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Cited by 294Child and Animal Learning DevelopmentChild Development and Digital TechnologyEarly Childhood Education and Development

The DOI matches its Crossref record; 216 of the 216 references it cites were found in a registry or an index.

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

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Barr, Rachel·2010·Developmental Review
DOI 10.1016/j.dr.2010.03.001PMC PMC2885850
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Abstract

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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Research works printed but not linked: 3

  1. Elsner, 2003, Do I get what you get? Learning about the effects of self-performed and observed actions in infancy, Consciousness & Cognition, 12, 732, 10.1016/S1053-8100(03)00073-4 · DOI
  2. Jowkar-Baniani, G. & Schmuckler, M. A. (2009). Picture perception in infancy: Generalizing from two-dimensional to three-dimensional displays. In Biannual conference of the society for research in child development, Denver, CO.
  3. Subiaul, 2007, Cognitive imitation in 2-year old human toddlers: A comparison with rhesus monkeys, Animal Cognition, 52

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Metadata

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)
DOI
10.1016/j.dr.2010.03.001
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
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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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