschoolers’ emotion knowledge and use of emotion regulation strategies. An experiment involving 121 parent-child dyads from 3 US metro areas found that children who played with the Daniel Tiger’s Neighborhood app, and those who both played with the app and watched episodes of the program, employed the emotion regulation strategies taught by Daniel Tiger’s Neighborhood media more frequently 1 month later than children in a control condition. Preschoolers (3- and 4-year-olds) also exhibited higher levels of emotion knowledge 1 month …
Coviewing Supports Word Learning From Contingent And Non-Contingent Video, Gabrielle Strouse, Georgene Troseth, Katherine O’Doherty, Megan Saylor
Coviewing Supports Word Learning From Contingent And Non-Contingent Video, Gabrielle Strouse, Georgene Troseth, Katherine O’Doherty, Megan Saylor
School of Education Faculty Publications
Social cues are one way young children determine that a situation is pedagogical in nature -- containing information to be learned and generalized. However, some social cues (e.g., contingent gaze and responsiveness) are missing from pre-recorded video, a potential reason why toddlers’ language learning from video can be inefficient compared to their learning directly from a person. This study explored two methods for supporting children’s word learning from video by adding social-communicative cues. Eighty-eight 30-month-olds began their participation with a video training phase. In one manipulation, an on-screen actress responded contingently to children through a live video feed (similar to …
A Print Book Preference: Caregivers Report Higher Child Enjoyment And More Adult-Child Interactions When Reading Print Than Electronic Books, Gabrielle Strouse, Patricia Ganea
A Print Book Preference: Caregivers Report Higher Child Enjoyment And More Adult-Child Interactions When Reading Print Than Electronic Books, Gabrielle Strouse, Patricia Ganea
School of Education Faculty Publications
Prior research has indicated that parents of young children prefer their children read print over electronic books. In this study we addressed whether this preference is associated with differences in child enjoyment and engagement or joint caregiver–child interactions during reading. Caregivers of children ages 1–4 years reported their children not only read traditional books more than electronic books, but enjoyed them more and paid more attention to them. Caregivers also reported participating in more adult–child interactions when reading print than electronic books. This research is important because it indicates that caregivers and children may not tend to engage with electronic …
Toddlers’ Word Learning And Transfer From Electronic And Print Books. Journal Of Experimental Child Psychology, Gabrielle Strouse, Patricia Ganea
Toddlers’ Word Learning And Transfer From Electronic And Print Books. Journal Of Experimental Child Psychology, Gabrielle Strouse, Patricia Ganea
School of Education Faculty Publications
Transfer from symbolic media to the real world can be difficult for young children. A sample of 73 toddlers aged 17 to 23 months were read either an electronic book displayed on a touchscreen device or a traditional print book in which a novel object was paired with a novel label. Toddlers in both conditions learned the label within the context of the book. However, only those who read the traditional format book generalized and transferred the label to other contexts. An older group of 28 toddlers aged 24 to 30 months did generalize and transfer from the electronic book. …
Designing And Using Digital Books For Learning: The Informative Case Of Young Children And Video, Georgene Troseth, Gabrielle Strouse
Designing And Using Digital Books For Learning: The Informative Case Of Young Children And Video, Georgene Troseth, Gabrielle Strouse
School of Education Faculty Publications
To promote young children’s learning from screen-based digital books, parents, educators, researchers, and designers might productively consult research about very young children’s learning from another screen-based medium: video. This extensive literature reveals challenges to young children’s learning from digital screens that extend from infancy throughout the preschool years. The youngest viewers learn better watching real events “face to face” than they do watching video, and have trouble transferring information from a screen to the real world. Supports for learning include particular experiences, active mediation by social partners, and select built-in features. Each support is reviewed in regard to its potential …
Are Prompts Provided By Electronic Books As Effective For Teaching Preschoolers A Biological Concept As Those Provided By Adults?, Gabrielle Strouse, Patricia Ganea
Are Prompts Provided By Electronic Books As Effective For Teaching Preschoolers A Biological Concept As Those Provided By Adults?, Gabrielle Strouse, Patricia Ganea
School of Education Faculty Publications
Research Findings: Prior research indicates that shared book reading is an effective method for teaching biological concepts to young children. Adult questioning during reading enhances children’s comprehension. We investigated whether adult prompting during the reading of an electronic book enhanced children’s understanding of a biological concept. Ninety-one 4-year-olds read about camouflage in 3 conditions. We varied how prompts were provided: (a) read by the book, (b) read by a researcher, or (c) given face to face by the researcher. There was an interaction between children’s initial vocabulary level and condition. Children with low vocabulary scores gave fewer camouflage responses …
What’S Next For Research On Young Children’S Interactive Media?, Georgene Troseth, Colleen Russo, Gabrielle Strouse
What’S Next For Research On Young Children’S Interactive Media?, Georgene Troseth, Colleen Russo, Gabrielle Strouse
School of Education Faculty Publications
ince early in the development of children’s television, research has informed policy and practice involving young children’s media use. To increase the likelihood that new media support children’s development, research in the coming decade must stay current with advancing technology. With the advent of various forms of interactive digital media, key research questions involve social and physical interactivity. How should adults appropriately support children’s use of different kinds of media to promote children’s creativity, learning, and development? How does co-viewing (social interaction) overlap with and differ from contingency built into the medium itself? When a device interacts, does that change …
Supporting Toddlers’ Transfer Of Word Learning From Video, Gabrielle Strouse, Georgene Troseth
Supporting Toddlers’ Transfer Of Word Learning From Video, Gabrielle Strouse, Georgene Troseth
School of Education Faculty Publications
Young children frequently do not transfer information from video to real-world situations. We provided perceptual and conceptual supports to help children transfer a new word from video to physical objects and photos. An on-screen actress labeled one of two novel objects; then 24-month-olds were asked to identify the ‘modi.’ Children failed to demonstrate word learning after holding the objects while viewing (comparison condition). In a two-step transfer condition, children correctly identified the modi on a test video image but did not identify the real matching object. However, when parents pointed out that the real objects were “the …
Effective Co-Viewing: Preschoolers’ Learning From Video After A Dialogic Questioning Intervention, Gabrielle Strouse, Katherine O'Doherty, Georgene Troseth
Effective Co-Viewing: Preschoolers’ Learning From Video After A Dialogic Questioning Intervention, Gabrielle Strouse, Katherine O'Doherty, Georgene Troseth
School of Education Faculty Publications
Young preschoolers rapidly acquire new information from social partners but do not learn efficiently from people on video. We trained parents to use Whitehurst’s dialogic reading questioning techniques while watching educational television with their children. Eighty-one parents coviewed storybook videos with their 3-year-old children in 1 of 4 conditions: dialogic questioning (pause, ask questions, and encourage children to tell parts of the story), directed attention (pause and comment but do not ask questions), dialogic actress (show the videos with dialogic questioning by an on-screen actress embedded in them), or no intervention (show the videos as usual). After 4 weeks, children …