The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers.
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| Title: | The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers. |
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| Authors: | Zimmermann, Laura, Moser, Alecia, Lee, Herietta, Gerhardstein, Peter, Barr, Rachel |
| Source: | Child Development. Nov/Dec2017, Vol. 88 Issue 6, p2013-2025. 13p. 2 Color Photographs, 1 Diagram, 3 Charts, 1 Graph. |
| Subjects: | Psychology of toddlers, Knowledge transfer, Touch screens, Toddlers, Puzzles, Education, Psychology of movement, Transfer of training, User interfaces |
| Abstract: | This study examined the effect of a "ghost" demonstration on toddlers' imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty-two 2.5- and 3-year-olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5- and 3-year-olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the effect of a "ghost" demonstration on toddlers' imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty-two 2.5- and 3-year-olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5- and 3-year-olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.12683 |
