Toddlers’ word learning and transfer from electronic and print books. Journal of Experimental Child Psychology

Authors

Gabrielle Strouse, University of South DakotaFollow
Patricia Ganea, Ontario Institute for Studies in Education of the University of TorontoFollow

Document Type

Article

Publication Date

2017

Division

School of Education Counseling and Psychology in Education

Keywords

transfer, word learning, screen media, e-books

Disciplines

Cognitive Psychology | Developmental Psychology | Educational Psychology

Abstract

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. Across ages, those children who primarily used screens to watch prerecorded video at home transferred less from the electronic book than those with more diverse home media experiences.

Publication Title

Journal of Experimental Child Psychology

Volume

156

First Page

129

Last Page

142

DOI

http://dx.doi.org/10.1016/j.jecp.2016.12.001

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Comments

https://www.sciencedirect.com/science/article/pii/S002209651630282X?via%3Dihub

Recommended Citation

Strouse, G. A., & Ganea, P. A. (2017). Toddlers’ word learning and transfer from electronic and print books. Journal of Experimental Child Psychology, 156, 129-142. http://dx.doi.org/10.1016/j.jecp.2016.12.001