Su-hua Wang
Biographic Data
| ID | 5757577 |
|---|---|
| NAME | Su-hua Wang |
| GIVEN NAMES | Su-hua |
| FAMILY NAME | Wang |
| SIGNATURE | WANG S |
| AFFILIATIONS | University of California, Santa Cruz |
| ORCID | 0000-0003-3494-5486 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Exploring modalities and functions of social interaction initiated by toddlers in the U.S. during touchscreen play
As technology becomes ubiquitous in the homes of many families, children learn to incorporate touchscreen devices into their everyday activities. The present study explored young children’s role in shaping their gaming experience to maintain social interactivity. Twenty-nine children at 2.5 years old in the U.S. played a non-educational game on a touchscreen in the presence of a researcher. We examined the temporal distribution and functions of t…
Social interaction in different contexts of screen-media activities
In many communities, children increasingly use digital devices for the purposes of playing and learning. The present study investigated Taiwanese preschool-aged children’s social interactions with caregivers during screen-media activities. Forty-five 3- to 6-year-olds and their caregivers played with a non-educational game app, an educational game app, or watched an educational video together. Child- and caregiver-initiated social behaviors were …
Parental guidance fosters hands-on learning by infants in culturally different ways
The present research examined cultural patterns of parental guidance for infants as they learned about a new physical rule with hands-on experience. Nine-month-olds participated in two sites: Taipei, Taiwan and Santa Cruz, California, United States ( N = 96; 48 males, 48 females). They watched a single exemplar of covering events that demonstrated the to-be-learned rule, which was insufficient visual experience to learn the rule. As infants explo…
Tangible and digital materials for spatial play
Technology is transforming children's lived experience with spatial play. In particular, parents may interact with children differently depending on whether they play together with tangible or digital materials. The present research examined whether the medium for play (tangible or digital) affected kindergarten‐aged children's language experience during puzzle play and explored immediate effects on spatial reasoning. Sixty parent–child dyads pla…
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
Despite decades of efforts, deficit narratives regarding language development and use by children and students from historically marginalized backgrounds remain persistent in the United States. Examining selective literature, we discuss the ideologies that undergird two deficit narratives: the notion that some children have a “word gap” when compared to their White middle-class peers, and students must develop “academic language” to engage in rig…
Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies
We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of xiào (孝, filial piety), guăn (管, to govern), and dào dé guān (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infant…
Comparison facilitates the use of height information by 5-month-olds in containment events
Past research has shown a discrepancy in young infants' use of height information in occlusion and containment events-a pattern typically accounted for by event categorization and rule learning. Broadening these theories, the present experiment examined the role of comparison in young infants' reasoning about physical events. We rotated a typical setup of a top-open container 90 degrees such that the opening now faced the side. An object was held…
Toddlers on touchscreens
Interactive technologies have become a common play medium for young children; it is not unusual for toddlers to play games on a touchscreen device in lieu of games in the yard. Here, we compared the immediate effects of physical and touchscreen play on 2.5-year-olds’ cognitive flexibility, a key aspect of executive function. For nine minutes, toddlers engaged in touchscreen play or physical play; a third group drew and colored (control group). Ne…
The Fluid Construction of Spatial Concepts in Infancy
Priming 4.5-month-old infants to use height information by enhancing retrieval
How do infants select and use information that is relevant to the task at hand? Infants treat events that involve different spatial relations as distinct, and their selection and use of object information depends on the type of event they encounter. For example, 4.5-month-olds consider information about object height in occlusion events, but infants typically fail to do so in containment events until they reach the age of 7.5 months. However, aft…
Visual experience enhances infants' use of task-relevant information in an action task
Four experiments examined whether infants' use of task-relevant information in an action task could be facilitated by visual experience in the laboratory. Twelve- but not 9-month-old infants spontaneously used height information and chose an appropriate (taller) cover in search of a hidden tall toy. After watching examples of covering events in a teaching session, 9-month-old infants succeeded in an action task that involved the same event catego…
What Do Grandmothers Think about Self‐esteem? American and Taiwanese Folk Theories Revisited
The study investigates European American and Taiwanese grandmothers’ folk theories of childrearing and self‐esteem, building on an earlier comparison of mothers from the same families. Adopting methods that privilege local meanings, we bring grandmothers’ voices into the conversation about childrearing, thereby contributing to a deeper understanding of intergenerational nuances in folk theories. In each cultural case, 16 grandmothers of 3‐year‐ol…
What Do Grandmothers Think about Self‐esteem? American and Taiwanese Folk Theories Revisited
The study investigates European American and Taiwanese grandmothers’ folk theories of childrearing and self‐esteem, building on an earlier comparison of mothers from the same families. Adopting methods that privilege local meanings, we bring grandmothers’ voices into the conversation about childrearing, thereby contributing to a deeper understanding of intergenerational nuances in folk theories. In each cultural case, 16 grandmothers of 3‐year‐ol…
Priming 4.5-month-old infants to use height information by enhancing retrieval
How do infants select and use information that is relevant to the task at hand? Infants treat events that involve different spatial relations as distinct, and their selection and use of object information depends on the type of event they encounter. For example, 4.5-month-olds consider information about object height in occlusion events, but infants typically fail to do so in containment events until they reach the age of 7.5 months. However, aft…
Visual experience enhances infants' use of task-relevant information in an action task
Four experiments examined whether infants' use of task-relevant information in an action task could be facilitated by visual experience in the laboratory. Twelve- but not 9-month-old infants spontaneously used height information and chose an appropriate (taller) cover in search of a hidden tall toy. After watching examples of covering events in a teaching session, 9-month-old infants succeeded in an action task that involved the same event catego…
What Do Grandmothers Think about Self‐esteem? American and Taiwanese Folk Theories Revisited
The study investigates European American and Taiwanese grandmothers’ folk theories of childrearing and self‐esteem, building on an earlier comparison of mothers from the same families. Adopting methods that privilege local meanings, we bring grandmothers’ voices into the conversation about childrearing, thereby contributing to a deeper understanding of intergenerational nuances in folk theories. In each cultural case, 16 grandmothers of 3‐year‐ol…
Visual experience enhances infants' use of task-relevant information in an action task
Four experiments examined whether infants' use of task-relevant information in an action task could be facilitated by visual experience in the laboratory. Twelve- but not 9-month-old infants spontaneously used height information and chose an appropriate (taller) cover in search of a hidden tall toy. After watching examples of covering events in a teaching session, 9-month-old infants succeeded in an action task that involved the same event catego…
Priming 4.5-month-old infants to use height information by enhancing retrieval
How do infants select and use information that is relevant to the task at hand? Infants treat events that involve different spatial relations as distinct, and their selection and use of object information depends on the type of event they encounter. For example, 4.5-month-olds consider information about object height in occlusion events, but infants typically fail to do so in containment events until they reach the age of 7.5 months. However, aft…
The Fluid Construction of Spatial Concepts in Infancy
Toddlers on touchscreens
Interactive technologies have become a common play medium for young children; it is not unusual for toddlers to play games on a touchscreen device in lieu of games in the yard. Here, we compared the immediate effects of physical and touchscreen play on 2.5-year-olds’ cognitive flexibility, a key aspect of executive function. For nine minutes, toddlers engaged in touchscreen play or physical play; a third group drew and colored (control group). Ne…
Comparison facilitates the use of height information by 5-month-olds in containment events
Past research has shown a discrepancy in young infants' use of height information in occlusion and containment events-a pattern typically accounted for by event categorization and rule learning. Broadening these theories, the present experiment examined the role of comparison in young infants' reasoning about physical events. We rotated a typical setup of a top-open container 90 degrees such that the opening now faced the side. An object was held…
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
Despite decades of efforts, deficit narratives regarding language development and use by children and students from historically marginalized backgrounds remain persistent in the United States. Examining selective literature, we discuss the ideologies that undergird two deficit narratives: the notion that some children have a “word gap” when compared to their White middle-class peers, and students must develop “academic language” to engage in rig…
Directive Guidance as a Cultural Practice for Learning by Chinese-Heritage Babies
We provide a framework of analysis for Chinese ways of learning that extends beyond the individual level. The theoretical framework focuses on Confucian principles of xiào (孝, filial piety), guăn (管, to govern), and dào dé guān (道德觀, virtues), which leads us to argue that directive guidance as a cultural practice nourishes Chinese-heritage children’s learning as early as in infancy. To illustrate how directive guidance occurs in action for infant…
Tangible and digital materials for spatial play
Technology is transforming children's lived experience with spatial play. In particular, parents may interact with children differently depending on whether they play together with tangible or digital materials. The present research examined whether the medium for play (tangible or digital) affected kindergarten‐aged children's language experience during puzzle play and explored immediate effects on spatial reasoning. Sixty parent–child dyads pla…
Exploring modalities and functions of social interaction initiated by toddlers in the U.S. during touchscreen play
As technology becomes ubiquitous in the homes of many families, children learn to incorporate touchscreen devices into their everyday activities. The present study explored young children’s role in shaping their gaming experience to maintain social interactivity. Twenty-nine children at 2.5 years old in the U.S. played a non-educational game on a touchscreen in the presence of a researcher. We examined the temporal distribution and functions of t…
Social interaction in different contexts of screen-media activities
In many communities, children increasingly use digital devices for the purposes of playing and learning. The present study investigated Taiwanese preschool-aged children’s social interactions with caregivers during screen-media activities. Forty-five 3- to 6-year-olds and their caregivers played with a non-educational game app, an educational game app, or watched an educational video together. Child- and caregiver-initiated social behaviors were …
Parental guidance fosters hands-on learning by infants in culturally different ways
The present research examined cultural patterns of parental guidance for infants as they learned about a new physical rule with hands-on experience. Nine-month-olds participated in two sites: Taipei, Taiwan and Santa Cruz, California, United States ( N = 96; 48 males, 48 females). They watched a single exemplar of covering events that demonstrated the to-be-learned rule, which was insufficient visual experience to learn the rule. As infants explo…
Psychology (12 works) · Developmental psychology (10 works) · Cognitive psychology (6 works) · Computer Science (6 works) · Child and Animal Learning Development (5 works) · Sociology (5 works) · Child Development and Digital Technology (4 works) · Early Childhood Education and Development (4 works) · Cognition (3 works) · Human–computer interaction (3 works)