About this paper symposium

---

Panel information
Panel 24. Technology, Media & Child Development

Paper #1
Speaking of Screens: Longitudinal Associations Between Home Media and Home Language Environment During Early Childhood
Author information	Role
Dr. McCall Amberly Booth, Georgetown University, United States	Presenting author
Sarah M. Coyne, Brigham Young University, United States	Non-presenting author
Brandon Clifford, Arizona State University, United States	Non-presenting author
Hailey G. Holmgren, Brigham Young University, United States	Non-presenting author
Chris L. Porter, Brigham Young University, United States	Non-presenting author
Sarah C. Kucker, Southern Methodist University, United States	Non-presenting author
Annette Sundqvist, Linköping University, Sweden	Non-presenting author
Rachel Barr, Georgetown University, United States	Non-presenting author
Heather Kirkorian, University of Wisconsin, United States	Non-presenting author
Phia James, Brigham Young University, United States	Non-presenting author
Abstract
Prior research has demonstrated that high levels of media exposure (Sundqvist et al., 2021) combined with lower levels of parent-child joint media engagement (JME) are associated with poorer language outcomes (Celenn Yoldas & Özmert, 2021). However, parents’ own media-driven technoference has been shown to displace parent-child verbal interactions (Radesky et al., 2015), which may influence children’s language outcomes. Limitations in the field include a dearth of studies examining children’s media use, parents’ technoference, and parent-child JME behaviors concomitantly and prospectively in relation to the dyadic interactions between parents and children (i.e., conversational turns) and children’s language outcomes. Thus, the current longitudinal study aimed at examining how differing aspects of the home media environment (i.e., children’s screen time, parents’ technoference, and parent-child JME behaviors) might be associated with conversational turns in the home and children’s expressive language. Participants included 250 child/parent dyads. Children (51% male) averaged 15.85 months (SD = 3.27 months) and were primarily White (63%), followed by Hispanic (20.6%), Black (9.3%), multi-racial (5.6%), and Asian American (2%). There was a 93% retention rate between Waves 1 and 2. Parents completed questionnaires one year apart (screen time and technoference). JME was measured by recording children as they watched a video clip with their parent. Parent-child interactions were subjected to a detailed coding process to examine the quality of JME interactions during joint media exposure (e.g., Padilla-Walker et al., 2021). To measure the child's expressive language and the home language environment, we used the Language Environment Analysis System. Parents place a small digital recording device (language processor) in the pocket of a custom-made shirt and this device records everything the infant utters and hears during a 24-hour period (see LENA foundation technical reports for review). A structural equation cross-lagged panel model was conducted to examine associations between differing media variables and children’s expressive language and conversational turns over time (see Figure 1). Covariates included child age, child biological sex, and parental education. Model fit was acceptable, (χ2 (33) = 39.45, p = .22; CFI = .992, TLI = .975, RMSEA = .028). Television time at Wave 1 was associated with the overall home language environment at Wave 2 including lower conversational turns (CT; β = -.21, p = .005) and lower child vocalizations (CV; β = -.20, p = .011). Conversely, early language environment was not associated with later time spent with television. Notably, neither early technoference (CV: β = -.07, p = .30; CT: β = -.07, p = .26) nor JME (CV: β = .05, p = .61; CT: β = .05, p = .57) were significantly related to the home language environment. Together, findings demonstrate that screen time at 1.5 years is negatively related to both expressive language and children’s language environment in the form of conversational turns one year later. This suggests critical, longitudinal impacts of children’s early video exposure and consistency in media use over time, but potentially a more nuanced role for how caregivers engage with their children during media use.

Paper #2
Longitudinal Associations Between Parent Motivations for Using Print vs E-Books with Infants and Infant Vocabulary
Author information	Role
Jennica Li, University of Wisconsin-Madison, United States	Presenting author
Heather Kirkorian, University of Wisconsin-Madison, United States	Non-presenting author
Bolim Suh, University of Wisconsin-Madison, United States	Non-presenting author
Douglas Piper, Georgetown University, United States	Non-presenting author
David Barnstone, Stanford University, United States	Non-presenting author
Margaret Kerr, University of Wisconsin-Madison, United States	Non-presenting author
Rachel Barr, Georgetown University, United States	Non-presenting author
Abstract
E-books are prevalent in young children’s lives (Rideout, 2014), but studies examining their impact on language development yield mixed results (Fuerenes et al., 2021; Reich et al., 2016). Parents interact with their children less when reading e-books versus print books (Munzer et al., 2019; Strouse & Ganea, 2017), perhaps due to different perceptions of the affordances and functions of e-books versus print (Strouse & Ganea, 2017). Equally important, but less understood are parents’ motivations for using e-books with their children to begin with. Etta (2019) found that parents with 3-6-year-olds reported using print and e-books for different reasons because of each book type’s unique affordances. This study explores: a) whether parents’ motivations for using e-books with their infants (12-24 months old) differ from their motivations for using print books, and b) whether these motivations are associated with infants’ vocabulary six months later. This work utilizes data from two timepoints within a larger, ongoing study. At Time 1, 492 mostly white (68.5%) and college-educated (90%) parents of 12-24-month-olds reported how often (on a 5-point Likert scale) they used e-books or print books to educate their child, to bond or connect with their child, or because their child enjoyed using them, and how much time their child used each book type on a typical weekday and weekend day. Parents also completed the MacArthur Bates Communication Development Inventory- Short Form (MCDI) to index child vocabulary. Preliminary longitudinal regression analyses presented here are based on 222 (45%) parents who have completed their 6-month follow-up survey. Given the current 87.6% retention rate, we anticipate a final sample of about 430 parents with data at both waves. At Time 1, 121 parents (25%) reported using both e-books and print books with their infants in the last two weeks. Parents reported using print books significantly more often than e-books to educate their children, V=2890, p<.001, bond or connect with their children, V=2009.5, p<.001, or because their children enjoyed them, V=3028.5, p<.001. Child enjoyment predicted use of both print (b=14.79, SE=3.92, p<.001) and e-books (b=8.85, SE=2.09, p<.001). Cross-sectional analyses with the full sample revealed that time spent reading print books significantly predicted infants’ vocabulary (b=.15, SE=.05, p=.003). Preliminary longitudinal analyses indicated that time spent reading print books (b=.12, SE=.04, p=.008) and infants’ vocabulary at Time 1 (b=.54, SE=.06, p<.001) significantly predicted infants’ vocabulary six months later. Motivations for using either book type and time spent reading e-books did not predict vocabulary at either timepoint. These findings show that parents' motivations for using e-books and print books differ. Additionally, motivations alone may not be suitable predictors of infants’ vocabulary. Children may receive parents’ language input through shared print book reading regardless of motivation, which might not be true for other types of media (e.g., videos). It is also possible that parents’ motivations affect the print or e-book content they seek out. For example, e-books with audio could lead to less parent narration. Future longitudinal analyses are planned with the complete follow-up sample.

Paper #3
The Role of Parental Personality on Digital Media Use and Language Outcomes in Young Children
Author information	Role
Sneh Jhaveri, Southern Methodist University, United States	Presenting author
Syakira Wijaya, Berea College, United States	Non-presenting author
Lynn K Perry, University of Miami, United States	Non-presenting author
Rachel Barr, Georgetown University, United States	Non-presenting author
Sarah C. Kucker, Southern Methodist University, United States	Non-presenting author
Abstract
Children’s digital media exposure has been rising exponentially in the last decade. Recommendations focus on limiting children’s digital media exposure to address the growing concerns that digital media negatively impacts children’s language development. However, current work suggests who, how, and why media is used (Kucker et al., 2024) and the broader family ecology (especially parents) also matters (Barr et al., 2024). Parents play an important role in regulating children’s digital media, especially during the first few years of life (Radesky et al., 2016). Research suggests children’s media consumption is influenced by parenting styles, which are strongly associated with personality type (Lee et al., 2022). Despite this, the roles of parental personality in shaping media consumption remain understudied. This study aims to fill a gap by proposing a holistic model that integrates parental personality and multiple aspects of digital media use to predict language outcomes in young children, both concurrently and longitudinally. A total of 480 parents of 17-30-month monolingual English-speaking children were recruited via Mechanical Turk and Prolific; a subset (n=100) completed follow-up assessments one year later. The sample was diverse in race (22% non-White) and SES (M = 2-year college degree). At both time points, parent personality (Big Five Inventory; John & Srivasta, 1999), media use (MAQ; Barr et al., 2020), and child language (MCDI; Fenson et al., 1994) were assessed. Bivariate correlations examine the relationship between parental personality, duration of digital media use, joint media engagement, and child language. Preliminary results suggest children’s vocabulary is negatively correlated with their amount of digital media use, r=-.184, p=.005. Parent personality is also correlated with the amount of children’s TV/video use - parent conscientiousness marginally relates to children’s overall amount of digital media use, r=-.114, p=.088 and positively correlates with joint media use, r=.161, p=.016. To further examine these associations, three regression analyses are planned. First, we will examine whether the duration of media use mediates the relationship between parental personality and children’s vocabulary. Next, we will investigate the moderation effect of the context of media consumption (joint vs. passive engagement) and reasons/motivations for media use (educational, entertainment, connection, and calming) on the relationship between media use duration and children’s vocabulary. Lastly, we will conduct a moderated mediation analysis to examine how parent personality influences child vocabulary, with the duration of digital media use as the mediator. The impact of duration of media use on vocabulary is hypothesized to be moderated by the context and reason for media use (see Figure 1). Exploratory analyses on a subsample (n=100) examine media use and language one year later. This study emphasizes the importance of considering the broader family ecology by integrating parental personality, moving beyond simplistic recommendations to limit exposure. The findings have the potential to tailor interventions and guidelines that create optimal developmental outcomes for children in the increasingly digital world.

⇦ Back to session