Myers Lauren J, LeWitt Rachel B, Gallo Renee E, Maselli Nicole M
Department of Psychology, Lafayette College, USA.
Dev Sci. 2017 Jul;20(4). doi: 10.1111/desc.12430. Epub 2016 Jul 14.
There is abundant evidence for the 'video deficit': children under 2 years old learn better in person than from video. We evaluated whether these findings applied to video chat by testing whether children aged 12-25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from video chat because it retains social contingency. A video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA.
有大量证据表明存在“视频缺陷”：两岁以下的儿童亲自学习比通过视频学习效果更好。我们通过测试12至25个月大的儿童是否能与屏幕上的伙伴建立关系并从他们身上学习，来评估这些发现是否适用于视频聊天。我们操纵了社会偶然性：当伙伴教授新单词、动作和模式时，儿童体验实时FaceTime对话或预录制视频。在两种情况下，儿童都很专注且有反应，但只有FaceTime组的儿童以时间同步的方式回应伙伴。一周后，FaceTime组（而非视频组）的儿童更喜欢并能认出他们的伙伴，学到了更多新的模式，年龄最大的儿童学到了更多新单词。研究结果扩展了先前的研究，表明两岁以下的儿童能从视频聊天中进行社会和认知学习，因为视频聊天保留了社会偶然性。本文的视频摘要可在以下网址观看：https://youtu.be/rTXaAYd5adA 。
