کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7273784 | 1473439 | 2018 | 16 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention
ترجمه فارسی عنوان
سواد نویسی در زمینه های چاپی و الکترونیکی: تأثیر نوع کتاب، منبع روایت و توجه
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کلمات کلیدی
کتاب الکترونیکی، قرص ها، رسانه ها، کودک پیش دبستانی، کتاب مقدس، توجه
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Young children learn from traditional print books, but there has been no direct comparison of their learning from print books and tablet e-books while controlling for narration source. The current project used a between-subjects design and examined how 4-year-olds (Nâ¯=â¯100) learned words and story content from a print book read aloud by a live adult, a print book narrated by an audio device, an e-book read aloud by a live adult, and an e-book narrated by an audio device. Attention to the book and prior experience with tablet e-books were also measured and included in analyses. When controlling for vocabulary, the overall pattern of results revealed that children learned more words from the e-book and from the audio narrator, but story comprehension did not differ as a function of condition. Attention predicted learning, but only in some print book contexts, and significant effects of prior experience did not emerge.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 173, September 2018, Pages 100-115
Journal: Journal of Experimental Child Psychology - Volume 173, September 2018, Pages 100-115
نویسندگان
Kathryn J. O'Toole, Kathleen N. Kannass,