The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens
Abstract
The past 15 years have seen an explosion of educational books, television, and touchscreen applications developed specifically for infants. Although infants interact with these symbolic artifacts on a daily basis, they have difficulty going beyond the symbolic source and transferring learning to real-world situations. Infants imitate fewer actions and recognize fewer words following demonstrations depicted in picture books and on televisions and touchscreens than they do following face-to-face interactions, a phenomenon termed the transfer deficit. Age-related constraints on memory flexibility contribute to this deficit. Learning can be enhanced when such constraints are considered. Specifically, repeating content and adding visual and auditory cues reduce the transfer deficit. Given the widespread availability of educational media for infants, understanding memory constraints on learning from media has practical implications for the creation and effective use of infant-directed media in early education.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
When and where do we apply what we learn?: A taxonomy for far transfer
Barnett, S. M., & Ceci, S. J. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.4.612 · Cited by 2,076 · cited 2×
“Repetition and adding visual and auditory cues tend to enhance transfer of learning (Barnett & Ceci, 2002; Hayne, 2006), presumably due to an increase in the availability of retrieval cues.”
BackgroundDevelopmental changes in imitation from television during infancy
Barr, R., & Hayne, H. (1999) · Child Development · doi:10.1111/1467-8624.00079 · Cited by 358
Self-citationTransfer of learning between 2D and 3D sources during infancy: Informing theory and practice
Barr, R. (2010) · Developmental Review · doi:10.1016/j.dr.2010.03.001 · Cited by 294
Self-citationRichards, J. E. (2010) · Developmental Review · doi:10.1016/j.dr.2010.03.005 · Cited by 133
Cited by
COUNCIL ON COMMUNICATIONS AND MEDIA, Hill, D., Ameenuddin, N., Reid Chassiakos, Y. (., Cross, C., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R., Moreno, M., et al. (2016) · Pediatrics · doi:10.1542/peds.2016-2591 · Cited by 1,372
Children and Adolescents and Digital Media
Reid Chassiakos, Y. (., Radesky, J., Christakis, D., Moreno, M. A., Cross, C., COUNCIL ON COMMUNICATIONS AND MEDIA, Hill, D., Ameenuddin, N., Hutchinson, J., Levine, A., et al. (2016) · Pediatrics · doi:10.1542/peds.2016-2593 · Cited by 1,340
Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017) · Developmental Review · doi:10.1016/j.dr.2016.12.002 · Cited by 302
Meyer, M., Zosh, J. M., McLaren, C., Robb, M., McCaffery, H., Golinkoff, R. M., Hirsh-Pasek, K., & Radesky, J. (2021) · Journal of Children and Media · doi:10.1080/17482798.2021.1882516 · Cited by 178
Growing up in the digital age: Early learning and family media ecology
Barr, R. (2019) · Current Directions in Psychological Science · doi:10.1177/0963721419838245 · Cited by 147
Self-citation
Metadata
- Authors
- Barr, R.
- Venue
- Child Development Perspectives
- Publisher
- Oxford University Press (OUP)
- Published
- 2013-11-09
- Volume
- 7
- Issue
- 4
- Pages
- 205-210
- ISSN
- 1750-8592 (ISSN-L)
- 1750-8606
- OpenAlex
- W2041563179
- Cited by
- 249
- References
- 4
- FWCI
- 21.05
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
