Preschool children's comprehension of aSesame Street video tape: The effects of repeated viewing and previewing instructions

Sell, Marie A.; Ray, Glen E.; Lovelace, LaNeel

doi:10.1007/bf02300455

Cited by 30 publications

(31 citation statements)

References 17 publications

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“…Researchers reminded us that young children's preferences for music listening could be affected by different variables, including musical discrimination ability, repeated exposure, musical style, tempo and teachers' attitudes (Abeles et al 1984;Baker 1980;Brand and Fernie 1983;Brown 1978;Greer et al 1973;Haroutounian 2002;LeBlanc and Cote 1983;LeBlanc and McCrary 1983;May 1983;Sell et al 1995;Sims 1987;Stone 1983;Yim 2005). Indeed, this study further revealed two other variables: the volume of music and children's active participation in listening activity.…”

Section: Discussionmentioning

confidence: 97%

Children’s Preferences for Group Musical Activities in Child Care Centres: A Cross-Cultural Study

Yim

Ebbeck

2009

Early Childhood Educ J

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This paper reports on a cross-cultural research study of children's preferences for group musical activities in child care centres. A total of 228 young children aged 4-5 years in seven child care centres in Hong Kong and in the Adelaide City of South Australia participated in the study. Both qualitative and quantitative data were collected via a mixed method approach. Result showed that dancing/ moving was children's most preferred musical activity in centres. Significant differences were found between children's cultural contexts and their preferences for three activities: (1) Singing; (2) Listening; and (3) Playing instruments. Qualitative data further revealed the social phenomena of these two cultural contexts which influenced children's preferences. Implications for the curriculum planning of early childhood music education arising from these findings are discussed.

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Section: Discussionmentioning

confidence: 97%

Children’s Preferences for Group Musical Activities in Child Care Centres: A Cross-Cultural Study

Yim

Ebbeck

2009

Early Childhood Educ J

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“…The video deficit effect is not task specific. It is also observed using object search tasks (Deocampo & Hudson, 2005;Schmitt & Anderson, 2002;Troseth, 2003;Troseth & DeLoache, 1998), emotion processing tasks with infants (Mumme & Fernald, 2003) and language tasks with infants (Kuhl, Tsao, & Liu, 2003) and preschoolers (Sell, Ray, & Lovelace, 1995).…”

Section: Introductionmentioning

confidence: 92%

“…Parents report that preschoolers and toddlers frequently ask to repeatedly view the same program (Mares, 1998;Rideout, Vandewater, & Wartella, 2003). Moreover, repeated presentation of the same television program maintains attention and increases comprehension of television content by preschoolers (Abelman, 1990;Anderson & Levin, 1976;Anderson, Lorch, Field, & Sanders, 1981;Crawley, Anderson, Wilder, Williams, & Santomero, 1999;Sell et al, 1995;Skouteris & Kelly, 2006). Sell and colleagues, for example, showed preschoolers an episode of Sesame St. once a week for 3 weeks and found the plot comprehension increased significantly with repeated viewing of the episode.…”

Section: Introductionmentioning

confidence: 95%

The effect of repetition on imitation from television during infancy

Barr

Muentener

Garcia

et al. 2007

Developmental Psychobiology

145

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Although television exposure levels during infancy are high, the impact of such exposure on learning is relatively unknown. Initial studies have shown that infants imitate significantly fewer target actions from a televised demonstration than they imitate from a live demonstration. It was hypothesized that increasing the duration of exposure to the videotaped demonstration would increase learning from television. Independent groups of 12- to 21-month-olds were exposed to live or videotaped demonstrations of target actions, and imitation of the target actions was measured 24 hr later. The video segment duration was twice that of the live presentation. Doubling exposure increased levels of imitation performance in the video groups to that of the live groups, and both groups exceeded baseline performance. These results are consistent with the perceptual encoding impoverishment theory, and we conclude that repeated exposure enhances encoding of the target actions from a 2D television source.

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“…In these studies, very heterogeneous educational films and programme formats have been used: While some studies focus on effects of educational magazine format, typically Sesame Street (e.g. Ball & Bogatz, 1970;Fisch, 1999;Sell, Ray, & Lovelace, 1995), other studies include show formats combining live action and animation (e.g. 'Blue's Clues', Anderson et al, 2000; 'Between the Lions', Linebarger et al, 2004) or non-fictional science programmes (Clifford et al, 1995).…”

mentioning

confidence: 99%

Children's knowledge acquisition through film: influence of programme characteristics

Michel

Roebers

2008

Applied Cognitive Psychology

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Several characteristics of educational programmes for children are discussed to influence learning of content. In the present study, positive effects of a preview and inserted summaries in educational films for learning are examined. A total of 127 6-and 8-year-old participating children watched one of the four educational film versions: The original film (without preview and summaries), a version with a preview, with inserted summaries or with a verbal 'preview'. One week later, children's recollection of facts was tested in a memory interview. Results show that previews and summaries in educational films can enhance learning, and that visual scene repetition appears to further boost knowledge acquisition. Formal and content characteristics of educational programmes are discussed in terms of the underlying mechanisms influencing children's cognitive processing and learning.

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Preschool children's comprehension of aSesame Street video tape: The effects of repeated viewing and previewing instructions

Cited by 30 publications

References 17 publications

Children’s Preferences for Group Musical Activities in Child Care Centres: A Cross-Cultural Study

Children’s Preferences for Group Musical Activities in Child Care Centres: A Cross-Cultural Study

The effect of repetition on imitation from television during infancy

Children's knowledge acquisition through film: influence of programme characteristics

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