Young Children's Use of Video as a Source of Socially Relevant Information

• Georgene L. Troseth ^[1] ; Megan M. Saylor ^[1] ; Allison H. Archer ^[1]
  1. [1] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 3, 2006, págs. 786-799
• Idioma: inglés
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• Dialnet Métricas: 5 Citas
• Resumen

  • Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told “face to face” where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.