https://doi.org/10.32798/dlk.1376
Nowadays, from early on, children are exposed to technology and media, and six-month-olds are even expected to use some. There is a wide range of products for babies and toddlers. This article reviews the current state of the art, examining the robustness of word knowledge learned using technologies such as e-books, computer games, digital pens, and social robots, and how individual differences among children impact language learning with technology. It aligns with interactive learning theories, positing that learners need to engage in an interaction in order to construct new knowledge.
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Katharina J. Rohlfing – Professor in the Faculty of Arts and Humanities at Paderborn University (Germany). Her research interests include developmental psycholinguistics, the interface between cognitive development and language acquisition as well as the collaborative mechanisms of multimodal social interaction. Contact: katharina.rohlfing@upb.de.
Eugenia Wildt – PhD, works in the Faculty of Arts and Humanities at Paderborn University (Germany). Her research interests include developmental psycholinguistics, early language acquisition, particularly the memory and attentional processes underlying it, as well as parent–child interactions with digital reading media. Contact: eugenia.wildt@upb.de.
Nils F. Tolksdorf – PhD, works in the Faculty of Arts and Humanities at Paderborn University (Germany). His research focuses on the intersection of psycholinguistics and child-technology interaction, particularly multimodality, cross-situational learning, and children’s individual behaviours in interaction and learning. Contact: nils.tolksdorf@upb.de.