Blumberg / Brooks Cognitive Development in Digital Contexts

1. Auflage 2017
ISBN: 978-0-12-809709-0
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 370 Seiten

Cognitive Development in Digital Contexts investigates the impact of screen media on key aspects of children and adolescents' cognitive development. Highlighting how screen media impact cognitive development, the book addresses a topic often neglected amid societal concerns about pathological media use and vulnerability to media effects, such as aggression, cyber-bullying and Internet addiction. It addresses children and adolescents' cognitive development involving their interactions with parents, early language development, imaginary play, attention, memory, and executive control, literacy and academic performance. - Covers the impact of digital from both theoretical and practical perspectives - Investigates effects of digital media on attention, memory, language and executive functioning - Examines video games, texting, and virtual reality as contexts for learning - Explores parent-child interactions around media - Considers the development of effective educational media - Addresses media literacy and critical thinking about media - Considers social policy for increasing access to high quality education media and the Internet - Provides guidance for parents on navigating children's technology usage

Autoren/Hrsg.

Blumberg, Fran C.

Brooks, Patricia J.

Inhaltsverzeichnis

1;Front Cover;1
2;Cognitive Development in Digital Contexts;4
3;Copyright;5
4;Contents;6
5;Contributors;8
6;Preface;10
7;Media Use as a Context for Cognitive Development: What Is and Should Be Known?;12
7.1;Young Children's Learning From Digital Media;15
7.2;Children and Adolescents' Cognitive Skills Are Enhanced Via Media;16
7.3;Media Literacy as a Cognitive Skill;17
7.4;Policy and Practice Recommendations for Facilitating Learning From Media;18
7.5;References;18
8;Section 1: Young Children's Learning From Digital Media;22
8.1;Chapter 1: Screen Media and the Youngest Viewers: Implications for Attention and Learning;24
8.1.1;Television and the Development of Attention;26
8.1.1.1;Television and Attention Deficits;26
8.1.1.2;Television and Executive Functioning;28
8.1.1.3;Background Television and Attention;29
8.1.2;Television and Learning;32
8.1.2.1;The Video Deficit;33
8.1.2.2;Co-viewing With Young Children;34
8.1.2.3;Language Learning From ``Baby´´ Video;36
8.1.3;Mobile Technologies, Attention, and Learning;39
8.1.4;References;42
8.2;Chapter 2: Early Digital Literacy: Learning to Watch, Watching to Learn;50
8.2.1;Perception of Video Images;51
8.2.2;Learning About Pictures;53
8.2.3;Learning to Use Information From People on Video;54
8.2.4;Solving a Problem Using Video;57
8.2.5;Children's Concept of Video;60
8.2.6;Conceptual Development Through New Experience With Video;62
8.2.7;When People on Video Respond;63
8.2.8;Conceptual Development Through Active Co-viewing;64
8.2.9;Digital Literacy in the Future;66
8.2.10;Learning to Learn From Video;67
8.2.11;References;68
8.3;Chapter 3: The Effects of Parent-Child Interaction and Media Use on Cognitive Development in Infants, Toddlers, and Preschool;74
8.3.1;Parent-Child Interaction;75
8.3.2;Parent-Child Interaction & Media Use;77
8.3.2.1;Parent-Child Interaction and Foreground Media Exposure;77
8.3.2.1.1;Joint Engagement With Foreground Media;78
8.3.2.1.2;The Effect of Foreground Media on Parent-Child Interaction;84
8.3.2.2;Parent-Child Interaction and Background Media Exposure;85
8.3.3;Conclusions;88
8.3.4;References;91
8.4;Chapter 4: Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development;96
8.4.1;Children Learn Words for Things and Events That Interest Them;97
8.4.2;Children Learn the Words That They Hear Most;98
8.4.3;Interactive and Responsive Rather Than Passive Contexts Favor Vocabulary Learning;101
8.4.4;Children Learn Words Best in Meaningful Contexts;103
8.4.5;Children Need Clear Information About Word Meaning;105
8.4.6;Vocabulary Learning and Grammatical Development are Reciprocal Processes;107
8.4.7;Conclusions;108
8.4.8;References;109
8.5;Chapter 5: Parasocial Relationships With Media Characters: Imaginary Companions for Young Children's Social and Cognitive ...;114
8.5.1;What Are Parasocial Relationships?;114
8.5.2;Measuring Early Parasocial Relationships and Parasocial Interactions;115
8.5.3;Meaningful Parasocial Relationships for Early STEM Learning;120
8.5.4;Parasocial Breakups;123
8.5.5;Intelligent Characters;124
8.5.6;The Creation of Engaging Media Characters in Educational Productions;128
8.5.7;Conclusions;134
8.5.8;References;135
9;Section 2: Children and Adolescents Cognitive Skills as Enhanced Via Media;140
9.1;Chapter 6: Young Minds on Video Games;142
9.1.1;Not All Games Are Created Equal;143
9.1.2;Video Game Research;143
9.1.2.1;Action Video Games;143
9.1.3;Methods;144
9.1.3.1;Correlational Methods;144
9.1.3.2;Intervention/Experimental Methods;145
9.1.4;Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Adults;146
9.1.4.1;Perception;146
9.1.4.2;An Aside: Why Action Games Are Interesting—Transfer of Learning Is Rare;147
9.1.4.3;Selective Attention;147
9.1.4.4;Sustaining Attention, Impulsivity, Speed/Accuracy Tradeoffs;149
9.1.4.5;Cognitive Control;150
9.1.4.6;Practical Outcomes;151
9.1.4.7;Areas Where Little or No Improvements Have Been Observed;151
9.1.5;Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Children;152
9.1.5.1;Genre Unspecific Studies From the 1990s and Early 2000s;152
9.1.5.2;Action Video Game Correlational Studies in Children;153
9.1.5.3;Experimental Studies;154
9.1.5.4;Practical Applications;155
9.1.5.5;Possible Negative Effects;156
9.1.6;Impact of Other Emerging Media Interactions;156
9.1.7;Technological Interventions Designed for Improving Cognition in Youth;158
9.1.8;Issues Going Forward;159
9.1.8.1;Dynamic Game Genres;159
9.1.8.2;Complex Mixtures of Media Effects;159
9.1.8.3;Other Ethical Obstacles in Children;160
9.1.9;Conclusions;161
9.1.10;References;161
9.2;Chapter 7: Playing With Virtual Blocks: Minecraft as a Learning Environment for Practice and Research;166
9.2.1;Introduction: What is in a ``Game?´´;166
9.2.2;Minecraft 101;170
9.2.3;Minecraft as an Environment for Teaching and Learning;176
9.2.4;Minecraft as an Educational Research Tool;179
9.2.5;Conclusion;183
9.2.6;References;185
9.3;Chapter 8: The Impact of Digital Media on Executive Planning and Performance in Children, Adolescents, and Emerging Adults;188
9.3.1;The Impact of Screen Media on EF;189
9.3.1.1;Video Games;189
9.3.1.2;Video Games and Special Needs Populations;194
9.3.1.3;Mobile Technology;195
9.3.1.4;Social Media;198
9.3.2;Concluding Thoughts;199
9.3.3;References;200
9.4;Chapter 9: Immersive Virtual Reality and the Developing Child;202
9.4.1;What Is Virtual Reality (VR)?;203
9.4.2;Immersive Technology;204
9.4.3;Immersive Virtual Reality (IVR);204
9.4.4;What Makes IVR Unique?;205
9.4.5;Children Experiencing IVR as Real;207
9.4.6;Children's Discovery of the Self in IVR;210
9.4.7;The Fluidity of the Cognitive Self in IVR;213
9.4.8;Trends in Research With IVR and Children;213
9.4.9;Conclusions and Future Directions;215
9.4.10;References;217
9.5;Chapter 10: Digital Childhoods and Literacy Development: Is Textspeak a Special Case of an ``Efficient Orthography´´?;222
9.5.1;An Efficient Orthography;223
9.5.2;Textism Use and Literacy Skills;226
9.5.3;Self-Teaching Theory;228
9.5.4;Individual Differences in Phonological Processing Will Impact Self-Teaching;229
9.5.5;Self-Teaching Theory and Spelling;230
9.5.6;A Good Enough Orthography;231
9.5.7;Wider Texting Behaviors and Academic Performance;233
9.5.8;Concluding Remarks;234
9.5.9;Acknowledgments;235
9.5.10;References;235
9.6;Chapter 11: Bridging Theory and Practice: Applying Cognitive and Educational Theory to the Design of Educational Media;238
9.6.1;From Theory to Practice;239
9.6.2;Educational Television;240
9.6.3;Games and Digital Media;242
9.6.4;Theories of Learning From Media;243
9.6.5;Comprehension of Educational Television;244
9.6.6;Learning From Digital Games;246
9.6.7;Applying the Capacity Model to Educational Games;248
9.6.8;Cross-Platform Learning;251
9.6.9;Conclusion;252
9.6.10;References;253
10;Section 3: Media Literacy as a Cognitive Skill;256
10.1;Chapter 12: Understanding the Technical and Social Complexity of the Internet: A Cognitive Developmental Resource Perspective;258
10.1.1;Early Research on How Individuals Understand the Internet;260
10.1.2;Three Major Studies on How Individuals Understand the Internet;261
10.1.3;Conclusions;269
10.1.4;References;270
10.2;Chapter 13: Measuring the Digital and Media Literacy Competencies of Children and Teens;274
10.2.1;Context and Background;275
10.2.2;Approaches to Measurement;277
10.2.3;Competency-Based Measures;279
10.2.4;Self-Report Measures of Media Literacy;283
10.2.5;Media Knowledge and Media Literacy;286
10.2.6;Media Literacy and the Affective Domain;289
10.2.7;Implications for the Future;290
10.2.8;References;292
10.3;Chapter 14: Risks, Opportunities, and Risky Opportunities: How Children Make Sense of the Online Environment;296
10.3.1;Methodology;298
10.3.2;Children's Perceptions of Problematic Situations;299
10.3.2.1;Sexual Content;299
10.3.2.2;Making and Posting Sexual Content;303
10.3.2.3;``Bad Language´´ in Content;305
10.3.2.4;Aggressive Communication, Harassment, and Cyberbullying;306
10.3.2.5;Strangers;308
10.3.2.6;Rumor, Social Drama, and Unnecessary Communication;309
10.3.2.7;Excessive Use;312
10.3.2.8;Commercial Content;313
10.3.3;Preventative Measures;315
10.3.4;Coping;317
10.3.5;Conclusions;320
10.3.6;Acknowledgments;322
10.3.7;References;322
11;Section 4: Policy and Practice Recommendations for Facilitating Learning From Media;324
11.1;Chapter 15: Children's Learning in a Mobile Media Environment: Policies, Practices, and Possibilities;326
11.1.1;Regulatory Policies: Reducing the Negative Impact of Mobile Media;328
11.1.2;Development and Advocacy Policies: Boosting the Positive Potential of Mobile Media;333
11.1.3;Resources for Families, Educators, and Other Stakeholders;339
11.1.4;Conclusion;341
11.1.5;References;341
11.2;Chapter 16: How Parents Mediate Children's Media Consumption;346
11.2.1;Parental Mediation Strategies;348
11.2.1.1;Restrictive Mediation;348
11.2.1.1.1;Context Versus Activity Constraints;349
11.2.2;Permissive Mediation;349
11.2.2.1;Active Mediation;350
11.2.2.1.1;Subcategories of Active Mediation: Positive, Negative, and Neutral;350
11.2.3;Child and Teen Perceptions of Parental Mediation;351
11.2.4;Role Modeling Media Behavior;351
11.2.5;Age Differences in Parental Mediation;352
11.2.5.1;Parental Mediation of Children;352
11.2.5.2;Parental Mediation of Adolescents;355
11.2.6;Other Moderators of Parental Mediation;357
11.2.6.1;Gender Differences;357
11.2.6.2;Ethnicity and Culture;357
11.2.6.3;Gender of Parents;358
11.2.7;Parental Mediation of Media Literacy;358
11.2.8;Parental Mediation by Type of Media;359
11.2.8.1;Video Games;359
11.2.8.2;Social Media;360
11.2.9;Recommendations and Best Practices;360
11.2.10;References;361
12;Index;366
13;Back Cover;372