Zachary Stuckelman, Haley E. Yaremych, Georgene L. Troseth
{"title":"A new way to co-play with digital media: Evaluating the role of instructional prompts on parent–child interaction quality.","authors":"Zachary Stuckelman, Haley E. Yaremych, Georgene L. Troseth","doi":"10.1037/tps0000363","DOIUrl":"https://doi.org/10.1037/tps0000363","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Coyne, Megan Gale, Sarah Ashby, Madison K. Memmott-Elison, Hailey G. Holmgren, Rachel Barr, Chenae Christensen-Duerden, Sara Brown
{"title":"Media in the moment: An observational assessment of the digital media context in early childhood.","authors":"Sarah Coyne, Megan Gale, Sarah Ashby, Madison K. Memmott-Elison, Hailey G. Holmgren, Rachel Barr, Chenae Christensen-Duerden, Sara Brown","doi":"10.1037/tps0000377","DOIUrl":"https://doi.org/10.1037/tps0000377","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan Gale, Jane Shawcroft, Sarah M. Coyne, Sara Brown, Jenny Radesky
{"title":"McDonalds, mom, media, and me: An observational study of parent and adolescent media use during public family mealtime.","authors":"Megan Gale, Jane Shawcroft, Sarah M. Coyne, Sara Brown, Jenny Radesky","doi":"10.1037/tps0000368","DOIUrl":"https://doi.org/10.1037/tps0000368","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer M. Zosh, Mengguo Jing, Jane Shawcroft, Allison Starks
{"title":"Moving beyond quality and quantity: Approaching children’s digital media use with more nuance.","authors":"Jennifer M. Zosh, Mengguo Jing, Jane Shawcroft, Allison Starks","doi":"10.1037/tps0000378","DOIUrl":"https://doi.org/10.1037/tps0000378","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amanda De Luis Sanabria, Maya Abdelkhaleq, Alessandra Valentini
The present study investigated the effects of presentation modality (reading compared to reading while listening – RWL), biology enjoyment and biology knowledge on the comprehension of biology texts in a group of 94 university students with a wide range of language experiences. Language experience was measured both categorically (bilinguals compared to non-bilinguals) and continuously, using a detailed questionnaire on bilingualism. Participants were presented with two biology texts, one written, and one presented in two modalities simultaneously (oral and written) and completed a comprehension task after each text. They also rated their knowledge and enjoyment of biology and completed the language questionnaire. The results highlight an advantage for bilingual students when it comes to comprehending texts, and this advantage is especially notable in the Reading condition. Results also highlight a positive effect of students’ subject enjoyment on performance, particularly in the case of bilingual students. Analyses including language experience as categorical or continuous showed the same results, except a lack of interaction between language experience and presentation modality in the analyses with language experience as continuous. This suggests that bilingual participants are those most likely to experience facilitation from the reading condition, but this facilitation might be experienced similarly by bilinguals past a certain language threshold. In conclusion, bilinguals had higher comprehension scores than non-bilinguals, and presentation modality affects bilingual and non-bilingual students differently, with bilingual university students being advantaged by a written presentation of the material and being more affected by their enjoyment of biology than their non-bilingual peers.
{"title":"Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.","authors":"Amanda De Luis Sanabria, Maya Abdelkhaleq, Alessandra Valentini","doi":"10.1037/tps0000376","DOIUrl":"https://doi.org/10.1037/tps0000376","url":null,"abstract":"The present study investigated the effects of presentation modality (reading compared to reading while listening – RWL), biology enjoyment and biology knowledge on the comprehension of biology texts in a group of 94 university students with a wide range of language experiences. Language experience was measured both categorically (bilinguals compared to non-bilinguals) and continuously, using a detailed questionnaire on bilingualism. Participants were presented with two biology texts, one written, and one presented in two modalities simultaneously (oral and written) and completed a comprehension task after each text. They also rated their knowledge and enjoyment of biology and completed the language questionnaire. The results highlight an advantage for bilingual students when it comes to comprehending texts, and this advantage is especially notable in the Reading condition. Results also highlight a positive effect of students’ subject enjoyment on performance, particularly in the case of bilingual students. Analyses including language experience as categorical or continuous showed the same results, except a lack of interaction between language experience and presentation modality in the analyses with language experience as continuous. This suggests that bilingual participants are those most likely to experience facilitation from the reading condition, but this facilitation might be experienced similarly by bilinguals past a certain language threshold. In conclusion, bilinguals had higher comprehension scores than non-bilinguals, and presentation modality affects bilingual and non-bilingual students differently, with bilingual university students being advantaged by a written presentation of the material and being more affected by their enjoyment of biology than their non-bilingual peers.","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45563892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Comprehension of Biology Texts in Bilingual and Monolingual University Students: Exploring the Effect of Presentation Modality, Previous Knowledge, and Topic Enjoyment","authors":"","doi":"10.1037/tps0000376.supp","DOIUrl":"https://doi.org/10.1037/tps0000376.supp","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43037509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Cortical Thickness Is Related to Variability in Heritage Bilingual Language Proficiency","authors":"","doi":"10.1037/tps0000362.supp","DOIUrl":"https://doi.org/10.1037/tps0000362.supp","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reading comprehension and cognitive correlates in multilingual children and adolescents.","authors":"Julie H. J. Oh, A. Bertone, G. Luk","doi":"10.1037/tps0000375","DOIUrl":"https://doi.org/10.1037/tps0000375","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ashley Chung-Fat-Yim, Susan C. Bobb, Noriko Hoshino, Viorica Marian
{"title":"Supplemental Material for Bilingualism Alters the Neural Correlates of Sustained Attention","authors":"Ashley Chung-Fat-Yim, Susan C. Bobb, Noriko Hoshino, Viorica Marian","doi":"10.1037/tps0000373.supp","DOIUrl":"https://doi.org/10.1037/tps0000373.supp","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Conceptualizing the Role of Racial–Ethnic Identity in U.S. Adolescent Social Technology Use and Well-Being","authors":"","doi":"10.1037/tps0000372.supp","DOIUrl":"https://doi.org/10.1037/tps0000372.supp","url":null,"abstract":"","PeriodicalId":29959,"journal":{"name":"Translational Issues in Psychological Science","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41815972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：