Children’s Picturebook Goes Digital: Implications on Cognition
The objects of analysis in this article are digital picturebooks, which may be called e-picturebooks. This research contributes to a definition of e-picturebook as a distinct storytelling experience from printed picturebook, introducing distributed cognition as a new theoretical perspective for the analysis of the phenomenon. This perspective emphasizes cognitive systems related to specific features of this category of digital book. In this sense, picturebook and e-picturebook are defined as cognitive artifacts that constrain storytelling tasks very differently from each other, not only because of their constitutive features but also because of the cognitive systems involved in the understanding of stories in each medium.
picturebook, book-app, storytelling, distributed cognition, cognitive artifacts
- Abstract viewed = 50 times
- PDF viewed = 63 times
- HTML viewed = 10 times
APA, American Psychological Association (2002). “Glossary of Psychological Terms.” Taken from Rich-ard J. Gerrig and Philip G. Zimbardo (2002). Psychology and Life. Boston: Allyn and Bacon. 16 July 2016. http://www.apa.org/research/action/glossary.aspx
CLARK, Andy (2003). Natural-Born Cyborgs: Minds, Technologies, and the Future of Human Intelligence. New York: Oxford University Press.
COLE, Michael, and Peg Griffin (1980). “Cultural Amplifiers Reconsidered.” The Social Foundations of Language and Thought: Essays in Honor of Jerome S. Bruner. Ed. David R. Olson. New York/London: W. W. Norton & Company. 343–364.
CUNNINGHAM, Anne E., and Keith E. Stanovich (2001). “What Reading Does for the Mind.” Journal of Direct Instruction 1. 2: 137–149.
DeJONG, Maria T., and Adriana G. Bus (2003). “How well suited are electronic books to supporting litera-cy?” Journal of Early Childhood Literacy 3.2: 147-164.
GRIFFITHS, Paul E., and Karola Stotz (2000). “How Mind Grows: A Developmental Perspective on the Biology of Cognition.” Synthese 122.1/2: 29-51.
GUERNSEY, Lisa, and Michael H. Levine (2016). “Getting Smarter About e-Books for Children.” Young Children. May 2016. 38-43
HUTCHINS, Edwin (2001). “Cognition, Distributed.” International Encyclopedia of the Social & Behavioral Sciences. Eds. Neil J. Smelser and Paul B. Baltes. Oxford: Elsevier. 2068-2072.
HUTCHISON, Amy, Beth Beschorner, and Denise Schmidt-Crawford (2012). “Exploring the Use of the iPad for Literacy Learning.” The Reading Teacher 66.1: 15–23.
KORAT, Ofra, and Tal Or (2010). “How New Technology Influences Parent–Child Interaction: The Case of e-book Reading.” First Language 30.2: 139–154.
LABBO, Linda D., and Melanie R. Kuhn (2000). “Weaving Chains of Affect and Cognition: A Young Child's Understanding of CD-ROM Talking Books.” The Journal of Literacy Research 32.2: 187-210.
LAURICELLA, Alexis R., Tiffany A. Pempek, Rachel Barr, and Sandra L. Calvert (2010). “Contingent Comput-er Interactions for Young Children’s Object Retrieval Success.” Journal of Applied Developmental Psychology 31.5: 362-369.
LEA, Richard (2016). “What Apps Next? Publishers and Developers Embrace 'Unprintable' Fiction.” The Guardian Books. 16 July 2016. http://www.theguardian.com/books/2016/feb/03/publishers-developers-digital-technology-unprintable-fiction-google-editions-play
LOVATO, Silvia B., and Sandra R. Waxman (2016). “Young Children Learning from Touch Screens: Taking a Wider View.” Frontiers in Psychology 7, July 2016: 1-6.
NIKOLAJEVA, Maria, and Carole Scott (2001). How Picturebooks Work. New York: Garland Publishing.
NORMAN, Donald A. (1993). Things that Make Us Smart: Defending Human Attributes in the Age of the Machine. New York: Basic Books.
PINTO, Ana Lúcia, Nelson Zagalo, and Eduarda Coquet (2012). “From a Click to a Gesture: A Contribution to Defining the Concept of Children’s e-Picturebooks.” 2nd International Conference Art, Illustration and Visual Culture in Infant and Primary Education: Creative Processes and Childhood-Oriented Cultural Discourses. Eds. Helena Barbosa and Joana Quental. Aveiro, Portugal. 223-228.
ROGERS, Yvonne (1997). “A Brief Introduction to Distributed Cognition.” The Open University. 29 June 2016. http://mcs.open.ac.uk/yr258/papers/dcog/dcog-brief-intro.pdf
RYAN, Marie-Laure (2015). Narrative as Virtual Reality 2: Revisiting Immersion and Interactivity in Literature and Electronic Media. Baltimore: Johns Hopkins University Press.
SARGEANT, Betty (2013). “Interactive Storytelling: How Picture Book Conventions Inform Multimedia Book App Narratives.” Australian Journal of Intelligent Information Processing Systems 13.3: 29-35.
SWELLER, John (2005). “Implications of Cognitive Load Theory for Multimedia Learning.” The Cambridge Handbook of Multimedia Learning. Ed. Richard E. Mayer. New York: Cambridge University Press. 19–30.
TAKACS, Zsofia K., and Adriana G. Bus (2016). “Benefits of Motion in Animated Storybooks for Children’s Visual Attention and Story Comprehension: An Eye-Tracking Study.” Frontiers in Psychology 7, Oc-tober 2016: 1-12.
TAKACS, Zsofia K., Elise K. Swart, and Adriana G. Bus (2015). “Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.” Review of Educational Research 85.4: 698–739.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
MATLIT embraces full open access to all issues. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International (CC BY-NC-ND 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The article can be quoted but not changed and presented differently.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- A CC licensing information in a machine-readable format is embedded in all articles published by MATLIT.
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial — You may not use the material for commercial purposes.
- NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
- No additional restrictions — You may not apply legal terms or technological measuresthat legally restrict others from doing anything the license permits.
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.