The University of Tokyo, Japan; Laboratoire de Sciences Cognitives et Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, France.
Laboratoire de Sciences Cognitives et Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, France.
Infant Behav Dev. 2021 May;63:101553. doi: 10.1016/j.infbeh.2021.101553. Epub 2021 Mar 18.
While previous studies have documented that toddlers learn less well from passive screens than from live interaction, the rise of interactive, digital screen media opens new perspectives, since some work has shown that toddlers can learn similarly well from a human present via video chat as from live exposure. The present study aimed to disentangle the role of human presence from other aspects of social interactions on learning advantages in contingent screen settings. We assessed 16-month-old toddlers' fast mapping of novel words from screen in three conditions: in-person, video chat, and virtual agent. All conditions built on the same controlled and scripted interaction. In the in-person condition, toddlers learned two novel word-object associations from an experimenter present in the same room and reacting contingently to infants' gaze direction. In the video chat condition, the toddler saw the experimenter in real time on screen, while the experimenter only had access to the toddler's real-time gaze position as captured by an eyetracker. This setup allowed contingent reactivity to the toddler's gaze while controlling for any cues beyond these instructions. The virtual agent condition was programmed to follow the infant's gaze, to smile, and to name the object with the same parameters as the experimenter in the other conditions. After the learning phase, all toddlers were tested on their word recognition in a looking-while-listening paradigm. Comparisons against chance revealed that toddlers showed above-chance word learning in the in-person group only. Toddlers in the virtual agent group showed significantly worse performance than those in the in-person group, while performance in the video chat group overlapped with the other two groups. These results confirm that in-person interaction leads to best learning outcomes even in the absence of rich social cues. They also elucidate that contingency is not sufficient either, and that in order for toddlers to learn from interactive digital media, more cues to social agency are required.
虽然之前的研究已经记录到，与真人互动相比，幼儿从被动屏幕中学习的效果较差，但交互式数字屏幕媒体的兴起开辟了新的视角，因为一些研究表明，幼儿通过视频聊天与真人互动获得的学习效果与与真人面对面接触相同。本研究旨在从其他社会互动方面分离出人类存在对在 contingent 屏幕环境中学习优势的作用。我们评估了 16 个月大的幼儿在三种条件下从屏幕中快速映射新单词的能力：真人、视频聊天和虚拟代理。所有条件都基于相同的受控和脚本化交互。在真人条件下，幼儿从在同一房间内的实验者那里学习了两个新的单词-物体关联，并且实验者会根据婴儿的注视方向做出即时反应。在视频聊天条件下，幼儿实时在屏幕上看到了实验者，而实验者只能通过眼动追踪器获取幼儿的实时注视位置。这种设置允许在控制超出这些指令的任何线索的同时，对幼儿的注视做出即时反应。虚拟代理条件被编程为跟随婴儿的注视、微笑，并以与其他条件下的实验者相同的参数命名物体。在学习阶段之后，所有幼儿都在听着看的测试范式中接受了他们对单词的识别测试。与机会的比较表明，只有在真人组中，幼儿表现出了高于机会的单词学习。虚拟代理组的幼儿表现明显不如真人组，而视频聊天组的表现与其他两组重叠。这些结果证实，即使没有丰富的社会线索，真人互动也能带来最佳的学习效果。它们还阐明了仅仅依靠偶然性是不够的，为了让幼儿从交互式数字媒体中学习，需要更多的社会代理线索。
