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{
    "pk": 25708,
    "title": "Cognitive Consequences of Interactivity",
    "subtitle": null,
    "abstract": "When children encounter objects, design constrains and\naffords action and cognition. An observational study in the\nwild revealed how manipulable objects afforded greater\ncomplexity of cognitive outcomes, including testing causeand-\neffect and expressing abstract ideas about phenomena in\nthe natural world. Evidence comes from video analysis of\nchildren’s speech, gesture, and action when using a wide\nrange of natural history exhibits. In the museum—an\nenvironment expressly designed for learning—children\nsought information with their moving bodies, eyes and hands.\nThey explored sensorimotor contingencies, looking while\ntouching, pushing, and pulling; they probed the perceptual\naffordances of different types of museum media, including\ngraphic panels, specimens, models, and interactive exhibits.\nChildren spoke more about the museum’s content when they\ntouched the exhibits, but the content of their speech changed\ndepending on the object’s affordances for interaction. With\nstatic specimens and models, children most often referred to\nobjects’ concrete properties. With interactive exhibits,\nchildren’s speech involved references to dynamic relations\namong exhibit elements. Use of abstract speech and iconic\ngestures also suggests that they perceived interactive exhibits\nas representations of objects and phenomena beyond the hereand-\nnow. In summary, when children used interactive\nexhibits, the content of their speech was relational,\nrepresentational, and at times, both representational and\nrelational; they employed modes of conceptualization not\nseen when using non-interactive exhibits.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Distributed cognition; embodied cognition;\nsituated cognition; interactivity; perceptual and cognitive\naffordances; representation; design; learning; museums"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/5d49q6qn",
    "frozenauthors": [
        {
            "first_name": "Nan",
            "middle_name": "",
            "last_name": "Renner",
            "name_suffix": "",
            "institution": "UCSD",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25708/galley/15332/download/"
        }
    ]
}