University of Louisville
Children's Perceptions of Adults’ Abilities to Use and Fix Technological devices
Grade Level at Time of Presentation
Senior
Major
Psychology
Minor
Public Health and Social Work
Institution 24-25
University of Louisville
KY House District #
20
KY Senate District #
57
Faculty Advisor/ Mentor
Judith H. Danovitch
Department
Department of Psychological and Brain Sciences
Abstract
Children’s learning is based on the information they receive from adults (e.g., Harris et al., 2018). By age three, children understand that adults possess different areas of expertise and specialized knowledge (e.g., doctor and mechanic; Lutz & Keil, 2002). However, little is known about how children perceive adults’ knowledge about technology based on those adults’ gender and age. The current study examines how children ages 5-10 (N = 71; 41 girls, 30 boys) and adults ages 18-25 (N = 53; 28 women, 23 men) perceive adults’ ability to use and troubleshoot technological devices. In part one, participants heard 6 questions about tablet competency and each question was paired with two photos of adults varying in age and gender (i.e., young man, young woman, old man, and old woman). In part two, participants heard 6 questions about fixing digital devices (e.g., tablets) and 6 questions about fixing analog devices (e.g., typewriters). Each question was paired with two photos of adults who differed in gender and/or age and participants chose who they thought would be better at troubleshooting those devices. Preliminary analyses revealed that children selected younger adults as more competent in using a tablet and troubleshooting digital and analog devices compared to older adults. Adults in the study also viewed younger adults as more competent at using a tablet and troubleshooting digital devices but chose older adults to be better at fixing analog devices than younger adults. These results suggest that children ages 5-10 pay greater attention to an adult’s age than gender as they associate younger men and women as having greater technological knowledge regardless of the device type. Similarly, adults ages 18-25 also prioritize age over gender, but extend this idea differently based on the device type. The findings have implications for improving children’s learning about technology.
Children's Perceptions of Adults’ Abilities to Use and Fix Technological devices
Children’s learning is based on the information they receive from adults (e.g., Harris et al., 2018). By age three, children understand that adults possess different areas of expertise and specialized knowledge (e.g., doctor and mechanic; Lutz & Keil, 2002). However, little is known about how children perceive adults’ knowledge about technology based on those adults’ gender and age. The current study examines how children ages 5-10 (N = 71; 41 girls, 30 boys) and adults ages 18-25 (N = 53; 28 women, 23 men) perceive adults’ ability to use and troubleshoot technological devices. In part one, participants heard 6 questions about tablet competency and each question was paired with two photos of adults varying in age and gender (i.e., young man, young woman, old man, and old woman). In part two, participants heard 6 questions about fixing digital devices (e.g., tablets) and 6 questions about fixing analog devices (e.g., typewriters). Each question was paired with two photos of adults who differed in gender and/or age and participants chose who they thought would be better at troubleshooting those devices. Preliminary analyses revealed that children selected younger adults as more competent in using a tablet and troubleshooting digital and analog devices compared to older adults. Adults in the study also viewed younger adults as more competent at using a tablet and troubleshooting digital devices but chose older adults to be better at fixing analog devices than younger adults. These results suggest that children ages 5-10 pay greater attention to an adult’s age than gender as they associate younger men and women as having greater technological knowledge regardless of the device type. Similarly, adults ages 18-25 also prioritize age over gender, but extend this idea differently based on the device type. The findings have implications for improving children’s learning about technology.