Affiliation:
1. Department of Psychology and Neuroscience Boston College Chestnut Hill Massachusetts USA
2. Biostatistics University of Washington Seattle Washington USA
3. Human Development and Family Studies University of Wisconsin‐Madison Madison Wisconsin USA
4. Communication Arts University of Wisconsin‐Madison Madison Wisconsin USA
Abstract
AbstractThis meta‐analysis synthesizes research on media use in early childhood (0–6 years), word‐learning, and vocabulary size. Multi‐level analyses included 266 effect sizes from 63 studies (Ntotal = 11,413) published between 1988–2022. Among samples with information about race/ethnicity (51%) and sex/gender (73%), most were majority White/Non‐Hispanic and between 40%–60% female. Analyses revealed a small overall positive relation between screen media exposure and vocabulary (r = .23). Experimental studies yielded a small‐to‐medium effect (r = .30), with stronger effects for e‐books than TV/video or games/apps, and non‐significant effects for video chat. In correlational studies, there was no overall association between vocabulary size and naturalistic media exposure (r = .07), with the exception of naturalistic exposure to educational media (r = .17).
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
Reference110 articles.
1. Screen Media and Parent–Child Interactions
2. Media and Cognitive Development
3. Television and Very Young Children
4. Apple. (2017).iPad in education.https://images.apple.com/education/docs/ipad‐in‐education‐results.pdf
5. The effect of games on improvement of Iranian EFL vocabulary knowledge in kindergartens;Aslanabadi H.;International Review of Social Sciences and Humanities,2013
Cited by
12 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献