Cognitive Development in Digital Contexts
von: Fran C. Blumberg, Patricia J. Brooks
Elsevier Reference Monographs, 2017
ISBN: 9780128097090
Sprache: Englisch
372 Seiten, Download: 10073 KB
Format: EPUB, PDF, auch als Online-Lesen
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| Front Cover | 1 | ||
| Cognitive Development in Digital Contexts | 4 | ||
| Copyright | 5 | ||
| Contents | 6 | ||
| Contributors | 8 | ||
| Preface | 10 | ||
| Media Use as a Context for Cognitive Development: What Is and Should Be Known? | 12 | ||
| Young Children's Learning From Digital Media | 15 | ||
| Children and Adolescents' Cognitive Skills Are Enhanced Via Media | 16 | ||
| Media Literacy as a Cognitive Skill | 17 | ||
| Policy and Practice Recommendations for Facilitating Learning From Media | 18 | ||
| References | 18 | ||
| Section 1: Young Children's Learning From Digital Media | 22 | ||
| Chapter 1: Screen Media and the Youngest Viewers: Implications for Attention and Learning | 24 | ||
| Television and the Development of Attention | 26 | ||
| Television and Attention Deficits | 26 | ||
| Television and Executive Functioning | 28 | ||
| Background Television and Attention | 29 | ||
| Television and Learning | 32 | ||
| The Video Deficit | 33 | ||
| Co-viewing With Young Children | 34 | ||
| Language Learning From ``Baby´´ Video | 36 | ||
| Mobile Technologies, Attention, and Learning | 39 | ||
| References | 42 | ||
| Chapter 2: Early Digital Literacy: Learning to Watch, Watching to Learn | 50 | ||
| Perception of Video Images | 51 | ||
| Learning About Pictures | 53 | ||
| Learning to Use Information From People on Video | 54 | ||
| Solving a Problem Using Video | 57 | ||
| Children's Concept of Video | 60 | ||
| Conceptual Development Through New Experience With Video | 62 | ||
| When People on Video Respond | 63 | ||
| Conceptual Development Through Active Co-viewing | 64 | ||
| Digital Literacy in the Future | 66 | ||
| Learning to Learn From Video | 67 | ||
| References | 68 | ||
| Chapter 3: The Effects of Parent-Child Interaction and Media Use on Cognitive Development in Infants, Toddlers, and Preschool | 74 | ||
| Parent-Child Interaction | 75 | ||
| Parent-Child Interaction & Media Use | 77 | ||
| Parent-Child Interaction and Foreground Media Exposure | 77 | ||
| Joint Engagement With Foreground Media | 78 | ||
| The Effect of Foreground Media on Parent-Child Interaction | 84 | ||
| Parent-Child Interaction and Background Media Exposure | 85 | ||
| Conclusions | 88 | ||
| References | 91 | ||
| Chapter 4: Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development | 96 | ||
| Children Learn Words for Things and Events That Interest Them | 97 | ||
| Children Learn the Words That They Hear Most | 98 | ||
| Interactive and Responsive Rather Than Passive Contexts Favor Vocabulary Learning | 101 | ||
| Children Learn Words Best in Meaningful Contexts | 103 | ||
| Children Need Clear Information About Word Meaning | 105 | ||
| Vocabulary Learning and Grammatical Development are Reciprocal Processes | 107 | ||
| Conclusions | 108 | ||
| References | 109 | ||
| Chapter 5: Parasocial Relationships With Media Characters: Imaginary Companions for Young Children's Social and Cognitive ... | 114 | ||
| What Are Parasocial Relationships? | 114 | ||
| Measuring Early Parasocial Relationships and Parasocial Interactions | 115 | ||
| Meaningful Parasocial Relationships for Early STEM Learning | 120 | ||
| Parasocial Breakups | 123 | ||
| Intelligent Characters | 124 | ||
| The Creation of Engaging Media Characters in Educational Productions | 128 | ||
| Conclusions | 134 | ||
| References | 135 | ||
| Section 2: Children and Adolescents Cognitive Skills as Enhanced Via Media | 140 | ||
| Chapter 6: Young Minds on Video Games | 142 | ||
| Not All Games Are Created Equal | 143 | ||
| Video Game Research | 143 | ||
| Action Video Games | 143 | ||
| Methods | 144 | ||
| Correlational Methods | 144 | ||
| Intervention/Experimental Methods | 145 | ||
| Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Adults | 146 | ||
| Perception | 146 | ||
| An Aside: Why Action Games Are Interesting—Transfer of Learning Is Rare | 147 | ||
| Selective Attention | 147 | ||
| Sustaining Attention, Impulsivity, Speed/Accuracy Tradeoffs | 149 | ||
| Cognitive Control | 150 | ||
| Practical Outcomes | 151 | ||
| Areas Where Little or No Improvements Have Been Observed | 151 | ||
| Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Children | 152 | ||
| Genre Unspecific Studies From the 1990s and Early 2000s | 152 | ||
| Action Video Game Correlational Studies in Children | 153 | ||
| Experimental Studies | 154 | ||
| Practical Applications | 155 | ||
| Possible Negative Effects | 156 | ||
| Impact of Other Emerging Media Interactions | 156 | ||
| Technological Interventions Designed for Improving Cognition in Youth | 158 | ||
| Issues Going Forward | 159 | ||
| Dynamic Game Genres | 159 | ||
| Complex Mixtures of Media Effects | 159 | ||
| Other Ethical Obstacles in Children | 160 | ||
| Conclusions | 161 | ||
| References | 161 | ||
| Chapter 7: Playing With Virtual Blocks: Minecraft as a Learning Environment for Practice and Research | 166 | ||
| Introduction: What is in a ``Game?´´ | 166 | ||
| Minecraft 101 | 170 | ||
| Minecraft as an Environment for Teaching and Learning | 176 | ||
| Minecraft as an Educational Research Tool | 179 | ||
| Conclusion | 183 | ||
| References | 185 | ||
| Chapter 8: The Impact of Digital Media on Executive Planning and Performance in Children, Adolescents, and Emerging Adults | 188 | ||
| The Impact of Screen Media on EF | 189 | ||
| Video Games | 189 | ||
| Video Games and Special Needs Populations | 194 | ||
| Mobile Technology | 195 | ||
| Social Media | 198 | ||
| Concluding Thoughts | 199 | ||
| References | 200 | ||
| Chapter 9: Immersive Virtual Reality and the Developing Child | 202 | ||
| What Is Virtual Reality (VR)? | 203 | ||
| Immersive Technology | 204 | ||
| Immersive Virtual Reality (IVR) | 204 | ||
| What Makes IVR Unique? | 205 | ||
| Children Experiencing IVR as Real | 207 | ||
| Children's Discovery of the Self in IVR | 210 | ||
| The Fluidity of the Cognitive Self in IVR | 213 | ||
| Trends in Research With IVR and Children | 213 | ||
| Conclusions and Future Directions | 215 | ||
| References | 217 | ||
| Chapter 10: Digital Childhoods and Literacy Development: Is Textspeak a Special Case of an ``Efficient Orthography´´? | 222 | ||
| An Efficient Orthography | 223 | ||
| Textism Use and Literacy Skills | 226 | ||
| Self-Teaching Theory | 228 | ||
| Individual Differences in Phonological Processing Will Impact Self-Teaching | 229 | ||
| Self-Teaching Theory and Spelling | 230 | ||
| A Good Enough Orthography | 231 | ||
| Wider Texting Behaviors and Academic Performance | 233 | ||
| Concluding Remarks | 234 | ||
| Acknowledgments | 235 | ||
| References | 235 | ||
| Chapter 11: Bridging Theory and Practice: Applying Cognitive and Educational Theory to the Design of Educational Media | 238 | ||
| From Theory to Practice | 239 | ||
| Educational Television | 240 | ||
| Games and Digital Media | 242 | ||
| Theories of Learning From Media | 243 | ||
| Comprehension of Educational Television | 244 | ||
| Learning From Digital Games | 246 | ||
| Applying the Capacity Model to Educational Games | 248 | ||
| Cross-Platform Learning | 251 | ||
| Conclusion | 252 | ||
| References | 253 | ||
| Section 3: Media Literacy as a Cognitive Skill | 256 | ||
| Chapter 12: Understanding the Technical and Social Complexity of the Internet: A Cognitive Developmental Resource Perspective | 258 | ||
| Early Research on How Individuals Understand the Internet | 260 | ||
| Three Major Studies on How Individuals Understand the Internet | 261 | ||
| Conclusions | 269 | ||
| References | 270 | ||
| Chapter 13: Measuring the Digital and Media Literacy Competencies of Children and Teens | 274 | ||
| Context and Background | 275 | ||
| Approaches to Measurement | 277 | ||
| Competency-Based Measures | 279 | ||
| Self-Report Measures of Media Literacy | 283 | ||
| Media Knowledge and Media Literacy | 286 | ||
| Media Literacy and the Affective Domain | 289 | ||
| Implications for the Future | 290 | ||
| References | 292 | ||
| Chapter 14: Risks, Opportunities, and Risky Opportunities: How Children Make Sense of the Online Environment | 296 | ||
| Methodology | 298 | ||
| Children's Perceptions of Problematic Situations | 299 | ||
| Sexual Content | 299 | ||
| Making and Posting Sexual Content | 303 | ||
| ``Bad Language´´ in Content | 305 | ||
| Aggressive Communication, Harassment, and Cyberbullying | 306 | ||
| Strangers | 308 | ||
| Rumor, Social Drama, and Unnecessary Communication | 309 | ||
| Excessive Use | 312 | ||
| Commercial Content | 313 | ||
| Preventative Measures | 315 | ||
| Coping | 317 | ||
| Conclusions | 320 | ||
| Acknowledgments | 322 | ||
| References | 322 | ||
| Section 4: Policy and Practice Recommendations for Facilitating Learning From Media | 324 | ||
| Chapter 15: Children's Learning in a Mobile Media Environment: Policies, Practices, and Possibilities | 326 | ||
| Regulatory Policies: Reducing the Negative Impact of Mobile Media | 328 | ||
| Development and Advocacy Policies: Boosting the Positive Potential of Mobile Media | 333 | ||
| Resources for Families, Educators, and Other Stakeholders | 339 | ||
| Conclusion | 341 | ||
| References | 341 | ||
| Chapter 16: How Parents Mediate Children's Media Consumption | 346 | ||
| Parental Mediation Strategies | 348 | ||
| Restrictive Mediation | 348 | ||
| Context Versus Activity Constraints | 349 | ||
| Permissive Mediation | 349 | ||
| Active Mediation | 350 | ||
| Subcategories of Active Mediation: Positive, Negative, and Neutral | 350 | ||
| Child and Teen Perceptions of Parental Mediation | 351 | ||
| Role Modeling Media Behavior | 351 | ||
| Age Differences in Parental Mediation | 352 | ||
| Parental Mediation of Children | 352 | ||
| Parental Mediation of Adolescents | 355 | ||
| Other Moderators of Parental Mediation | 357 | ||
| Gender Differences | 357 | ||
| Ethnicity and Culture | 357 | ||
| Gender of Parents | 358 | ||
| Parental Mediation of Media Literacy | 358 | ||
| Parental Mediation by Type of Media | 359 | ||
| Video Games | 359 | ||
| Social Media | 360 | ||
| Recommendations and Best Practices | 360 | ||
| References | 361 | ||
| Index | 366 | ||
| Back Cover | 372 |