Formal Production Features of Infant and Toddler DVDs

Goodrich, Samantha A.; Pempek, Tiffany A.; Calvert, Sandra L.

doi:10.1001/archpediatrics.2009.201

Cited by 57 publications

(61 citation statements)

References 14 publications

(42 reference statements)

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“…Two pacing factors were coded: frequency of rapid movement (none, isolated, episodic, central, or extreme) and the rate at which abrupt changes in the background occur. [28][29][30] For the latter, at least two 5-minute segments were counted, and the mean was coded.…”

Section: Methodsmentioning

confidence: 99%

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

2011

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WHAT'S KNOWN ON THIS SUBJECT:Media use has been shown to negatively affect child sleep, especially in the context of evening use or with a television in the child's bedroom. WHAT THIS STUDY ADDS:Increased sleep problems were observed in preschool-aged children for each additional hour of daytime violent media content or evening media use. No such effect was observed with nonviolent daytime use. abstract BACKGROUND: Media use has been shown to negatively affect a child's sleep, especially in the context of evening use or with a television in the child's bedroom. However, little is known about how content choices and adult co-use affect this relationship. OBJECTIVE:To describe the impact of media content, timing, and use behaviors on child sleep. METHODS:These data were collected in the baseline survey and media diary of a randomized controlled trial on media use in children aged 3 to 5 years. Sleep measures were derived from the Children's Sleep Habits Questionnaire. Media diaries captured time, content title, and co-use of television, video-game, and computer usage; titles were coded for ratings, violence, scariness, and pacing. Nested linear regression models were built to examine the impact of timing, content, and co-use on the sleep problem score. RESULTS:On average, children consumed 72.9 minutes of media screen time daily, with 14.1 minutes occurring after 7:00 PM. Eighteen percent of parents reported at least 1 sleep problem; children with a bedroom television consumed more media and were more likely to have a sleep problem. In regression models, each additional hour of evening media use was associated with a significant increase in the sleep problem score (0.743 [95% confidence interval: 0.373-1.114]), as was daytime use with violent content (0.398 [95% confidence interval: 0.121-0.676]). There was a trend toward greater impact of daytime violent use in the context of a bedroom television (P ϭ .098) and in low-income children (P ϭ .07). CONCLUSIONS:Violent content and evening media use were associated with increased sleep problems. However, no such effects were observed with nonviolent daytime media use. Pediatrics 2011;128:29-35 AUTHORS:

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Section: Methodsmentioning

confidence: 99%

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

2011

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“…65 These features, however, may decrease young children's comprehension. 66 It is unknown whether rapid shifts in attention to and from digital stimuli may have long-term effects on children's attention span or information processing.…”

Section: Health and Developmental Risks Of Media Use What Are The Devmentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

845

530

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Today's children and adolescents are immersed in both traditional and new forms of digital media. Research on traditional media, such as television, has identifi ed health concerns and negative outcomes that correlate with the duration and content of viewing. Over the past decade, the use of digital media, including interactive and social media, has grown, and research evidence suggests that these newer media offer both benefi ts and risks to the health of children and teenagers. Evidence-based benefi ts identifi ed from the use of digital and social media include early learning, exposure to new ideas and knowledge, increased opportunities for social contact and support, and new opportunities to access health promotion messages and information. Risks of such media include negative health effects on sleep, attention, and learning; a higher incidence of obesity and depression; exposure to inaccurate, inappropriate, or unsafe content and contacts; and compromised privacy and confi dentiality. This technical report reviews the literature regarding these opportunities and risks, framed around clinical questions, for children from birth to adulthood. To promote health and wellness in children and adolescents, it is important to maintain adequate physical activity, healthy nutrition, good sleep hygiene, and a nurturing social environment. A healthy Family Media Use Plan (www. healthychildren. org/ MediaUsePlan) that is individualized for a specifi c child, teenager, or family can identify an appropriate balance between screen time/online time and other activities, set boundaries for accessing content, guide displays of personal information, encourage age-appropriate critical thinking and digital literacy, and support open family communication and implementation of consistent rules about media use.

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“…For example, looking time to child-directed programs is high, averaging approximately 70% for 12- to 18-month-olds (Barr, Zack, Garcia, & Muentener, 2008). Children’s programs often have very dense concentrations of perceptually salient formal features, such as sound effects (Huston et al, 1981; Goodrich, Pempek & Calvert, 2009). For preschool and elementary school children, these perceptually salient audio features can elicit attention at key points in television programs, thereby improving comprehension of the contiguously presented content (Calvert, Huston, Watkins, & Wright, 1982).…”

Section: What Is the Ecological Context Of Transfer Of Learning From mentioning

confidence: 99%

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

Barr¹

2010

Developmental Review

229

171

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The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a 2-Dimensional (2D) representation and a 3-Dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the video deficit effect. At present, there is no coherent theory to account for the video deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood, and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne's (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.The notion of transfer of learning across contexts has been central to memory theorists since the time of Thorndike (1932) and many recent memory theories have been developed that have transfer of learning at their core. Theorists generally assume that a memory is a hypothetical collection of attributes that represent what the subject noticed at the time of original encoding (

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Formal Production Features of Infant and Toddler DVDs

Cited by 57 publications

References 14 publications

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

Media Use and Child Sleep: The Impact of Content, Timing, and Environment

Children and Adolescents and Digital Media

Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice

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