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When Representation Becomes Reality: Interactive Digital Media and Symbolic Development.

Georgene L Troseth1, Israel Flores1, Zachary D Stuckelman1

  • 1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States.

Advances in Child Development and Behavior
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Summary

Children may struggle to use interesting objects as symbols because they focus on the object itself. Interactive media, like touchscreens, may influence children's symbolic development, requiring adult guidance.

Keywords:
Dual representationInteractive mediaInteractivityRepresentational insightSymbolSymbolic developmentTabletTouchscreenVideoVideo chat

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Media Psychology

Background:

  • Children's symbolic development is challenged when they focus on a symbol's inherent properties rather than its referential meaning.
  • Traditional symbolic media, like scale models, are often treated as toys, hindering their use in developing representational understanding.
  • Young children's engagement with pictures is facilitated by their relatively low object interest.

Purpose of the Study:

  • To examine the impact of interactive symbolic media on children's symbolic development.
  • To explore how interactive media influences psychological perspectives on representational objects.
  • To understand the role of adult scaffolding in children's learning with interactive media.

Main Methods:

  • Conceptual analysis of symbolic development in the context of interactive media.
  • Review of existing research on children's interaction with touchscreens, video chat, and augmented reality.
  • Theoretical discussion on the implications for cognitive psychology and representational theory.

Main Results:

  • Interactive media, such as touchscreens, are perceived by children as virtual objects for action, potentially altering their symbolic engagement.
  • The interactive nature of new media may shift how children process symbolic information compared to static representations.
  • Adult guidance (scaffolding) is crucial for effective learning and symbolic development when children use interactive cultural tools.

Conclusions:

  • Interactive symbolic media present new opportunities and challenges for children's symbolic development.
  • Understanding children's interaction with these media requires a re-evaluation of representational objects in psychology.
  • Scaffolding by adults is essential to harness the potential of interactive media for cognitive growth.