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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.
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]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers.
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  Data: <searchLink fieldCode="AR" term="%22Zimmermann%2C+Laura%22">Zimmermann, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Moser%2C+Alecia%22">Moser, Alecia</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Herietta%22">Lee, Herietta</searchLink><br /><searchLink fieldCode="AR" term="%22Gerhardstein%2C+Peter%22">Gerhardstein, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22Barr%2C+Rachel%22">Barr, Rachel</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov/Dec2017, Vol. 88 Issue 6, p2013-2025. 13p. 2 Color Photographs, 1 Diagram, 3 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Psychology+of+toddlers%22">Psychology of toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+transfer%22">Knowledge transfer</searchLink><br /><searchLink fieldCode="DE" term="%22Touch+screens%22">Touch screens</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Puzzles%22">Puzzles</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+movement%22">Psychology of movement</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+training%22">Transfer of training</searchLink><br /><searchLink fieldCode="DE" term="%22User+interfaces%22">User interfaces</searchLink>
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  Data: 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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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.12683
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        Text: English
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              Text: Nov/Dec2017
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