{"title":"Talking with machines: Can conversational technologies serve as children's social partners?","authors":"Ying Xu","doi":"10.1111/cdep.12475","DOIUrl":null,"url":null,"abstract":"<p>Back-and-forth conversations with others are vital for children's development in the early years. While children's conversation partners have traditionally been their parents, teachers, and peers, recent advances in artificial intelligence have led to the introduction of machines that understand human speech and generate natural responses, and thus can engage children in conversations. As these technologies become increasingly ubiquitous in children's lives, questions arise as to how they might affect children's development: How do children interact with, perceive, and learn from conversational technologies? Can these technologies serve as children's social partners? In this article, I detail what we know about these topics and discuss the possible implications of conversational technologies for children's shifting media landscape. I also suggest research agendas that can unpack the complex interplay among children, their social contexts, and conversational technology.</p>","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"17 1","pages":"53-58"},"PeriodicalIF":5.1000,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Development Perspectives","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cdep.12475","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 2
Abstract
Back-and-forth conversations with others are vital for children's development in the early years. While children's conversation partners have traditionally been their parents, teachers, and peers, recent advances in artificial intelligence have led to the introduction of machines that understand human speech and generate natural responses, and thus can engage children in conversations. As these technologies become increasingly ubiquitous in children's lives, questions arise as to how they might affect children's development: How do children interact with, perceive, and learn from conversational technologies? Can these technologies serve as children's social partners? In this article, I detail what we know about these topics and discuss the possible implications of conversational technologies for children's shifting media landscape. I also suggest research agendas that can unpack the complex interplay among children, their social contexts, and conversational technology.
期刊介绍：
Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.
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