All Outputs (14)

Can 3-year-old children learn verbs using an educational touchscreen app? (2024)
Journal Article
Taylor, G., Westermann, G., & Monaghan, P. (in press). Can 3-year-old children learn verbs using an educational touchscreen app?. Frontiers, 2, 1429845. https://doi.org/10.3389/fdpys.2024.1429845

Introduction: Research demonstrates that children can learn nouns using touchscreen apps, however there has been less attention to whether apps can also promote verb learning. In addition, only a few studies have investigated the role of adult-child... Read More about Can 3-year-old children learn verbs using an educational touchscreen app?.

Does adult-child co-use during digital media use improve children's learning aged 0-6 years? A systematic review with meta-analysis (2024)
Journal Article
Taylor, G., Sala, G., Kolak, J., Gerhardstein, P., & Lingwood, J. (2024). Does adult-child co-use during digital media use improve children's learning aged 0-6 years? A systematic review with meta-analysis. Educational Research Review, 44, 100614. https://doi.org/10.1016/j.edurev.2024.100614

Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children’s learning from digital media is important. A specific recommendation by some professional bodies is tha... Read More about Does adult-child co-use during digital media use improve children's learning aged 0-6 years? A systematic review with meta-analysis.

The multiple roles of media use within the family system during lockdown: a thematic analysis of parental reports from the UK (2023)
Journal Article
Galpin, A., Bidgood, A., & Taylor, G. (2023). The multiple roles of media use within the family system during lockdown: a thematic analysis of parental reports from the UK. Children & Society, 37(4), 1233-1251. https://doi.org/10.1111/chso.12741

Children's media use increased during the COVID-19 lockdowns. Here, we present a thematic analysis of online survey responses from 69 parents (of children aged 0–11 years) who described their family media use after the first UK lockdown. Data highlig... Read More about The multiple roles of media use within the family system during lockdown: a thematic analysis of parental reports from the UK.

Assessing the educational potential and language content of touchscreen apps for preschool children (2022)
Journal Article
Taylor, G., Kolak, J., Norgate, S., & Monaghan, P. (2022). Assessing the educational potential and language content of touchscreen apps for preschool children. Computers and education open, 3, https://doi.org/10.1016/j.caeo.2022.100102

Touchscreen apps have the potential to teach children important early skills including oral language. However, there is little empirical data assessing the educational potential of children's apps in the app market or how apps link to theories of cog... Read More about Assessing the educational potential and language content of touchscreen apps for preschool children.

Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech (2022)
Journal Article
Kolak, J., Monaghan, P., & Taylor, G. (2022). Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech. Journal of Child Language, 28, 1-27. https://doi.org/10.1017/S0305000922000198

Language in touchscreen apps could be useful as an additional source of children’s language input, alongside child directed speech (CDS) and books. Here we performed the first analysis of language in apps, as compared with books and CDS. We analysed... Read More about Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech.

Selecting educational apps for preschool children : how useful are website app rating systems? (2022)
Journal Article
Taylor, G., Kolak, J., Bent, E., & Monaghan, P. (2022). Selecting educational apps for preschool children : how useful are website app rating systems?. British Journal of Educational Technology, 53(5), 1262-1282. https://doi.org/10.1111/bjet.13199

In the present paper, we assess whether website rating systems are useful for selecting educational apps for preschool age children. We selected the 10 highest scoring and 10 lowest scoring apps for 2–4-year-olds from two widely used websites (Good A... Read More about Selecting educational apps for preschool children : how useful are website app rating systems?.

A balanced Digital Diet for under 5s: a commentary on Orben (2021) (2022)
Journal Article
Bidgood, A., Taylor, G., Kolak, J., Bent, E., & Hickman, N. (2022). A balanced Digital Diet for under 5s: a commentary on Orben (2021). Infant and child development, https://doi.org/10.1002/icd.2292

Orben (2021) proposed a ‘Digital Diet’ approach to thinking about children's consumption of digital media. Here, we consider the Digital Diet with a focus on young children under 5. As well as discussing how Type and Amount apply to this age group, w... Read More about A balanced Digital Diet for under 5s: a commentary on Orben (2021).

Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK (2020)
Journal Article
Kolak, J., Norgate, S., Monaghan, P., & Taylor, G. (2021). Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK. Journal of Children and Media, 15(3), 410-430. https://doi.org/10.1080/17482798.2020.1844776

Selecting high quality apps can be challenging for caregivers and educators. We here develop tools evaluating educational potential of apps for preschool children. In Study 1, we developed two complementary evaluation tools tailored to different audi... Read More about Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK.

Investigating the association between children’s screen media exposure and vocabulary size in the UK (2017)
Journal Article
Taylor, G., Monaghan, P., & Westermann, G. (2018). Investigating the association between children’s screen media exposure and vocabulary size in the UK. Journal of Children and Media, 12(1), 51-65. https://doi.org/10.1080/17482798.2017.1365737

Children are growing up in a digital age with increasing exposure to television and touchscreen devices. We tested whether exposure to screen media is associated with children’s early language development. One hundred and thirty-one highly educated c... Read More about Investigating the association between children’s screen media exposure and vocabulary size in the UK.

The role of verbal labels on flexible memory retrieval at 12-months of age (2016)
Journal Article
Taylor, G., Liu, H., & Herbert, J. (2016). The role of verbal labels on flexible memory retrieval at 12-months of age. Infant Behavior and Development, 45(Part A), 11-17. https://doi.org/10.1016/j.infbeh.2016.08.002

The provision of verbal labels enhances 12-month-old infants’ memory flexibility across a form change in a puppet imitation task (Herbert, 2011), although the mechanisms for this effect remain unclear. Here we investigate whether verbal labels can sc... Read More about The role of verbal labels on flexible memory retrieval at 12-months of age.

Infant face interest is associated with voice information and maternal psychological health (2014)
Journal Article
Taylor, G., Slade, P., & Herbert, J. (2014). Infant face interest is associated with voice information and maternal psychological health. Infant Behavior and Development, 37(4), 597-605. https://doi.org/10.1016/j.infbeh.2014.08.002

Early infant interest in their mother's face is driven by an experience based face processing system, and is associated with maternal psychological health, even within a non clinical community sample. The present study examined the role of the voice... Read More about Infant face interest is associated with voice information and maternal psychological health.

The development of contour processing : evidence from physiology and psychophysics (2014)
Journal Article
Taylor, G., Hipp, D., Moser, A., Dickerson, K., & Gerhardstein, P. (2014). The development of contour processing : evidence from physiology and psychophysics. Frontiers in Psychology, 5, https://doi.org/10.3389/fpsyg.2014.00719

Object perception and pattern vision depend fundamentally upon the extraction of contours from the visual environment. In adulthood, contour or edge-level processing is supported by the Gestalt heuristics of proximity, collinearity, and closure. Less... Read More about The development of contour processing : evidence from physiology and psychophysics.

Infant and adult visual attention during an imitation demonstration (2014)
Journal Article
Taylor, G., & Herbert, J. (2014). Infant and adult visual attention during an imitation demonstration. Developmental Psychobiology, 56(4), 770-782. https://doi.org/10.1002/dev.21147

Deferred imitation tasks have shown that manipulations at encoding can enhance infant learning and memory performance within an age, suggesting that brain maturation alone cannot fully account for all developmental changes in early memory abilities.... Read More about Infant and adult visual attention during an imitation demonstration.

Eye tracking infants : investigating the role of attention during learning on recognition memory (2012)
Journal Article
Taylor, G., & Herbert, J. (2013). Eye tracking infants : investigating the role of attention during learning on recognition memory. Scandinavian Journal of Psychology, 54(1), 14-19. https://doi.org/10.1111/sjop.12002

In the present study, eye tracker methodology was used to explore whether there were age-related changes in the focus of infant attention during a learning event and subsequent recognition memory for event features. Six- and 9-month old infants watch... Read More about Eye tracking infants : investigating the role of attention during learning on recognition memory.