Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice
Open accessAbstract
The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne's (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.
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A range of evidence suggests that infants learn more effectively from live than recorded stimuli.
“a range of evidence suggests that infants learn more effectively from live than recorded stimuli (e.g., [97, 98])”
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The association between screen media quantity, content, and context and language development
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The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers
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Self-citationYoung Children’s Mathematical Learning From Intelligent Characters
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Almost Being There: Video Communication with Young Children
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Visual response properties of neurons in four areas of the avian pallium
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Adding Physical Objects to an Interactive Game Improves Learning and Enjoyment
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Children’s Learning from Touch Screens: A Dual Representation Perspective
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Digital Media and Developing Brains: Concerns and Opportunities
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Optical imaging during toddlerhood: brain responses during naturalistic social interactions
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Screen Media and the Youngest Viewers: Implications for Attention and Learning
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Screen Time and Children with Autism Spectrum Disorder
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Designing and using digital books for learning: The informative case of young children and video
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Interdimensional Travel: Visualisation of 3D-2D Transitions in Anatomy Learning
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The Cambridge Handbook of Infant Development
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Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition
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From Print to Digital: The Medium Is Only Part of the Message
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Reexamining models of early learning in the digital age: Applications for learning in the wild.
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Infant media use: A harm reduction approach
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Looking good versus doing good: Which factors take precedence when children learn about new tools?
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The Development of Multisensory Attention Skills
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How Children Invented Humanity
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Eye tracking infants: Investigating the role of attention during learning on recognition memory
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Do semantic contextual cues facilitate transfer learning from video in toddlers?
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From Specificity to Flexibility: Early Developmental Changes in Memory Generalization
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Toddler learning from video: Effect of matched pedagogical cues
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- Authors
- Barr, R.
- Affiliations
- Georgetown University (US)
- Corresponding author
- Barr, Rachel
- ORCID
- Barr, Rachel
- Venue
- Developmental Review
- Publisher
- Elsevier BV
- Published
- 2010-06
- Volume
- 30
- Issue
- 2
- Pages
- 128-154
- ISSN
- 0273-2297 (ISSN-L)
- PMC
- PMC2885850
- OpenAlex
- W2067630609
- Cited by
- 294
- References
- 212
- Citations by year
- 2026: 12 · 2025: 20 · 2024: 25 · 2023: 29 · 2022: 19 · 2021: 23 · 2020: 57 · 2019: 13 · 2018: 12 · 2017: 13 · 2016: 25 · 2015: 10 · 2014: 10 · 2013: 6 · 2012: 11
- FWCI
- 15.81
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Developmental Review (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD056084)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Education › Child Development and Digital Technology
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- transfer of learning, television learning, representational flexibility, memory processes, imitation, early childhood, early childhood education policy
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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