Rebecca Barr
Datos Biográficos
| ID | 301907 |
|---|---|
| NOMBRE | Rebecca Barr |
| NOMBRES | Rebecca |
| APELLIDO | Barr |
| FIRMA | BARR R |
| AFILIACIONES | Georgetown University |
| ORCID | 0000-0002-5855-9718 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 47 |
| TOTAL DE CITAS | 69 |
| TOTAL COMO AUTOR | 47 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1974 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
The intersection of Covid lockdown policies and parent resources with children’s media exposure in Canada, the United States, Israel, Sweden, and New Zealand
Government responses to COVID-19 included workplace and childcare closures. Many parents worked from home while caring for preschool children. Media use increased worldwide for adults and young children. This study examined how government responses were linked to family media use by testing whether policy stringency predicted preschool children's screen time and parents' motivations for child media use. Data were analyzed from 2,365 parents of 2-…
Development and validation of the parental media motivations (Memo) scales for child and parent media use in the United States
Parental motivations for their own and their child's media use may shape the quality of media experiences and ultimately child development and family well-being. However, validated scales are lacking. The current paper describes scale development and validation of the Media Motivations for Child (MEMO-C) and Parent (MEMO-P) in 501 parents with young children (2-5 years old). The MEMO-C measures motivations for children's media use, while the MEMO…
Girls of Color Transforming Media Spaces Through Critical Participation
This multisited ethnographic study considers how Girls of Color (GOC) develop critical literacies across informal and formal learning spaces, identifying and resisting systems of oppression and bias through participation in media fandoms. We explore how focal GOC media fandom participants made critical connections across informal and formal media fandom learning spaces. Through collaborative identification of biased practices, critical discussion…
Temporal associations between parents’ daily reports of media motivations, infant affect, and parenting behavior
Past research links media use to infant negative affect, and parents report using media to cope. However, trait-level measures mask within-person effects that reflect regulatory and relational mechanisms more directly. In this study, 401 predominantly White (70.32%), college-educated (88.28%) parents (75.31% mothers) of 12- to 24-month-olds ( M age = 16.43, 51.37% boys) completed daily diaries reporting the frequency of parent and child behaviors…
Sleep and Selective Memory Consolidation in Infants
Post‐encoding sleep facilitates memory consolidation from early infancy. Learning from digital content might also benefit from post‐encoding sleep. However, infants find it more difficult to learn and remember screen content (transfer deficit) and may only recognize its relevance when scaffolded by caregivers. We investigated infants' memory performance as a function of presentation mode (live or video), post‐encoding sleep, and caregiver scaffol…
Parent personality, child temperament, and digital media
Over the past decade, children's digital media exposure has increased rapidly, raising concerns about its potential negative impact on language development. While broader family ecology (especially parents) and the context of how media is used are known to matter in shaping children's language development, the roles of parent personality and child temperament in shaping media consumption remain understudied. To address this gap, this study introd…
Screen time vs. scream time
This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Baye…
The growth of problematic media use over early childhood
Commentary on the scientific rigor of Sen and Gredebäck's simulation
The operant mobile paradigm has been used to systematically characterize infant memory.In their review of the mobile literature, Sen and Gredebäck (2022) confirmed the scientific rigor of the existing procedure and found no evidence of biases in terms of p-hacking, reporting errors, or the "stopping" rule.However, based on simulation analyses they claimed that research using this paradigm "has been contaminated by methodological artifacts due to …
Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age
Memory develops across the course of the first years of life and is influenced by daily experiences, such as exposure to media like books and television. Memory as tapped by Deferred imitation (DI) requires that toddlers form a representation of the target actions that they can later use to reproduce the actions and in addition to measuring memory for real live events, it can also be used to measure memory for events viewed through media. Toddler…
Maternal Media Use and Infant Media Exposure are Associated with Developmental Outcomes at 4 and 8 Months
Objective. Early screen exposure is associated with poorer attention, inhibitory control, and language development outcomes. However, the content and context of media exposure are better predictors of outcomes than overall amount. The present study evaluated whether infants' digital media exposure and maternal digital media use were concurrently and longitudinally associated with infant development in 187 infants at 4 and 8 months. Design. Mother…
How Do Child Protective Service (CPS) Policies Keep Employees Safe
Screen media exposure and behavioral adjustment in early childhood during and after Covid-19 home lockdown periods
Masters of media
The development of problematic media use in early childhood is not well understood. The current study examined long-term associations between parental media efficacy, parental media monitoring, and problematic media use across a three-year period of time during early childhood. Participants included 432 parents who reported on their own parenting and their child’s use of problematic media once a year for three years (M age of child at Wave 1 = 29…
Problematic media use in early childhood
Problematic media use (PMU) during early childhood has the potential to interfere with the healthy functioning of family systems and may be associated with significant long-term problems for the child. However, we know very little about what contributes to early childhood PMU, particularly in the family context. We examine parenting factors as correlates of child PMU in two studies, from two different countries, using two different methods. Study…
Virtual Grandparenting
Many grandparents today are physically separated from their families. Given that maintaining close family relationships (with both adult children and grandchildren) is associated with increased physical, mental, and emotional health across generations, it is important to determine how families can maintain close relationships with grandparents when physically separated. Technology offers one potential support: the proliferation of video chat. Rec…
Building Equitable Access and Inclusion for Children Growing up in the Digital Age
Beginning during infancy, digital media are a pervasive part of family life, affecting opportunities to learn and time in family relationships. Research showing the potentially negative impacts of media on very young children led to recommendations of restricted media usage. Other research has examined how educational media can promote child outcomes and well-being. However, stark issues of digital inequity remain. Many families experience underc…
Meltdowns and media
Qualitative and quantitative aspects of child‐directed parental talk and the relation to 2‐year‐old's developing vocabulary
Although prior research has independently linked vocabulary development with toddlers' media usage, parental mental state talk (MST), and parent–child conversational turn‐taking (CTT), these variables have not been investigated within the same study. In this study, we focus on associations between these variables and 2‐year‐old's ( N = 87) vocabulary. Child vocabulary and digital media use were measured through online questionnaires. We took a mu…
Presence at a distance
COVID‐19 disrupted infant contact with people beyond the immediate family. Because grandparents faced higher COVID‐19 risks due to age, many used video chat instead of interacting with their infant grandchildren in person. We conducted a semi‐naturalistic, longitudinal study with 48 families, each of whom submitted a series of video chats and surveys, and most ( n = 40) also submitted a video of an in‐person interaction. Families were mostly high…
Fine motor skills during early childhood predict visuospatial deductive reasoning in adolescence
Extensive evidence and theory suggest that the development of motor skills during infancy and early childhood initiates a "developmental cascade" for cognitive abilities, such as reading and math. Motor skills are closely connected with the development of spatial cognition, an ability that supports deductive reasoning. Despite the linkage between motor skills and spatial cognition, and spatial cognition with deductive reasoning, no research has e…
Imitating the Robots
Millions of children in the United States are growing up hearing multiple languages. Memory flexibility is the ability to apply information from a past experience to future situations that are perceptually different from the initial learning experience and differs between monolinguals and bilinguals during infancy. We use a new, non-verbal object sequencing imitation task (OSI) to measure memory flexibility changes in monolingual and bilingual pr…
Introduction—A Roundtable on The Woman of Colour (1808)
In 2019–20, during the squalls of socioeconomic crisis that preceded the global pan-demic, academics across the United Kingdom took industrial action to protest cuts to pensions, increases to workloads, and the increasing casualization of higher education. Before lockdown emptied universities, the escalating strike halted teaching in many places. Classrooms were quiet, picket lines less so. As precarity and casualization disproportionately affect…
Zooming through development
Video chat may allow young children and grandparents to develop and maintain bonds when they are physically separated because it enables them to share experiences with each other in real time. We used an ecological model framework to examine factors associated with the development of the grandparent–grandchild relationship during the COVID-19 pandemic, when many families were experiencing reduced opportunities for in-person interaction. We analyz…
The development of gaze following in monolingual and bilingual infants
Determining the meanings of words requires language learners to attend to what other people say. However, it behooves a young language learner to simultaneously encode relevant non‐verbal cues, for example, by following the direction of their eye gaze. Sensitivity to cues such as eye gaze might be particularly important for bilingual infants, as they encounter less consistency between words and objects than monolingual infants, and do not always …
Classroom Composition and the Design of Instruction
Studies of structural effects in education have usually attributed normative or comparative reference-group meaning to school composition. The results of such studies show that variation among students in schools accounts for only modest amounts of aspiration and achievement. This study of elementary school classrooms and instructional groups departs from the familiar formulations and shows how school systems successively transform the compositio…
Reading Recovery
Timothy Shanahan, Rebecca Barr, Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 958-996
The Effect of Instruction on Pupil Reading Strategies
WORD IDENTIFICATION RESPONSES of 32 first graders were obtained in December and May of first grade and examined in order to infer word identification strategies. Half of the subjects were instructed by a phonics method and half with a sight word emphasis. The strategies for most children in the samples could be identified using the criteria established for classification. Strategies of individual children were determined to a significant degree b…
Age, Ethnicity, and Socioeconomic Patterns in Early Computer Use
Parents were interviewed about the media habits of their 6-month to 6-year-old children. For children who had used computers, linear increases in computer usage occurred across this age range with a shift from using a computer on a parent's lapat aboutage 21/2 to autonomous computer and mouse use at about age 31/2. There were almost no gender differences in early computer patterns. Families with higher incomes and higher education levels were mor…
Influence of Basal Programs on Fourth-Grade Reading Instruction
teachers adhered to the recommendations in the teacher's guide for activities to be used before and after the reading of basal selections. Based on results of these analyses, the authors suggest four conclusions. First, basal programs differ in important respects; the two studied differed in organizational complexity, but were similar in content. Second, the design of the basal program influences the extent to which materials for students are ass…
The Baby Elmo Program
The Formation and Instruction of Ability Groups
Based on an analysis of first-grade reading instruction, in which the nature of the curriculum, the allocation of time, the class distribution of student aptitude, and learning are the main considerations, this article provides evidence that teaching contains important technological elements. These elements can be formulated as principles expressing coherent connections between means and ends; they pervade school-system organization and are not r…
Commentary
The Politics of Reading
Learning Lessons
The Effect of Instruction on Pupil Reading Strategies
WORD IDENTIFICATION RESPONSES of 32 first graders were obtained in December and May of first grade and examined in order to infer word identification strategies. Half of the subjects were instructed by a phonics method and half with a sight word emphasis. The strategies for most children in the samples could be identified using the criteria established for classification. Strategies of individual children were determined to a significant degree b…
Learning Lessons
How Schools Work
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor,…
Commentary
The Formation and Instruction of Ability Groups
Based on an analysis of first-grade reading instruction, in which the nature of the curriculum, the allocation of time, the class distribution of student aptitude, and learning are the main considerations, this article provides evidence that teaching contains important technological elements. These elements can be formulated as principles expressing coherent connections between means and ends; they pervade school-system organization and are not r…
The Politics of Reading
Classroom Composition and the Design of Instruction
Studies of structural effects in education have usually attributed normative or comparative reference-group meaning to school composition. The results of such studies show that variation among students in schools accounts for only modest amounts of aspiration and achievement. This study of elementary school classrooms and instructional groups departs from the familiar formulations and shows how school systems successively transform the compositio…
Influence of Basal Programs on Fourth-Grade Reading Instruction
teachers adhered to the recommendations in the teacher's guide for activities to be used before and after the reading of basal selections. Based on results of these analyses, the authors suggest four conclusions. First, basal programs differ in important respects; the two studied differed in organizational complexity, but were similar in content. Second, the design of the basal program influences the extent to which materials for students are ass…
Toward a Balanced Perspective on Beginning Reading
Reading Recovery
Timothy Shanahan, Rebecca Barr, Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners, Reading Research Quarterly, Vol. 30, No. 4 (Oct. - Nov. - Dec., 1995), pp. 958-996
Retrieval Protracts Deferred Imitation by 6‐Month‐Olds
Past research using a deferred imitation task has shown that 6‐month‐olds remember a 3‐part action sequence for only 1 day. The concept of a time window suggests that there is a limited period within which additional information can be integrated with a prior memory. Its width tracks the forgetting function of the memory. This study asked if retrieving the memory of the modeled actions at the end of the time window protracts its retention, if the…
Age, Ethnicity, and Socioeconomic Patterns in Early Computer Use
Parents were interviewed about the media habits of their 6-month to 6-year-old children. For children who had used computers, linear increases in computer usage occurred across this age range with a shift from using a computer on a parent's lapat aboutage 21/2 to autonomous computer and mouse use at about age 31/2. There were almost no gender differences in early computer patterns. Families with higher incomes and higher education levels were mor…
Infants' Attention and Responsiveness to Television Increases With Prior Exposure and Parental Interaction
This study examined the relation between early television exposure and parental interaction style during infant‐directed television programs on 2 outcomes: infant looking time and infant responsiveness. By quasi‐experimental design half of the 12‐ to 18‐month‐old infants had prior exposure to the program content and the other half did not. Cluster analysis based on parental verbalizations revealed 3 types of parental coviewing style: high, medium…
Emerging Computer Skills
The purpose of this study was to examine how 4-year-old children learn to use computers, with specific interest in what cognitive factors and parental scaffolding practices are associated with control of the computer via the computer mouse interface. Fifty-three 4-year-old children were videotaped while viewing two computer storybooks. Results indicated that children who had better executive functioning abilities were more likely to control the m…
A US Study of Transfer of Learning from Video to Books in Toddlers
Few empirical studies of word learning from video during toddlerhood have been conducted. Children aged 18 to 33 months viewed a 10-minute commercially available video about different shapes daily for 15 days. The experimental group video included the novel word and shape crescent; the control group video did not. The experimental group was significantly more likely to correctly point to the crescent shape at test than children in the control gro…
Transfer of learning between 2D and 3D sources during infancy
Television Viewing Patterns in 6‐ to 18‐Month‐Olds
The present study examines coviewing of Baby Mozart by 6‐ to 18‐month‐old infants and their caregivers under naturalistic conditions. We had two questions. First, extending the method of Barr, Zack, Garcia, and Muentener ( Infancy, 13 [2008], 30–56 ) to a younger population, we asked if age, prior exposure, and caregiver verbal input would predict infant looking to a Baby Mozart video from 6 to 18 months. Second, we asked if caregiver–infant inte…
The Baby Elmo Program
Revisiting the effect of reminders on infants’ media memories
With the present research, the authors examined whether reminders could maintain 18-month-olds' memories generated from picture books and videos. Infants (N = 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial presentation of the original media demonstration. After both reminder delays, groups that received a video d…
Fathers Are Parents, Too! Widening the Lens on Parenting for Children's Development
Why do fathers matter? Recent conceptual and theoretical advances regarding father–child relationships have demonstrated that fathers affect children's outcomes both directly and indirectly. To attain a complete developmental account of the ecologically rich contexts of child development, in this article, we recommend best practices regarding the conceptualization and assessment of father–child relationships that reflect contemporary family life.…
Beyond Screen Time
Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when ca…
Introduction—A Roundtable on The Woman of Colour (1808)
In 2019–20, during the squalls of socioeconomic crisis that preceded the global pan-demic, academics across the United Kingdom took industrial action to protest cuts to pensions, increases to workloads, and the increasing casualization of higher education. Before lockdown emptied universities, the escalating strike halted teaching in many places. Classrooms were quiet, picket lines less so. As precarity and casualization disproportionately affect…
Zooming through development
Video chat may allow young children and grandparents to develop and maintain bonds when they are physically separated because it enables them to share experiences with each other in real time. We used an ecological model framework to examine factors associated with the development of the grandparent–grandchild relationship during the COVID-19 pandemic, when many families were experiencing reduced opportunities for in-person interaction. We analyz…
The development of gaze following in monolingual and bilingual infants
Determining the meanings of words requires language learners to attend to what other people say. However, it behooves a young language learner to simultaneously encode relevant non‐verbal cues, for example, by following the direction of their eye gaze. Sensitivity to cues such as eye gaze might be particularly important for bilingual infants, as they encounter less consistency between words and objects than monolingual infants, and do not always …
Patterns of mutual exclusivity and retention
When children learn their native language, they tend to treat objects as if they only have one label—a principle known as mutual exclusivity. However, bilingual children are faced with a different cognitive challenge—they need to learn to associate two labels with one object. In the present study, we compared bilingual and monolingual 24‐month‐olds’ performance on a challenging and semi‐naturalistic forced‐choice referent selection task and reten…
Psychology (39 obras) · Developmental psychology (28 obras) · Child Development and Digital Technology (24 obras) · Impact of Technology on Adolescents (15 obras) · Computer Science (14 obras) · Social Psychology (14 obras) · Cognitive psychology (11 obras) · Sociology (11 obras) · Linguistics (10 obras) · Medicine (10 obras)