{"pk":25687,"title":"Young Children’s Self-Directed Information Gathering on Touchscreens","subtitle":null,"abstract":"Self-directed learning, defined as the ability to choose what to\nlearn about, represents a unique educational opportunity. We\ntest the effect of self-direction on learning outcomes in children\n(N=32, age range=3-5 years) in a novel word-learning\ntask conducted via touchscreen tablets. Study participants\nwere randomly assigned to one of two learning conditions: one\nin which learning was self-directed and one in which it was\nnot. Children in the self-directed condition performed better\non a recognition task, controlling for subject and item effects.\nOur results suggest that self-directed learning facilitates information\nretention in children, in line with previous work that\nhas found improved information retention using self-directed\nlearning paradigms in adults (e.g., Markant, DuBrow, Davachi,\n& Gureckis, 2014).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Learning; cognitive development; developmental\nexperimentation."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vt5g724","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Partridge","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Matthew","middle_name":"G","last_name":"McGovern","name_suffix":"","institution":"State University of New York at Buffalo","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Yung","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25687/galley/15311/download/"}]}