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My experience with this differential leads me to believe the train stems largely from caution and expectations. A small child has zero degree of caution. An ol
by crusty 5y ago
My experience with this differential leads me to believe the train stems largely from caution and expectations.
A small child has zero degree of caution. An older person knows they don't know and worries that ignorance will somehow break the device (permanently or temporarily).
A small child usually doesn't have a formal expectation of what they are trying to achieve, it's largely experimentation, maybe with the intent to discover fun or find games, but it's pretty basic. An older person often will have a very specific y'all they would like to accomplish while being aware they aren't totally sure the device can do it, and if it can, how exactly to get the device to do it.
I think these two inputs create a feedback loop that works to promote technology acquisition in children and retard it among older people.
- asoneth 5y ago> A small child has zero degree of caution. As a parent of small children I regularly have to repair electronic devices that have been temporarily broken (e.g. different languages set, screens locked out, tablet storage filled by thousands of burst photos of the floor) and a small but growing collection of electronic devices that have been permanently broken (e.g. antennas pulled off of radios, keys pulled off keyboards, ports yanked out) by this lack of caution. > An older person knows they don't know and worries that ignorance will somehow break the device (permanently or temporarily). This may be rational learned behavior. If they don't have someone on hand to fix issues then with many interfaces it's surprisingly easy to get yourself stuck in a situation where it's not obvious how to get out.