Poster #241 - Toddler use of Learning Apps may Positively Relate to Problem-solving

• In Event: 1-005 - Poster Session 01
  In Poster Session: PS 01 Section - Technology, Media & Child Development

Integrative Statement

The number of younger children accessing and using touchscreen devices has increased significantly in recent years (Common Sense Media, 2017; Ofcom, 2017). However, the influence of touchscreens on cognitive development remains unclear. Creativity is seen as an important attribute in everyday life (Sternberg & Lubart, 1999) and previous research has suggested screen-based activities can have a varied influence on aspects of creative thinking, such as divergent thinking and problem-solving (Anderson et al., 2001; Chen & Siegler, 2013; Harrison & Williams, 1986). A recent report suggested touchscreens could facilitate creativity (Marsh et al., 2018). Therefore, the present study explores the relationship between touchscreen use and creative thinking, using behavioral measures of divergent thinking and problem-solving.

The study used the Unusual Box Test (Bijvoet-van den Berg & Hoicka, 2014) to measure divergent thinking, and the Great Ape Tool Test Battery (Reindl, Beck, Apperly & Tennie, 2016) to measure problem-solving. Additionally, parents answered questions about their child’s touchscreen use, including access to devices and time spent using touchscreens. They were also asked about time spent using different types of apps and engagement in non-digital activities. Eighty-five children aged between 24 and 47 months were recruited, following a power analysis that revealed 84 children were required for a two-tailed small correlation (r = 0.3), with α = 0.05, power = 0.8 (Faul et al., 2007).

A partial correlation controlling for age and gross motor control revealed a positive relationship between time spent using learning apps (such as matching shapes, learning numbers, words or animal names) and problem-solving (rs = .228, p = .038). There were no significant relationships between divergent thinking and touchscreen use.

The findings show a positive relationship between problem-solving and engagement with learning apps. It is possible learning apps allow children to engage in convergent thought and practice problem-solving, leading to increased problem-solving abilities. Alternatively, children who are better problem-solvers may use learning apps more, as it is an engaging activity they are skilled in. One possibility for the lack of correlation between divergent thinking and touchscreen use is that touchscreens may not offer as many opportunities for open-ended activities that could facilitate divergent thinking.

Overall, the study provides novel insight into the relationships between touchscreen use and creative thinking. Future research should use experimental designs to investigate causal links between app content and creative thinking to allow greater understanding of how touchscreens influence cognition in young children.

Authors

• Stephanie Powell, University of Sheffield
  Presenting Author

• Elena Hoicka, University of Bristol
  Non-Presenting Author