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Contingent responsivity in E-books modeled from quality adult-child interactions: Effects on children's learning and
Cassondra M Eng1, Anthony S Tomasic2, Erik D Thiessen1
1Department of Psychology, Carnegie Mellon University.
Abstract:
Experiences of contingent responsivity during shared book reading predict better learning outcomes. However, it is unclear whether contingent responsivity from a digital book could provide similar support for children. The effects on story recall and engagement interacting with a digital book that responded contingently on children's vocalizations (contingent book) were investigated, with a focus on the role of individual differences in attention. The study used a within-subject design with 3 experiments from 90 3- to 5-year-old children. Children were presented with a contingent book and 3 noncontingent control conditions: a board book (Experiment 1), a static digital book (Experiment 2), and an animated book (Experiment 3). The use of the contingent book significantly increased children's story recall and was found to be especially useful for children with less developed attention regulation. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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