Learning on Hold: Cell Phones Sidetrack Parent-Child Interactions

Autor/inn/en	Reed, Jessa; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Titel	Learning on Hold: Cell Phones Sidetrack Parent-Child Interactions
Quelle	In: Developmental Psychology, 53 (2017) 8, S.1428-1436 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000292
Schlagwörter	Parent Child Relationship; Telecommunications; Handheld Devices; Vocabulary Development; Toddlers; Mothers; Language Acquisition; Video Technology; Linguistic Input; Verbs; Teaching Methods; Parents as Teachers; Statistical Analysis; Language Processing; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Telekommunikationstechnik; Wortschatzarbeit; Infant; Infants; Toddler; Kleinkind; Mother; Mutter; Sprachaneignung; Spracherwerb; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Sprachverarbeitung
Abstract	Although research suggests that responsive interactions are imperative for language development, the advent of mobile technology means that parent-child exchanges are often fraught with unpredictable interruptions. Less clear is how these momentary breaks in responsiveness affect word learning. In this within-subjects design, 38 mothers taught their 2-year-olds (M = 27.15 months) 2 novel words, 1 at a time. One teaching period was interrupted by a cell phone call. Children learned the word when the teaching was not interrupted, but not when it was interrupted. Critically, the number of times each target word was spoken did not differ by condition. This finding supports the literature on responsiveness, offering experimental evidence that interruptions in social interactions can affect learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01