TY - JOUR
T1 - Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading
AU - Breitfeld, Elise
AU - Potter, Christine E.
AU - Lew-Williams, Casey
N1 - Funding Information:
This work was supported by a research fellowship awarded to EB from Princeton University’s Program in Cognitive Science and by the National Institute of Child Health and Human Development (F32HD093139 to CEP, R01HD095912 to CLW). We would like to thank the participating children and families and the members of the Princeton Baby Lab. We also thank Tania Lombrozo and Sammy Floyd for their advice on task design, and Kennedy Casey for assistance with coding data.
Funding Information:
This work was supported by the NICHD [F32HD093139,R01HD095912], Princeton University (Program in Cognitive Science Summer Research Fellowship). This work was supported by a research fellowship awarded to EB from Princeton University?s Program in Cognitive Science and by the National Institute of Child Health and Human Development (F32HD093139 to CEP, R01HD095912 to CLW). We would like to thank the participating children and families and the members of the Princeton Baby Lab. We also thank Tania Lombrozo and Sammy Floyd for their advice on task design, and Kennedy Casey for assistance with coding data.
Publisher Copyright:
© 2021 Taylor & Francis.
PY - 2021
Y1 - 2021
N2 - Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children’s learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children’s simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children’s learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books.
AB - Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children’s learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children’s simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children’s learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books.
UR - http://www.scopus.com/inward/record.url?scp=85109003268&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85109003268&partnerID=8YFLogxK
U2 - 10.1080/15248372.2021.1939353
DO - 10.1080/15248372.2021.1939353
M3 - Article
C2 - 34744519
AN - SCOPUS:85109003268
SN - 1524-8372
VL - 22
SP - 744
EP - 766
JO - Journal of Cognition and Development
JF - Journal of Cognition and Development
IS - 5
ER -