चांगल्या स्क्रीन वेळेचे महत्त्व का आहे

संशोधन

• Mar, R. A. (2018). Stories and the promotion of social cognition. Current Directions in Psychological Science, 27(4), 257–262.
• de Graaf, A., Hoeken, H., Sanders, J., & Beentjes, J. W. J. (2012). Identification as a mechanism of narrative persuasion. Communication Research, 39(6), 802–823.
• Chen, M., & Bell, R. A. (2022). A meta-analysis of the impact of point of view on narrative processing and persuasion. Psychology & Health, 37(5), 545–562.

संशोधन

• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
• Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701.
• Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435.
• Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3(3), 198–206.
• Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968.

संशोधन

• Whitehurst, G. J., et al. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559.
• Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26.
• Dowdall, N., et al. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399.
• Xu, Y., & Warschauer, M. (2022). Dialogue with a conversational agent promotes children's story comprehension. PMC/NCBI — RCT showing AI-guided dialogic reading matched human comprehension gains.
• Xiao, Y., et al. (2025). Parent-led versus AI-guided dialogic reading. British Journal of Educational Technology.

संशोधन

• Mar, R. A., Tackett, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25(1), 69–78.
• Ciesielska, M., Kucirkova, N., & Thomson, J. M. (2025). How the type and context of children's storybook reading relate to select empathy skills: A meta-analysis. Early Education and Development, 36(8), 1888–1914.
• Kucirkova, N. (2019). How could children's storybooks promote empathy? A conceptual framework. Frontiers in Psychology, 10, 121.

संशोधन

• Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257. doi:10.1037/a0016496
• Little, J. L., & Bjork, E. L. (2016). Multiple-choice pretesting potentiates learning of related information. Memory & Cognition, 44(7), 1085-1101. doi:10.3758/s13421-016-0621-z