What Research Tells Us: Single Texts

2021 ◽  
pp. 65-93
Author(s):  
Naomi S. Baron
Keyword(s):  
Social Interaction ◽  
Cognitive Development ◽  
Young Children ◽  
Experimental Results ◽  
School Age ◽  
User Perception ◽  
Text Display ◽  
Digital Books

Chapter 4 delves into research comparing reading single printed texts versus digital versions. The beginning section considers what we know about using digital books with young children for different purposes: social interaction, linguistic or cognitive development, or engagement. Most of the chapter focuses on research with school-age readers. The discussion is organized around four issues. First, what kind of measures were used? Variables include user perception studies versus experiments, type of experimental questions, and speed. Second, does the length or genre of the text affect results? Third, what is the role of technology, including digital paging versus scrolling, along with adaptive text display? And fourth, how much are experimental results explained by the mindset (metacognition) we bring to reading in print versus digitally? Among the considerations are students’ ability to correctly predict success when reading in the two media (calibration) and motivation for reading.

scholarly journals The role of pre‐school quality in promoting resilience in the cognitive development of young children

2009 ◽  
Vol 35 (3) ◽  
pp. 331-352 ◽  
Author(s):  
James Hall ◽  
Kathy Sylva ◽  
Edward Melhuish ◽  
Pam Sammons ◽  
Iram Siraj‐Blatchford ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
School Quality

scholarly journals The role of inhibition in moving beyond perceptually focused noun extensions

2017 ◽  
Vol 38 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Simon Snape ◽  
Andrea Krott
Keyword(s):  
Individual Differences ◽  
Cognitive Development ◽  
Young Children ◽  
Executive Control ◽  
Potential Role ◽  
Control Task ◽  
Perceptual Features ◽  
Object Categories ◽  
Inhibition Ability

When young children interpret novel nouns, they tend to be very much affected by the perceptual features of the referent objects, especially shape. This article investigates whether children might inhibit a prepotent tendency to base novel nouns on the shape of referent objects in order to base them on conceptual features (i.e. taxonomic object categories). The study tested 3- to 5-year old children on a noun extension task, alongside a test of their inhibition and more general executive control ability. Noun extensions were related to inhibition ability, independent of age. Noun extensions were not related to individual differences in the general executive control task. This suggests a potential role for inhibition in extension which is independent of other aspects of cognitive development.

scholarly journals Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School Children

2015 ◽  
Vol 4 (1) ◽  
pp. 172 ◽  
Author(s):  
Marta Topçiu ◽  
Johana Myftiu
Keyword(s):  
Social Interaction ◽  
Social Environment ◽  
Social Constructivism ◽  
Continuous Process ◽  
Zone Of Proximal Development ◽  
School Age ◽  
Proximal Development ◽  
Psychological Mechanisms ◽  
Scaffolding Technique

The continuous process of human recognition has been explained by different schools of psychology. Among them, social constructivism emphasizes the importance of social environment, culture and social interaction with others, in this process. This study aims to highlight the role of using effective techniques and strategies that allow the possibility to study with the help and interaction with others in the pre-school age. The knowledge and application of the scaffolding technique within the Zone of Proximal Development helps accelerate the cognitive development of the child, making the learning process more dynamic and the child more active. The idea of dialog is very important and every child should feel as an integral part of social interaction. The efficient use of these techniques shows an optimization of the child’s achievement. The process of transforming spontaneous concepts into scientific ones, is facilitated and accelerated. It is important for the help to be offered in an individual way, when and where needed. Also, it is required that the educators and teachers be trained for the successful use of these psychological mechanisms.

Developmental foundations of externalizing problems in young children: The role of effortful control

2002 ◽  
Author(s):  
Sheryl L. Olson ◽  
Arnold J. Sameroff ◽  
David C. Kerr ◽  
Nestor L. Lopez
Keyword(s):  
Young Children ◽  
Externalizing Problems ◽  
Effortful Control
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