Cognitive

Development in
Mgs. Lic. Andrés I. Vélez A.
Digital Contexts
Academic Consultant
+549 1133686123
andrewvelez90210@gmail.com
C.A.B.A., Buenos Aires
Argentina
 ENT
CONTEXT

COGN
LOPM

ITIVE
DEVE
D I G I TA L
IN
S

• DIGITAL CONTEXTS
• DIGITAL LITERACY
• INTEGRATED LEARNING IN DC
• COGNITIVE DEVELOPMENT
• DIGITAL SCREEN MEDIA AND CD
• DIGITAL MEDIA AND
LANGUAGE DEVELOPMENT
• ENGAGEMENT IN DC
CO
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NT

TA
“We are in the midst of yet another shift

GI
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DI
L
in business models because of digital.
This time the force for change is not
mobility; it’s data and the Internet of
Things. The more devices that connect to
each other, the more digital creates
a personal ecosystem called Digital
Context”

David W. Norton
 • Learning opportunities

CO
EX
NT

TA
GI
TS

DI
• Technological advances

L
• Virtual Exchange
(promote professional skills: digital competence, foreign
language competence, communication skills)

• Geographically distant
• Virtual face-to-face encounters

• Languages:
virtual exchange = telecollaboration
(Guth, Helm & O’Dowd, 2014)
 RA
CY

TE

TA
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People need to be capable of using Information and
Communication
Technologies (ICT) such as computers and the
Internet(Bowles, 2013)

Spiers and Bartlett (2012) – characteristics

ability to design, develop and

apply digital tools for the creation of
information, discovery and transfer of new
knowledge,
experimentation and data analysis and
communication.
CONTE

EGR
(CLIL)

LEA
DIGIT

ATE
RNI

INT
NG
XTS

AL

IN

D
Language learning process through content
in digital contexts

Students will learn how to use digital tools

with the aim of creating content in the
digital format
and using specific language forms to
express themselves in each context
 COGNITIVE DEVELOPMENT

Illustration by Joshua Seong Think abstractly and reason about

hypothetical problems

Thinking becomes more logical and

organized, but still very concrete

Think symbolically/learn to use words

and pictures to represent objects

Movements and sensations/Basic actions

(sucking, grasping, looking, and listening)
 D I G I TA L M E D I A A N D C O G N I T I V E D E V E L O P M E N T
<∼2.5 YO
TELEVISION • Amount of exposure
• The program content, the social
context of viewing.
• Negative >> programming for adults
• Little comprehension
• Interaction with parents
• Toddlers (24 to 36mo) can more
INTERACTIV readily learn from touch screen
E devices than they can from TV
• Parental use of mobile devices reduce
MEDIA interactions
• Parental engagement with both TV &
IM may reduce the quantity and
VIDEOGAME quality of parent-child interactions
S (crucial for the development of
cognitive skills, language and
executive function.
2 to 7 YO
• Children are able to comprehend
and learn from age-appropriate,
child-directed TV programs.
• Once comprehension is
established, TV begins to
influence child knowledge and,
therefore, CD more generally.
• Positive impact on vocabulary,
literacy, social behavior, and
academic knowledge.‍
• Entertainment programming
• Violent content can influence
antisocial and aggressive
behavior.‍
Benefits have been reported for
• Attentional‍and visual processing
skills
• Iconic‍and spatial‍representational
skills
• Executive function skills
• Visual spatial working memory.‍
7 to 11 YO 12 YO and up
Marked by cognitive enhancements. • Adolescents use media to regulate
• Increasing sophistication in their emotions in general and their
metamemory concurrent mood in particular
• Strategies used to recall content • Playing certain types of
• Selective attention to that content cognitively demanding video
• Spatial and mathematical games can produce broad
reasoning enhancements in perceptual,
• Reading fluency and motor, and cognitive skills
comprehension
• Argumentation
• Theory of mind
• Related executive functions
(Working memory and cognitive
flexibility)
• Benefits of digital games for
learning when compared to
nongame conditions
• Educational Games >> facilitate
children’s engagement in
academic content in most subject
areas and to promote transfer of
content learned within the game to
more academic tasks
 • Children learn words for things and events that interest

PLESOF
PRINCI
PME

GUA
them

ELO
DEV

LAN
GE
- Children spend a lot of time using screen media
NT

- Electronic devices and toys

SIX
- Digital devices could potentially be valuable sources of
language learning
( Ha rri s , Go l i n k o f f , & H i rs h -P as ek , 2 0 11 )

• Children learn the words that they hear the most

- Children have to hear language to learn language
- More important than the quantity of language is the
quality of the language that young children hear

• Interactive and responsive rather than passive contexts favor

vocabulary learning
- Children learn best in contexts that are active, not
passive / social interaction
- Parents use of devices/interaction with children
- Children learn language best from partners who are
responsive to them
 PLESOF
PRINCI
PME

GUA
ELO
DEV

LAN
GE
NT

SIX
( Ha rri s , Go l i n k o f f , & H i rs h -P as ek , 2 0 11 )
• Children learn words best in meaningful contexts
- children learn words better when they are put in a
meaningful context, rather than being presented as random,
disconnected facts to memorize.
- transfer of the new words from the video to reality

• Children need clear information about word meaning

- including explanations of words in reading increases
children’s learning substantially

• Vocabulary learning and grammatical development are

reciprocal processes
CONTE

DIGIT

ME

GA
GE
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EN
FAVORABLE FACTORS STUDENTS’
XTS

AL

IN ENGAGEMENT
( L u c i a n a V i t e r, 2 0 1 7 )

• Digital Mediation
(digital tools, platforms)

• Diversity of Formats (dynamic)

(texts, videos, auto response activities, PPP, forums)

• Interactions with Teacher

(class, synchronic, asyncronic/feedback)

• Students Interactions
(class, synchronic, asyncronic)

• Continuous Assessment
(activities, evaluation, feedback)
CONTE

DIGIT

ME

GA
GE
NT

EN
UNFAVORABLE FACTORS STUDENTS’
XTS

AL

IN ENGAGEMENT
( L u c i a n a V i t e r, 2 0 1 7 )
• Digital Limitations
(tools, interaction, environment)

• Face to face vs Online Interaction

(relationship, activities)

• Interactions without Teacher

(effectiveness of student-content interaction)

• Complexity and volume of activities

(extension of topics, heavy activities)

• Time management
(time commitment)
REFERENCES:
• Anderson, D. & Subrahmanyam, K. (2017). Cognitive Impacts of Digital Screen Media and Cognitive
Development. Digital Media Workgroup

• Casañ, R. & Candel-Mora, M. A. (2021). Developing Language, Content, and Digital Competence
Through International Telecollaborative Project Work. Universitat Politècnica de València

• Cherry, K (2020). The 4 Stages of Cognitive Development. Background and Key Concepts of Piaget's
Theory.

• Viter, L. N. (2013). Interação e engajamento em ambiente virtual de aprendizagem: um estudo de caso,

Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro.
 Thank you
for
your attention