Article Instance

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{
    "pk": 27765,
    "title": "Contingent Responsiveness in Digital Sotrybooks: Effects on Children's Comprehension and the Role of Individual Differences in Attention",
    "subtitle": null,
    "abstract": "Experiences of contingent interactions like referential cues\n(e.g., caregivers pointing to relevant text and pictures) during\nshared book reading predict better reading and language\noutcomes (Landry, & Smith, 2007). However, it is unclear\nwhether contingent responsiveness in a digital book could\nprovide similar support for children in the absence of\ncontingent feedback from an adult. The effects on story\ncomprehension using an interactive book with content-related\nanimations that activated contingent on children’s\nvocalizations were investigated, with a focus on whether the\ninteractive book might be especially useful for children with\nless developed attentional control. The present study used a\nwithin-subject design with data from 69 preschool-aged\nchildren. The use of the interactive book exhibited\nsignificantly increased comprehension, and was also found to\nbe especially useful for children with less attentional control.\nImportantly, the associations between attention and\ncomprehension gains were not entirely due to variance shared\nwith verbal ability.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "attention"
        },
        {
            "word": "Reading"
        },
        {
            "word": "individual differences"
        },
        {
            "word": "Reading comprehension"
        },
        {
            "word": "Books"
        },
        {
            "word": "technology"
        },
        {
            "word": "learning"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0276w0rb",
    "frozenauthors": [
        {
            "first_name": "Cassondra",
            "middle_name": "M",
            "last_name": "Eng",
            "name_suffix": "",
            "institution": "Carnegie Mellon",
            "department": ""
        },
        {
            "first_name": "Anthony",
            "middle_name": "S",
            "last_name": "Tomasic",
            "name_suffix": "",
            "institution": "Carnegie Mellon",
            "department": ""
        },
        {
            "first_name": "Erik",
            "middle_name": "D",
            "last_name": "Thiessen",
            "name_suffix": "",
            "institution": "Carnegie Mellon",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27765/galley/17405/download/"
        }
    ]
}