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The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers
Author(s) -
Zimmermann Laura,
Moser Alecia,
Lee Herietta,
Gerhardstein Peter,
Barr Rachel
Publication year - 2016
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12683
Subject(s) - touchscreen , imitation , psychology , task (project management) , cognitive psychology , human–computer interaction , developmental psychology , communication , computer science , social psychology , engineering , systems engineering
This study examined the effect of a “ghost” demonstration on toddlers’ imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty‐two 2.5‐ and 3‐year‐olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen ( n = 23) by 2.5‐ and 3‐year‐olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen ( n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood.