教學大綱 Syllabus

Bjorklund, D. (2018). Children`s thinking: Cognitive development and individual differences (6th edition). Wadsworth.

認知發展：好學的大腦(黃啟泰審譯)。雙葉書廊。

Goswami, U. (2020). Cognitive development: The learning brain. Psychology Press.

Heyes, C. (2018).Cognitive Gadgets: The cultural evolution of thinking. The Belknap Press of Harvard University Press.

In-class paper

1. Models of development

        Heyes, C. M. (2003). Four routes of cognitive evolution. Psychological Review, 110(4), 713–727.Heyes, C. M. (in press). Précis         of Cognitive Gadgets: The Cultural Evolution of Thinking. The Behavioral and Brain Sciences.

        1.1. Piagetian paradigm

        Bjorklund, D. (2005). Piaget and the Neo-Piagetians. In D. Bjorklund, Children’s thinking (pp.79-117). Wadsworth.

Sigler, R. (2005). Piaget’s theory of development. In R. Sigler, Children’s thinking (pp.26-64). Pearson.

Smith, L. (2002). Piaget’s model. In U. Goswami (Ed.), Blackwell Handbook of Childhood Cognitive Development (pp. 515-537). Oxford: Blackwell.
1.2. Information processing model

Bjorklund, D. (2005). Information processing approaches. In D. Bjorklund, Children’s Thinking (pp.123-138; 142-145). Wadsworth.

Kail, R. (1997). Processing time, imagery, and spatial memory. Journal of Experimental Child Psychology, 64, 67-78.

Lorsbach, T. & Reimer, J. (1997). Developmental changes in the inhibition of previously relevant information, Journal of Experimental Child Psychology, 64, 317-342.

Courage, M. L., & Howe, M. L. (2001). Long-term retention in 3.5-month-olds: familiarization time and individual differences in attentional style. Journal of Experimental Child Psychology, 79, 271-293.

Courage, M. L., Howe, M. L., & Squires, S. E. (2004). Individual differences in 3.5-month-olds’ visual attention: what do they predict at 1 year? Infant Behavior and Development, 27, 19-30.
1.3. Strategy choice (cognitive evolution) model

Siegler, R., & Alibali, M. (2005). Theories of cognitive evolution. In R. Siegler & M. Alibali, Children’s Thinking (pp.97-104; 384-389; 403-409). Prentice Hall.

Siegler, R. S., & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.

Siegler, R. S., & Lemaire, P. (1997). Older and younger adults` strategy choices in multiplication: Testing predictions of ASCM via the choice/no choice method. Journal of Experimental Psychology: General, 126, 71-92.

Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428-444.
1.4.Dynamic system approach

Bjorklund, D. (2005). Dynamic system approach. In D. Bjorklund, Children’s Thinking (pp.14-17). Wadsworth.

Smith, L., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7, 343-348.

Siegler, R. S., & Stern, E. (2002). A microgenetic/cross-sectional study of matrix completion: comparing short-term and long-term change. Child Development, 73, 793-809.

Galloway, J., & Thelen, E. (2004). Feet first: Object exploration in young infants. Infant Behavior and Development, 27, 107-112.

Spencer, J. P., Smith, L., & Thelen, E. (2001). Tests of a dynamic systems account of the A-not-B error: The influence of prior experience on the spatial memory abilities of two-year-olds. Child Development, 72, 1327-1346.
 

2. The concepts of goal and intention in infancy

Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10, 121–125.

Csibra, G. (2003). Teleological and referential understanding of action in infancy. Philosophic Transactions of the Royal Society, 358, 447-458.

Gergely, G., & Csibra, G. (2006). Sylvia’s recipe: The role of imitation and pedagogy in the transmission of cultural knowledge. In S. Levenson & N. Enfield (Eds.), Roots of human sociality: Culture, cognition, and human interaction (pp. 229–255). Oxford, England: Berg.

Baldwin, D. A., Baird, J. A., Saylor, M. M., & Clark, M. A. (2001). Infants parse dynamic action. Child Development, 72, 708-717.

Behne, T., Carpenter, M., Call, J., & Tomasello, M. (2005). Unwilling versus unable: Infants’ understanding of intentional action. Developmental Psychology, 41, 328-337.

Buresh, J. S., & Woodward, A. L. (2007). Infants track action goals within and across agents. Cognition, 104, 287-314.

Falck-Ytter, T., Gredeback, G., & Hofsten, C. von. (2006). Infants predict other people’s action goals. Nature Neuroscience, 9, 878-879.

Kochukhova, O., & Gredebäck, G. (2010). Preverbal infants anticipate that food will be brought to the mouth: An eye tracking study of manual feeding and flying spoons. Child Development, 81, 1729-1738.

Gredebäck, G., Stasiewicz, D., Falck-Ytter, T., Rosander, K., & von Hofsten, C. (2009). Action type and goal type modulate goaldirected gaze shifts in 14-month-old infants. Developmental Psychology, 45, 1190–1194.

Meltzoff, A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838-850.

Repacholi, B. W. (1998). Infants’ use of attentional cues to identify the referent of another person’s emotional expression. Developmental Psychology, 34, 1017-1025.

Sakkalou, E. and Gattis, M. L. (2012). Infants infer intentions from prosody. Cognitive Development, 27, 1-16.

Woodward, A. L. (1998). Infants selectively encode the goal object of an actor’s reach. Cognition, 69, 1-34.

Woodward, A. L. (1999). Infants’ ability to distinguish between purposeful and non-purposeful behaviors. Infant Behavior and Development, 22, 145-160.

Woodward, A. L., & Guajardo, J. J. (2002). Infants’ understanding of the point gesture as an object-directed action. Cognitive Development, 17, 1061-1084.

Woodward, A. L., & Sommerville, J. (2000). Twelve-month-old infants interpret action in context. Psychological Science, 11, 73-77.

Biro, S., Csibra, G., & Gergely, G. (2007). The role of behavioral cues in understanding goal-directed action in infancy. In C. von. Hofsten & K. Rosander (Eds.), Progress in Brain Research, Vol.164 (pp. 303-322). Elsevier.

Biro, A., & Leslie, A. (2007). Infants’ perception of goal-directed actions: Development through cue-based bootstrapping. Developmental Science, 10, 379-398.

Csibra, G. (2008). Goal attribution to inanimate agents by 6.5-month-old infants. Cognition, 107, 705-717.

Hofer, T., Hauf, P., & Aschersleben, G. (2005). Infants’ perception of goal-directed actions performed by a mechanical device. Infant Behavior and Development, 28, 466-480.

Gergely, G., Csibra, G., Nadasdy, Z., & Biro, S. (1995). Taking the intentional stance at 12 months of age. Cognition, 56, 165-193.

Kiraly, I., Jovanovic, B., Prinz, W., Aschersleben, G., & Gergely, G. (2003). The early origins of goal attribution in infancy. Consciousness and Cognition, 12, 752-769.

Kuhlmeier, V., Wynn, K., & Bloom, P. (2003). Attribution of dispositional states by 12-month-olds. Psychological Science, 14, 402-408.
3. Perception-action relationships in development

Kanakogi, Y., & Itakura, S. (2010). The link between perception and action in early infancy: From the viewpoint of the direct matching hypothesis. Japanese Psychological Research, 52, 121–131.

Daum, M. M., Prinz, W., & Aschersleben, G. (2011). Perception and production of object-related grasping in 6-month-old infants. Journal of Experimental Child Psychology, 108, 810–818.

Gerson, S., & Woodward, A. (2012). A claw is like my hand: Comparison supports goal analysis in infants. Cognition, 122, 181-192.

Gerson, S., & Woodward, A. (2014). Learning from their own actions: The unique effect of producing actions on infants’ action understanding. Child Development, 85, 264-277.

Sommverville, J. A., Woodward, A. L., & Needham, A. (2005). Action experience alters 3-month-old infants’ perception of others’ actions. Cognition, 96, B1-B11.

Sommerville, J. A., Hildebrand, E. A., & Crane, C. C. (2008). Experience matters: The impact of doing versus watching on infants’ subsequent perception of tool use events. Developmental Psychology, 44, 1249–1256.

Woodward, A.L., & Gerson, S.A. (2014). Mirroring and the development of action understanding. Philosophical Transactions of the Royal Society B, 369, 20130181.

Krogh-Jespersen, S. & Woodward, A. L. (2018). Reaching the goal: Active experience facilitates 8-month-old infants’ prospective analysis of goal-based actions. Journal of Experimental Child Psychology, 171, 31-45.

Paulus, M., Hunnius, S., van Wijngaarden, C., Vrins, S., van Rooij, I., & Bekkering, H. (2011). The role of frequency information and teleological reasoning in infants' and adults' action prediction. Developmental psychology, 47(4), 976-983. 

Green, D., Li, Q., Lockman, J. J., & Gredebäck, G. (2016). Culture influences action understanding in infancy: A comparative study of action prediction in Chinese and Swedish infants. Child Development, 87, 736–746.

Bushnell, E. W., & Boudreau, J. P. (1998). Exploring and exploiting objects with the hands during infancy. In K. J. Connolly (Ed.), The Psychology of the Hand (pp.144-161). Cambridge: Cambridge University Press.
4. Social learning in contexts

Carpenter, M., Call, J., & Tomasello, M. (2002). Understanding “prior intentions” enables 2-year- olds to imitatively learn a complex task. Child Development, 73, 1431-1441.

Chen, M. L., & Waxman, S. R. (2013). “Shall we blick?”: Novel words highlight actors’ underlying intentions for 14-month-old infants. Developmental Psychology, 49, 426-431.

Flynn, E., & Whiten, A. (2008). Imitation of hierarchical structure versus component details of complex actions by 3- and 5-year-olds. Journal of Experimental Child Psychology, 101, 228-240.

Flynn, E. G. & Whiten, A. (2013). Dissecting children's observational learning of complex actions through selective video displays. Journal of Experimental Child Psychology, 116, 247-263.

Hamlin, J. K., Hallinan, E. V., & Woodward, A. L. (2008). Do as I do: 7-month-old infants selectively reproduce others’ goals. Developmental Science, 11, 487-494.

Horner, V., & Whiten, A. (2005). Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens). Animal Cognition, 8, 164-181.

Hopper, L. M., Lambeth, S. P., Schapiro, S. J. & Whiten, A. (2015). The importance of witnessed agency in chimpanzee social learning of tool use. Behavioural Processes, 112, 120-129.

Huang, C. (2013). Contexts of a person’s prior intention facilitate observational learning in 2.5-year-old children. Cognitive Development, 28, 374-385.

Király, I., Csibra, G., & Gergely, G. (2013). Beyond rational imitation: Learning arbitrary means actions from communicative demonstrations. Journal of Experimental Child Psychology, 116, 471-486.

Nielsen, M. (2006). Copying actions and copying outcomes: Social learning through the second year. Developmental Psychology, 42, 555-565.

Nielsen, M., Simcock, G., & Jenkins, L. (2008). The effect of social engagement on 24-months-olds’ imitation from live and televised models. Developmental Science, 11, 722-731.

Nielsen, M., & Blank, C. (2011). Imitation in young children: when who gets copied is more important than what gets copied. Developmental Pschology, 47, 1050–1053.

Paulus, M., Hunnius, S., Vissers, M., & Bekkering, H. (2011). Imitation in infancy: Rational or motor resonance? Child Development, 82, 1047–1057.

Schwier, C., van Maanen, C., Carpenter, M., & Tomasello, M. (2006). Rational imitation in 12-month-old infants. Infancy, 10, 303-311.

Williamson, R. A., & Markman, E. M. (2006). Precision of imitation as a function of preschoolers’ understanding of the goal of the demonstration. Developmental Psychology, 42, 723–731.

Clegg, J. M., & Legare, C. H. (2016). Instrumental and conventional interpretations of behavior are associated with distinct behavioral outcomes in early childhood. Child Development, 87, 527-542.

Legare, C.H., Wen, N.J., Herrmann, P.A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351-361.

Thompson, D., & Russell, J. (2004). The Ghost condition: Imitation versus emulation in young children’s observational learning. Developmental Psychology, 40, 882-889.
5. Theory of mind

Apperly, I.A. (2012). What is “theory of mind”? Concepts, cognitive processes and individual   differences. Quarterly Journal of Experimental Psychology, 65, 825-839.

Apperly, I.A. (2013). Can theory of mind grow up? Mindreading in adults, and its implications for the neuroscience and development of mindreading. In S. Baron-Cohen, H. Tager-Flusberg, & M. Lombardo (Eds.), Understanding Other Minds (3rd ed.)

Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311-1320.

Bianco, F., Lecce, S., & Banerjee, R. (2016). Conversations about mental states and theory of mind development during middle childhood: A training study. Journal of Experimental Child Psychology, 149, 41-61.

Devine, R. T., & Hughes, C. (2016). Measuring theory of mind across middle childhood: Reliability and validity of the Silent Films and Strange Stories tasks. Journal of Experimental Child Psychology, 149, 23-40.

Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: a training study. Developmental Science, 6, 346-359.

Kiraly, I., Olah, K., Csibra, G., & Kovacs, A. M. (2018). Retrospective attribution of false beliefs in 3-year-old children. PNAS, 115, 11477-11482.

Kovács, Á.M., Téglás, E. & Endress, A.D. (2010). The social sense: susceptibility to others' beliefs in human infants and adults. Science, 330(6012), 1830-1834.

Lu, H., Su, Y., & Wang, Q. (2008). Talking about others facilitates theory of mind in Chinese preschoolers. Developmental Psychology, 44, 1726-1736.

Meristo, M., Falkman, K. W., & Tedoldi, M. (2007). Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43, 1156-1169.

Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255-258.

Rizzo, M. T., & Killen, M. (2018). How social status influences our understanding of others' mental states. Journal of Experimental Child Psychology, 169, 30-41.

Rizzo, M. T., & Killen, M. (2018). Theory of mind is related to children’s resource allocations in gender stereotypic contexts. Developmental Psychology, 54, 510-520.

Southgate, V., Senju, A., & Csibra, G. (2007). Action anticipation through attribution of false belief by 2-year-olds. Psychological Science, 18, 587-592.

Song, H.-J., Baillargeon, R., & Fisher, C. (2005). Can infants attribute to an agent a disposition to perform a particular action? Cognition, 98, B45-B55.

6.Executive function

Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282-298.

Cepeda, N. J., Blackwell, K. A., & Munakata, Y. (2013). Speed isn’t everything: Complex processing speed measures mask individual differences and developmental changes in executive control. Developmental Science, 16, 269-286.

Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.

Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8, 74-87.

Evans, G. W., & Schamberg, M. A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106 (16), 6545-6549.

Garon, N., Bryson, S, E., & Smith, I. M. (2008). Executive function in preschoolers: a review using an integrative framework. Psychological Bulletin, 134, 31-60.

Hongwanishkul, D., Happaney, K. R., Lee, W. S. C., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28, 617-644.

Hughes, C., & Ensor, R. (2008). Does executive function matter for preschoolers’ problem behaviors? Journal of Abnormal Child Psychology, 36, 1-14.

Zelazo, P. D. (2006). The dimensional change card sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1, 297-301.

Jacques, S., Zelazo, P. D., Kirkham, N. Z., & Semcesen, T. K. (1999). Rule selection versus rule execution in preschoolers: An error-detection approach. Developmental Psychology, 35, 770-780.

Honomichl, R. D., & Chen, Z. (2011). Relations as rules: The role of attention in the dimensional change card sort task. Developmental Psychology, 47, 50-60.

Kirkham, N., Cruess, L., & Diamnond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449-476.

Yerys, B. E., & Munakata, Y. (2006). When labels hurt but novelty helps: Children’s perseveration and flexibility in a card-sorting task. Child Development, 77, 15891607.

Muller, U., Dick, A., Gela, K., Overton, W., & Zelzao, P. (2006). The role of negative priming in preschoolers’ flexible rule use on the dimensional change card sort task. Child Development, 77, 395-412.

White, R. E., & Carlson, S. M. (2016). What would Batman do? Self‐distancing improves executive function in young children. Developmental Science, 19(3), 419–426.

White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect”: Improving perseverance in young children. Child Development, 88(5), 1563–1571.

Gaither, S. E., Fan, S. P., & Kinzler, K. D. (in press). Thinking about multiple identities boosts children’s flexible thinking. Developmental Science.

Snyder, H. R., & Munakata, Y. (2013). So many options, so little control: Abstract representations can reduce selection demands to increase children's self-directed flexibility. Journal of Experimental Child Psychology, 116, 659-673.

7. Theory of mind and executive function

Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind:                               Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105-1122.

Hughes, C., & Ensor, R. (2007). Executive function and theory of mind: Predictive relations  from ages 2 to 4. Developmental Psychology, 43, 1447-1459.

Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and U. S. Preschoolers. Psychological Science, 17, 74-81.

Wang, Z., Devine, R. T., Wong, K. K., & Hughes, C. (2016). Theory of mind and executive function during middle childhood across cultures, Journal of Experimental Child Psychology, 149, 6-22.

Devine, R. T., White, N., Ensor, R., & Hughes, C. (2016). Theory of mind in middle childhood: Longitudinal associations with executive function and social competence. Developmental Psychology, 52, 758-771

Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74, 1823-1839.

Perner, J., Lang, B., & Kloo, D. (2002). Theory of mind and self-control: More than a common problem of inhibition. Child Development, 73, 752-767.

Munakata, Y., Snyder, H. R., & Chatham, C.H. (2012). Developing cognitive control: Three key transitions. Current Directions in Psychological Science, 21, 71-77.

Bradford, E. E. F., Jentzsch, I., & Gomez, J.-C. (2015). From self to social cognition: Theory of Mind mechanisms and their relation to Executive Functioning. Cognition, 138, 21-34,
8. Neurodevelopmental disorders

Dawson, G., Carver, L., Meltzoff, A.N., Panagiotides, H., & McPartland, J. (2002). Neural correlates of face recognition in young children with autism spectrum disorder, developmental delay, and typical development. Child Development, 73, 700-717.

Dawson, G., Munson, J., Estes, A., Osterling, J., McPartland, J., Toth, K., Carver, L., Abbot, R. (2002). Neurocognitive function and joint attention ability in young children with autism spectrum disorder. Child Development, 73, 345-358.

Dawson, G., Toth, K., Abbot, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40, 271-283.

Hamilton, A., Brindley, R., & Frith, U. (2007). Imitation and action understanding in autistic spectrum disorders: How valid is the hypothesis of a deficit in the mirror neuron system? Neuropsychologia, 45, 1859-1868.

Hamilton, A. F. (2009). Research review: Goals, intentions and mental states: challenges for theories of autism. Journal of Child Psychology and Psychiatry, 50(8), 881–892.

Hamilton, A. F. (2013). Reflecting on the mirror neuron system in autism: a systematic review of current theories. Developmental Cognitive Neuroscience, 3, 91–105.

Hill, E. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8, 26-32.
Jarrold, C., Butler, D. W., Cottington, E. M., & Jimenez, F. (2000). Linking theory of mind and central coherence bias in autism and in the general population. Developmental Psychology, 36, 126-138.

Joseph, R., Steele, S., Meyer, E., & Tager-Flusberg, H. (2005). Self-ordered pointing in children with autism: Failure to use verbal mediation in the service of working memory? Neuropsychologia, 43, 1400-1411.

Marton, K. (2009). Imitation of body postures and hand movements in children with specific language impairment. Journal of Experimental Child Psychology, 102, 1-13.

Pellicano, E. (2007). Links between theory of mind and executive function in young children with autism: Clues to developmental primacy. Developmental Psychology, 43, 974-990.

Rutherford, M. D., Pennington, B. F., & Rogers, S. J. (2006). The perception of animacy in young children with autism. Journal of Autism and Developmental Disorders, 36, 983-992.

Tager-Flusberg, H., & Joseph, R. M. (2005). How language facilitates the acquisition of false-belief understanding in children with autism. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind. Oxford University Press.

Williams, J. H. G., Waiter, G. D., Gilchrist, A., Perrett, D. I., Murray, A. D., & Whiten, A. (2006). Neural mechanisms of imitation and “mirror neuron” functioning in autistic spectrum disorder. Neuropsychologia, 44, 610-621.

Williams, J. H. (2008). Self-other relations in social development and autism: Multiple roles for mirror neurons and other brain bases. Autism Research, 1(2), 73–90.

Zelazo, P. D., Jacques, S., Burack, J. A., & Frye, D. (2002). The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders. Infant and Child Development, 11, 171-195.

9. Children’s understanding of humanoid robots

Itakura, S., Ishida, H., Kanda, T., Shimada, Y., Ishiguro, H., & Lee, K. (2008). How to build an intentional android: infants' imitation of a robot's goal-directed actions. Infancy, 13, 519-532.

Jamet, F., Masson, O., Jacquet, B., Stilgenbauer, J.-L., & Baratgin, J. (2018). Learning by teaching with humanoid robot: A new powerful experimental tool to improve children’s learning ability. Journal of Robotics, Article ID 4578762.

Kamewari, K., Kato, M., Kanda, T., Ishiguro, H., & Hiraki, K. (2005). Six-and-a-half-month-old children positively attribute goals to human action and to humanoid-robot motion. Cognitive Development, 20, 303-320.

Marchetti, A., Manzi, F., Itakura, S., & Massaro, D. (2018). Theory of mind and humanoid robots from a lifespan perspective. Zeitschrift für Psychologie, 226, 98–109.

Meltzoff, M., Brooks, R., Shon, A., & Rao, R. (2010). “Social” robots are psychological agents for infants: A test of gaze following. Neural Networks, 23, 966-972.

Shimizu, Y. A., & Johnson, S. C. (2004). Infants’ attribution of a goal to a morphologically unfamiliar agent. Developmental Science, 7, 425-30.

 

    10. Learning from 3C devices

Zimmerman, L., Moser, A., Lee, H., Gerhardstein, P., & Barr, R. (2016). The ghost in the touchscreen: Social scaffolds promote learning by toddlers. Child Development, 88, 2013–2025.

Lauricella, A. R., Barr, R. F., & Calvert, S. L. (2014). Parent-child interactions during traditional and computer storybook reading for children’s comprehension: Implications for electronic storybook design. International Journal of Child-Computer Interaction, 2, 17–25.

Huber, B., Yeates, M., Meyer, D., Fleckhammer, L., & Kaufman, J. (2018). The effects of screen media content on young children’s executive functioning. Journal of Experimental Child Psychology, 170, 72-85.

Kirkorian, H.L., Choi, K., & Pempek, T.A. (2016). Toddlers’ word learning from contingent and noncontingent video on touch screens. Child Development, 87, 405–413.

Strouse, G. A., Troseth, G. L., O’Doherty, K., & Saylor, M. M. (2018). Co-viewing supports toddlers’ word learning from contingent and non-contingent video. Journal of Experimental Child Psychology, 166, 310–326.

Troseth, G.L., Saylor, M.M., & Archer, A.H. (2006). Young children’s use of video as a source of socially relevant information. Child Development,77, 786–799.

Troseth, G. L., Russo, C. E., & Strouse, G. A. (2016). What's next for research on young children and interactive media? Journal of Children and Media, 10, 54– 62.

Myers, L. J., LeWitt, R. B., Gallo, R. E., & Maselli, N. M. (2017). Baby FaceTime: Can toddlers learn from online video chat? Developmental Science, 20, e12430.

McClure, E. R., Chentsova‐Dutton, Y. E., Holochwost, S. J., Parrott, W. G. and Barr, R. (2018), Look At That! Video Chat and Joint Visual Attention Development Among Babies and Toddlers. Child Development, 89, 27-36.