ArticleJournal of cognition and development : official journal of the Cognitive Development Society2021
Children simultaneously learn multiple dimensions of information during shared book reading.
Article in Journal of cognition and development : official journal of the Cognitive Development Society, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Parent-child shared book reading challenges and facilitators: a systematic review and meta synthesis.Frontiers in psychology · 2025Pooled it
- Visual guidance patterns and comprehension mechanisms in children's nonlinear picture book reading: an eye-tracking study.Frontiers in psychology · 2026Article
- The role of picture books in supporting children's emotions: perspectives of Saudi kindergarten teachers.Frontiers in psychology · 2026Article
- Information Sources for Word Meaning in Children's Picture Books: A Human Simulation Paradigm Study.Journal of cognition and development : official journal of the Cognitive Development Society · 2025Article
- The effect of picture book reading on young children's use of an emotion regulation strategy.PloS one · 2023Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children's simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children's learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.