barr: constraints and opportunities for learning …...music to live demonstration 0.00 1.00 2.00...
TRANSCRIPT
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Constraints and Opportunities for Learning From Media during Early
Childhood
Rachel Barr
Workshop NICHD
January 2018
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Television is the most frequent media format during early childhood
• Children < 8 years spent on average 1hr 40 min/day viewing TV– 72% of all screen time
– Amount has remained constant
• TV format (DVR, streaming)and viewing devices (tablets, tv set, smartphones) have expanded rapidly
• ~30 min/day difference in usage as a function of parental education and income
Commonsense media 2017
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Mobile device usage starts young
• Virtually all homes have a tablet or smartphone (98%).
• Usage has increased. In 2013 38% of those under 8 had used a mobile device and now 84% of those under 8.
• Under age 2, 46% have ever used a mobile device
• < 2s only 5 min/ day to 21 min/day in 5-8 year oldson mobile devices
Commonsense media 2017
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Content Matters
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Context Matters
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Can they learn from different types of media?
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Transfer of Learning
• Adaptive skill
• Transfer info across content & context
– Day-to-day functioning
– Central to memory theories development of
a flexible representational system
(Barnett & Ceci, 2002; Hayne, 2006)
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Learning from TV, books, touchscreens
• Involves transfer of learning across
content & context
– is almost effortless by adulthood (e.g. tv
cooking show meal
– cognitively challenging during early childhood
(Barnett & Ceci, 2002; Barr, 2010, 2013; Hayne, 2006)
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Transfer of Learning• Young children consistently learn less from TV and
touchscreens than from a live demonstration because it is difficult to understand how information from the screen relates to the real world = the transfer deficit. (For review see Anderson & Pempek, 2005; Barr, 2010,2013)
• Transfer deficit can be overcome by considering the 3C’s (Guernsey, 2012), how the child learns and the content and the context of that learning. (Barr, 2013, Barnett & Ceci, 2002; Hayne, 2006)
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Barr and Hayne, 1999
• Age
– 12-, 15-, 18-month-
olds
• Manipulation
– live 3x model, video
3x model, or control
group.
• Delay
– 24 hours
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Experimental Set-up
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Infant behaviors
Behavior 1 Behavior 2 Behavior 3Behavior 1 Behavior 2 Behavior 3
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Transfer Deficit
Live Video Live Video0
1
2
3
4
5
6
baseline
test
Experimental Condition
To
tal T
arg
et
Actio
ns
15 months 18 months
*
*
*
*
Barr & Hayne (1999)
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Infants as young as 6 months can learn from TV
0
1
2
Baseline Video 6x Video 12x Live 6x
Experimental Condition
Imita
tio
n S
co
re
* **
Barr, Muentener & Garcia (2007)
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Touch Screen Imitation Task
• Establish touch screen deferred imitation
procedure to examine transfer between 2D
and 3D
• Hypothesize that transfer (e.g., 2D to 3D
or 3D to 2D) will be more difficult than no
transfer (e.g. 2D to 2D)
– because fewer retrieval cues at test that
match encoding conditions
Zack, Barr, Gerhardstein, Dickerson, & Meltzoff, 2009
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Whether we use a Button Box Test with 15 month olds
• Baseline
– 3D
– 2D
• Within Dimension
– 3D to 3D
– 2D to 2D
• Cross Dimension
– 3D to 2D
– 2D to 3D
Bus Button BoxFiretruck Button
Box
Duck Button Box
Cow Button Box
Zack, Barr, Gerhardstein, Dickerson, & Meltzoff (2009)
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Demonstration Phase
3D Box
Demonstration
OR
2D Touchscreen
Demonstration
Zack, et al., 2009
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Test Phase
3D Box Test OR 2D Touchscreen Test
15-month-olds
Zack, et al., 2009
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Results: Transfer deficit
0
0.2
0.4
0.6
0.8
1
2D 3D 2D/3D 3D/2D 2D/2D 3D/3D
baseline across
dimension
within
dimension
Zack, Barr, Gerhardstein, Dickerson & Meltzoff, 2009
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Or a Puzzle Imitation Paradigm with 2.5 & 3-year-olds
Pu
zzle
Typ
e
DimensionMagnet Board (3D) Touchscreen (2D)
Bo
at
Fish
Start Position End Position Start Position End Position
Dickerson, Gerhardstein, Zack & Barr, 2012
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Magnet Board/Touch Screen
Touchscreen Transition Magnet Board
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Demonstration Phase
2D Touchscreen
Demonstration
3D
Demonstration
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Test Phase
2D Touchscreen Test OR 3D Test
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Crossing Dimensions is Difficult
15 month olds(Zack et al, 2009)
2D Baseline 2D Baseline 3D-2D 2D-3D 3D-3D 2D-2D
Dimensional Transfer in 30 and 36-month-olds
Pro
port
ion o
f G
oal S
core
0.0
0.2
0.4
0.6
0.8
1.0
2D 3D 3D/2D 2D/3D 3D/3D 2D/2DBaseline Cross Within
2.5 & 3 year olds(Zimmermann et al., 2016)
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Conclusions
• Children can learn from television as young as 6 months of age.
• Children can learn to perform new actions on touchscreens
• Transfer across dimensions (3D-2D or 2D-3D) is challenging from 1 year to 3 years of life due to cognitive flexibility limitations
• Very similar patterns of learning from video and touchscreen.
Hipp et al., 2016
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Amelioration of Transfer DeficitTelevision repetition effects
• Age
– 12-, 15-, 18-, and 21-
month-olds
• Manipulation
– live 3x model, video 6x
model, or control
group.
• Delay
– 24 hours
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Amelioration of Transfer DeficitTelevision repetition effects
*** *
**
0
0.5
1
1.5
2
2.5
3
12 15 18 21
baseline
3x live
6x video
*
*
**
**
**
Barr, Garcia, Muentener, Fujimoto, & Chavez (2007)
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Exacerbation of transfer deficit Background Music
• Cognitive overload happens easily
– Music during video processing
• Learning from media easily disrupted
during infancy
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Music to live demonstration
0.00
1.00
2.00
Live
matched
Live non-
matched
Video
matched
Video non-
matched
Baseline
music
Baseline no
music
Experimental Condition
Imitation S
core
* *
Barr ,Shuck, Atkinson, Salerno & Linebarger, 2010
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Amelioration of Transfer DeficitMusic + Sound Effects
Barr ,Shuck, Atkinson, Salerno & Linebarger, 2010
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Opportunity: Social Mediation of Viewing
• Master skill in supportive social context• Skill internalized
• Apply skill in new contexts
• Parents mediate looking patterns
– Direct child’s attention to specific content
• More parent scaffolding should =
↑ attention & learning from TV
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Opportunity: Social Cues Matter: Parental Scaffolding
Zack & Barr, 2016
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Results – Transfer Success
Zack & Barr, 2016
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Parental Scaffolding Quality
• Parental scaffolding defined
– Elaborate verbal input
– Emotional support, warmth and
responsiveness
– Structured teaching
Zack & Barr, 2016
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Structure of maternal input
• Varied verbal input or repeated info
• Maternal reminiscing
– Elaborative vs. repetitive mothers
– Memory development, narrative skills, & story
comprehension
(e.g., Reese, Leyva, Sparks, & Grolnick, 2010)
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Proportion of “new” info
Diverse
What does a cow say? N
Moo N
And there’s another cow N
Look (child’s name) N
This is how I make him go moo N
And look - 1 cow, 2 cows N
I know, it’s so funny N
Can we make him go moo? N
Repetitive
Look at this N
Look at that R
Look at that R
It’s a screen N
Doesn’t that look like the other toy? N
Doesn’t it look like the other toy? R
It’s yellow N
Looks like the other toy, doesn’t it? R
(adapted from Reese & Fivush, 1993)
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Success associated with quality of parental scaffolding
• High parental scaffolding associated with 19x
fold increase in the rate of transfer of learning
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Parenting scaffolding
• Provides a warm and receptive context in
a challenging learning task
• Provides a set of individualized language
and joint visual attention cues to connect
2D and 3D information for child
• Context of media exposure may contribute
as much as program content to any early
learning from television
Barr et al., 2008; Fender, Richert, Wartella & Robb, 2010; Fidler, Zack & Barr, 2010; Pempek et al., 2010; Zack & Barr, 2016
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Hipp et al., 2016
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Conclusions
• Learning is from 2D is– Cognitively demanding and complex task
– Cognitive overload occurs easily
• Child• Transfer deficit from books, TV and touchscreens
• Repetition and language cues help
• Content • Formal features processing differs as a function of age
• Features can be added to enhance learning
• Context • Implication: scaffolding may be particularly important
during early childhood.
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Acknowledgements
• ELP Lab members—graduate studentsElizabeth Zack, Natalie Brito, LauraZimmermann and Sylvia Rusnak
– NIH R03 HD043047. Infant Imitation fromTelevision, Barr
– NICHD R03 HD056084 How toddlers userepresentations from books and television
– Peter Gerhardstein, NIH #1R01HD038315
– Andrew Meltzoff NSF #SBE-035445
• NSF Grant (#0126014) to Sandra CalvertCDMC.
• NSF Grant (#1023772) to Rachel Barrand Peter Gerhardstein
– Children and Screens: Institute of DigitalMedia and Child Development
– James Mckeen Cattell Sabbatical Fellowship
• www.zerotothree.org/resources/series/screen-sensesetting-the-record-straight
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