Two experiments were conducted to assess the role of media characters in influencing children's food choices; the first focused on children's self-reported preference, whereas the second focused on actual choice. The results of the experiments suggest that popular characters can make a difference in encouraging children to select one food over another. In the first experiment, children were more likely to indicate a preference for one food over another when one was associated with characters that they liked and with whom they were familiar. This effect was particularly strong when a sugary or salty snack branded by a favored character was competing with a healthier option branded by an unknown character or no character. Alternatively, when children were asked to choose between a healthy food and a sugary or salty snack, branding of the healthy food with a favored character did not significantly change appeal of that healthy snack. However, when foods within the same category (i.e., 2 vegetables, 2 fruits, or 2 grains) were asked to compete against each other, character branding strongly influenced children's food choice. Findings from the second experiment suggest that children are more willing to try more pieces of a healthy food if a favored character, in comparison with an unknown character, is promoting that food.
The purpose of this study was to determine whether toddlers exhibit different eye‐movement patterns when watching real events versus video demonstrations in an object‐retrieval task. Twenty‐four‐month‐olds (N = 36) searched for a sticker on a felt board after watching an experimenter hide it behind a felt object in person or via video. Eye movements during the hiding event were recorded. Compared to those watching in‐person events, children watching video spent more time looking at the target location overall, yet they had relatively poor search performance. Visual attention to the target location predicted search performance in the video condition only; children who watched in‐person hiding events had high success rates even if they paid relatively little visual attention to the correct location. Findings are consistent with the hypothesis that toddlers process information more quickly for in‐person (versus video) events, enabling them to learn as well (or better) despite relatively low selective attention. Thus, relatively poor encoding, as well as memory retrieval, may underlie the video deficit.
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