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Screen Research: Studying How Children Learn from Media Georgene Troseth Department of Psychology & Human Development Peabody College, Vanderbilt.

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Presentation on theme: "Screen Research: Studying How Children Learn from Media Georgene Troseth Department of Psychology & Human Development Peabody College, Vanderbilt."— Presentation transcript:

1 Screen Research: Studying How Children Learn from Media Georgene Troseth Department of Psychology & Human Development Peabody College, Vanderbilt

2 DeLoache, Chiong, Sherman, Islam, Vanderborght, Troseth, Strouse, & ODoherty (2010, Psych. Science) 12- to 18-month- olds Parents given a DVD or vocabulary words written on a piece of paper 1 month exposure, 5 times per week Control group: no added activities

3 Results Children who viewed the DVD did not learn any more words than the control group did Highest level of learning occurred in the no- video parent-teaching condition Parents who liked the DVD overestimated how much their children learned from it

4 The Video Deficit in Toddler Learning Toddlers learn better from a person who is there/ a real event vs. one on a screen –Imitating a novel behavior –Learning a word

5 Whats Hard About Learning from Video? Symbolic thinking: Realizing that an image on a screen stands for reality Realizing that a person on a screen is offering relevant information

6 Studying Toddlers Short attention span Impulsive Limited language Immature motor development Changeable emotions

7 Search Task Simple problem solving game Find a toy hidden in a room Child does not see hiding event directly Information on where to find the object comes from a symbolic medium (video screen) To solve the problem, child needs to apply info from the symbol (video) to a real situation

8 Find the Hidden Toy Participants: 2- and 2-1/2-year-olds Troseth & DeLoache (1998, Child Development) Live VideoReal Window

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10 Let the Younger Kids Watch Themselves on Live Video Troseth (2003, Developmental Psychology)

11 Finding game: I hid Piglet under the blanket. Telling on TVTelling in person 27% correct 77% correct Learning from a Person on a Screen Troseth, Saylor, & Archer (2006, Child Development)

12 Video chat: Person on TV interacted with the child & parent for 5 minutes 69% correct on finding game Then she revealed the toys location

13 Todders & Video: Summary Children do not expect TV to connect to reality –Experience with video related to reality helped them to use information from video Social cues missing from video impair learning for very young viewers –Providing those cues on video (e.g., contingent responsiveness) helped them learn

14 Preschool Substantial evidence that children age 3 to 5 learn and get long- term benefits from watching Sesame Street (e.g., Anderson, Huston, Wright, et al., 2001)

15 3-year-olds 4-week study Children watch storybooks on video Pre- & post-test of vocabulary (story & general) Post-test story comprehension Strouse, ODoherty, & Troseth (2013, Developmental Psychology)

16 4 Conditions –Regular Video: Parents showed the videos to their children as normal –Dialogic Questioning: Parents trained to pause the videos/ ask questions –Directed attention: P arents labeled & described rather than questioning –Dialogic Actress: Person on screen paused & asked questions (easier ones first, more difficult later)

17 Dialogic question prompts (simple to harder) Completion – Fill in the blank. e.g., Ill huff, Ill puff, Ill ____ Recall – Remember something that happened in the story Open-ended – Short answer. e.g., What do you think hell do next? Wh questions – Start with Who, Where, When, Why, or What Distancing – Relating story contents to the childs life -- e.g., Do you remember when we saw the elephant at the zoo?

18 Results Compared to Watch as usual group, Dialogic group improved in: Standardized Expressive Vocabulary (EOW-PVT) Story-Specific Vocabulary Story Comprehension Dialogic Actress group learned almost as much about story (including story vocab) Directed Attention group scored in the middle (learned somewhat better than watching alone)

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20 Current research E-books (kinds of hot spots/ interactivity) Tablets –Tapping and self- regulation –Kind of interaction and learning


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