Front Cover
Cognitive Development in Digital Contexts
Copyright
Contents
Contributors
Preface
Media Use as a Context for Cognitive Development: What Is and Should Be Known?
Young Children's Learning From Digital Media
Children and Adolescents' Cognitive Skills Are Enhanced Via Media
Media Literacy as a Cognitive Skill
Policy and Practice Recommendations for Facilitating Learning From Media
References
Section 1: Young Children's Learning From Digital Media
Chapter 1: Screen Media and the Youngest Viewers: Implications for Attention and Learning
Television and the Development of Attention
Television and Attention Deficits
Television and Executive Functioning
Background Television and Attention
Television and Learning
The Video Deficit
Co-viewing With Young Children
Language Learning From Babyยดยด Video
Mobile Technologies, Attention, and Learning
References
Chapter 2: Early Digital Literacy: Learning to Watch, Watching to Learn
Perception of Video Images
Learning About Pictures
Learning to Use Information From People on Video
Solving a Problem Using Video
Children's Concept of Video
Conceptual Development Through New Experience With Video
When People on Video Respond
Conceptual Development Through Active Co-viewing
Digital Literacy in the Future
Learning to Learn From Video
References
Chapter 3: The Effects of Parent-Child Interaction and Media Use on Cognitive Development in Infants, Toddlers, and Preschool
Parent-Child Interaction
Parent-Child Interaction & Media Use
Parent-Child Interaction and Foreground Media Exposure
Joint Engagement With Foreground Media
The Effect of Foreground Media on Parent-Child Interaction
Parent-Child Interaction and Background Media Exposure
Conclusions
References
Chapter 4: Plugging Into Word Learning: The Role of Electronic Toys and Digital Media in Language Development
Children Learn Words for Things and Events That Interest Them
Children Learn the Words That They Hear Most
Interactive and Responsive Rather Than Passive Contexts Favor Vocabulary Learning
Children Learn Words Best in Meaningful Contexts
Children Need Clear Information About Word Meaning
Vocabulary Learning and Grammatical Development are Reciprocal Processes
Conclusions
References
Chapter 5: Parasocial Relationships With Media Characters: Imaginary Companions for Young Children's Social and Cognitive ...
What Are Parasocial Relationships?
Measuring Early Parasocial Relationships and Parasocial Interactions
Meaningful Parasocial Relationships for Early STEM Learning
Parasocial Breakups
Intelligent Characters
The Creation of Engaging Media Characters in Educational Productions
Conclusions
References
Section 2: Children and Adolescents Cognitive Skills as Enhanced Via Media
Chapter 6: Young Minds on Video Games
Not All Games Are Created Equal
Video Game Research
Action Video Games
Methods
Correlational Methods
Intervention/Experimental Methods
Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Adults
Perception
An Aside: Why Action Games Are InterestingโTransfer of Learning Is Rare
Selective Attention
Sustaining Attention, Impulsivity, Speed/Accuracy Tradeoffs
Cognitive Control
Practical Outcomes
Areas Where Little or No Improvements Have Been Observed
Brief Review of the Perceptual and Cognitive Effects of Action Video Games in Children
Genre Unspecific Studies From the 1990s and Early 2000s
Action Video Game Correlational Studies in Children
Experimental Studies
Practical Applications
Possible Negative Effects
Impact of Other Emerging Media Interactions
Technological Interventions Designed for Improving Cognition in Youth
Issues Going Forward
Dynamic Game Genres
Complex Mixtures of Media Effects
Other Ethical Obstacles in Children
Conclusions
References
Chapter 7: Playing With Virtual Blocks: Minecraft as a Learning Environment for Practice and Research
Introduction: What is in aGame?ยดยด
Minecraft 101
Minecraft as an Environment for Teaching and Learning
Minecraft as an Educational Research Tool
Conclusion
References
Chapter 8: The Impact of Digital Media on Executive Planning and Performance in Children, Adolescents, and Emerging Adults
The Impact of Screen Media on EF
Video Games
Video Games and Special Needs Populations
Mobile Technology
Social Media
Concluding Thoughts
References
Chapter 9: Immersive Virtual Reality and the Developing Child
What Is Virtual Reality (VR)?
Immersive Technology
Immersive Virtual Reality (IVR)
What Makes IVR Unique?
Children Experiencing IVR as Real
Children's Discovery of the Self in IVR
The Fluidity of the Cognitive Self in IVR
Trends in Research With IVR and Children
Conclusions and Future Directions
References
Chapter 10: Digital Childhoods and Literacy Development: Is Textspeak a Special Case of an Efficient Orthographyยดยด?
An Efficient Orthography
Textism Use and Literacy Skills
Self-Teaching Theory
Individual Differences in Phonological Processing Will Impact Self-Teaching
Self-Teaching Theory and Spelling
A Good Enough Orthography
Wider Texting Behaviors and Academic Performance
Concluding Remarks
Acknowledgments
References
Chapter 11: Bridging Theory and Practice: Applying Cognitive and Educational Theory to the Design of Educational Media
From Theory to Practice
Educational Television
Games and Digital Media
Theories of Learning From Media
Comprehension of Educational Television
Learning From Digital Games
Applying the Capacity Model to Educational Games
Cross-Platform Learning
Conclusion
References
Section 3: Media Literacy as a Cognitive Skill
Chapter 12: Understanding the Technical and Social Complexity of the Internet: A Cognitive Developmental Resource Perspective
Early Research on How Individuals Understand the Internet
Three Major Studies on How Individuals Understand the Internet
Conclusions
References
Chapter 13: Measuring the Digital and Media Literacy Competencies of Children and Teens
Context and Background
Approaches to Measurement
Competency-Based Measures
Self-Report Measures of Media Literacy
Media Knowledge and Media Literacy
Media Literacy and the Affective Domain
Implications for the Future
References
Chapter 14: Risks, Opportunities, and Risky Opportunities: How Children Make Sense of the Online Environment
Methodology
Children's Perceptions of Problematic Situations
Sexual Content
Making and Posting Sexual ContentBad Languageยดยด in Content
Aggressive Communication, Harassment, and Cyberbullying
Strangers
Rumor, Social Drama, and Unnecessary Communication
Excessive Use
Commercial Content
Preventative Measures
Coping
Conclusions
Acknowledgments
References
Section 4: Policy and Practice Recommendations for Facilitating Learning From Media
Chapter 15: Children's Learning in a Mobile Media Environment: Policies, Practices, and Possibilities
Regulatory Policies: Reducing the Negative Impact of Mobile Media
Development and Advocacy Policies: Boosting the Positive Potential of Mobile Media
Resources for Families, Educators, and Other Stakeholders
Conclusion
References
Chapter 16: How Parents Mediate Children's Media Consumption
Parental Mediation Strategies
Restrictive Mediation
Context Versus Activity Constraints
Permissive Mediation
Active Mediation
Subcategories of Active Mediation: Positive, Negative, and Neutral
Child and Teen Perceptions of Parental Mediation
Role Modeling Media Behavior
Age Differences in Parental Mediation
Parental Mediation of Children
Parental Mediation of Adolescents
Other Moderators of Parental Mediation
Gender Differences
Ethnicity and Culture
Gender of Parents
Parental Mediation of Media Literacy
Parental Mediation by Type of Media
Video Games
Social Media
Recommendations and Best Practices
References
Index
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