Processes and pathways in development via digital media: Examples from word learning |
| |
| Affiliation: | 1. 0-3 Center for the at-Risk Infant, Scientific Institute IRCCS “Eugenio Medea”, Bosisio Parini, Lecco, Italy;2. Institute of Intelligent Industrial Technologies and Systems for Advanced Manufacturing (STIIMA), National Research Council of Italy (CNR), Milan, Italy;3. Bioengineering Laboratory, Scientific Institute, IRCCS “Eugenio Medea”, Bosisio Parini, Lecco, Italy;1. Institute of Linguistics, Shanghai International Studies University, Shanghai, China;2. School of Psychology and Cognitive Science, East China Normal University, Shanghai, China;1. Department of Psychology, Faculty of Philosophy, Sciences and Letters, University of São Paulo, Brazil;2. Department of Neurosciences and Behavior, Ribeirão Preto Medical School, University of São Paulo, Brazil;1. Department of Psychology, Georgia State University, United States;2. Department of Human Development and Family Studies, Purdue University, United States;3. The A.J. Drexel Autism Institute, Drexel University, United States;1. University of Valencia, Spain;2. York University Toronto, Canada |
| |
| Abstract: | Word learning unfolds over multiple, cascading pathways which support in-the-moment processing and learning. The process is refined with each exposure to a word, and exposures to new words occur across a variety of forms and contexts. However, as children are exposed to more and more digital media, the ways in which children encounter, learn, and build on their vocabulary is also shifting. These shifts represent changes in context, content, and at the level of the child that can lead to negative outcomes. Less work, however, has discussed what these differences mean for how things change in the underlying developmental cascade and learning processes. Here, we suggest that the increasing presence of digital media may shift the developmental pathways for learning (the chain of events that support future learning) but not necessarily the developmental processes (the mechanisms underlying learning). Moreover, the interaction of the two may lead to different behavior and outcomes for learning in a digital era. We argue it is imperative for researchers to not only study how digital media differs from everyday learning, but directly measure if the well-worn pathways, processes, and variables found with decades of research with real items translate to a digital media era. |
| |
| Keywords: | Digital media Word learning Developmental cascades Developmental mechanisms |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
