School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada.
Centre for Research in Brain, Language, and Music, McGill University, Montreal, Quebec, Canada.
Wiley Interdiscip Rev Cogn Sci. 2022 Sep;13(5):e1599. doi: 10.1002/wcs.1599. Epub 2022 May 24.
Parents of young children use video chat differently than other screen media, paralleling expert recommendations (e.g., American Academy of Pediatrics Council on Communications and Media, 2016), which suggest that video chat, unlike other screen media, is acceptable for use by children under 18 months. Video chat is unique among screen media in that it permits contingent (time-sensitive and content-sensitive) social interactions. Contingent social interactions take place between a child and a partner (dyadic), with objects (triadic), and with multiple others (multi-party configurations), which critically underpin development in multiple domains. First, we review how contingent social interaction may underlie video chat's advantages in two domains: for learning (specifically learning new words) and for social-emotional development (specifically taking turns and fostering familial relationships). Second, we describe constraints on video chat use and how using chat with an active adult (co-viewing) may mitigate some of its limitations. Finally, we suggest future research directions that will clarify the potential advantages and impediments to the use of video chat by young children. This article is categorized under: Linguistics > Language Acquisition Psychology > Learning Cognitive Biology > Social Development.
幼儿的父母使用视频聊天的方式与其他屏幕媒体不同，这与专家建议（例如，美国儿科学会传播与媒体委员会，2016）相呼应，即视频聊天与其他屏幕媒体不同，18 个月以下的儿童可以使用。视频聊天在屏幕媒体中是独一无二的，因为它允许有条件（时间敏感和内容敏感）的社交互动。有条件的社交互动发生在孩子和伙伴（二人组）、物体（三人组）和多个其他人（多方配置）之间，这对多个领域的发展至关重要。首先，我们回顾了有条件的社会互动如何在两个领域为视频聊天的优势提供基础：一个是学习（特别是学习新单词），另一个是社会情感发展（特别是轮流和培养家庭关系）。其次，我们描述了视频聊天使用的限制，以及与活跃的成年人（共同观看）一起使用聊天如何减轻其一些局限性。最后，我们提出了未来的研究方向，这将阐明幼儿使用视频聊天的潜在优势和障碍。本文属于以下类别：语言学 > 语言习得心理学 > 学习认知生物学 > 社会发展。
