Television and Reality: Toddlers' Use of Visual Information from Video to Guide Behavior

Schmitt, Kelly L.; Anderson, Daniel R.

doi:10.1207/s1532785xmep0401_03

Cited by 137 publications

(187 citation statements)

References 18 publications

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“…As we altered the side of correct choice on every trial after the first one, these three children scored "1, 0, 1, 0" across the four trials, which might compromise the group performance to some degree. The side bias from the first trial to the second one may be explained by perseverative searching in young children (O'Sullivan et al, 2001;Schmitt & Anderson, 2002;Suddendorf, 2003), but perseveration could not explain the side bias across the four trials. As we altered the side of the correct choice on every trial after the first one, a child who perseverated throughout the test would always choose the winning side of the preceding trial and thus scored "1, 0, 0, 0" rather than "1, 0, 1, 0."…”

Section: Discussionmentioning

confidence: 82%

“…Gender was thus not included in the main analyses. Past literature has suggested that when testing young children on multiple trials, first-trial performance would be less biased by confounding factors (e.g., learning effect, fatigue, or perseveration) and thus the most convincing (Golinkoff, Hirsh-Pasek, Cauley, & Gordon, 1987;O'Sullivan, Mitchell, & Daehler, 2001;Schmitt & Anderson, 2002;Suddendorf, 2003). Therefore, each set of the analyses below examined children's performance (a) on the first trial and (b) over the four trials.…”

Section: Resultsmentioning

confidence: 99%

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Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Lillard

2006

Child Development

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This study examined 2-to 3-year-olds' ability to make a pretend -real distinction in the absence of content cues. Children watched two actors side by side. One was really eating, and the other was pretending to eat, but in neither case was information about content available. Following the displays, children were asked to retrieve the real food (Experiment 1) or point to the container with the real food (Experiments 2 and 3). 3-and 2.5-year-olds distinguished between the real and pretend acts based on behavioral cues alone. Two-year-olds chose the containers at random, but their spontaneous reactions suggested that they discriminated the real acts from pretense to some degree. Possible accounts for the discrepancy between the different behavioral measures are discussed.Imagine the following situation: A child is observing a person pretending to drink "loudly" from an empty cup. To make sense of this event, the child must interpret the pretend drinking as nonserious, and distinguish it from real drinking behavior. If the child failed to do so, her representations of what real drinking should be like would get confused. Whether, when, and how young children make sense of pretend events is an important scientific issue. Evidence thus far is mixed.Some research suggests that children are able to comprehend others' pretend actions by the age of 28 months, in the sense that they respond correctly to the pretend content (e.g., imaginary tea) and can imagine the outcome of others' make-believe acts (Harris &

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Section: Discussionmentioning

confidence: 82%

Section: Resultsmentioning

confidence: 99%

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Lillard

2006

Child Development

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“…An important body of research clearly established that at 24-months-of-age children do not use pictures or images in video as a source of information to find a hidden object (DeLoache, 1987;DeLoache & Burns, 1994;Peralta & Salsa, 2011;Schmitt & Anderson 2002;Troseth & DeLoache, 1998). Later studies have also showed that a previous successful experience using images symbolically has a positive influence on a subsequent more difficult task (Peralta & Salsa, 2009;Troseth, 2003), illustrating a transfer effect.…”

Section: Introductionmentioning

confidence: 99%

La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información

Jauck

Peralta

2016

AN PSICOL-SPAIN

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Early symbolic comprehension of a digital image as a source of information and as a mean of communication Daniela Jauck and Olga Peralta* Consejo Nacional de Investigaciones Científicas y Técnicas -CONICET (Argentina). Instituto Rosario de Investigaciones en Ciencias de la Educación -IRICE (Argentina).Título: La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información. Resumen: Gráficos, fotografías, imágenes digitales, están muy presentes en la vida de los niños desde muy temprano cumpliendo una diversidad de funciones. En esta investigación exploramos la comprensión simbólica de una imagen digital provista por una Tablet como medio de comunicación y como fuente de información por parte de niños de 24 meses. Utilizamos dos tareas, en la primera los niños debían indicar en la imagen el lugar donde habían visto al experimentador esconder un objeto en una habitación pequeña. En la segunda, los niños debían buscar un objeto en la habitación guiados por una imagen en la que se les señalaba el escondite. Encontramos que los niños utilizaron la imagen como fuente de información para guiar la búsqueda, pero no como medio de comunicación para indicar a otro el escondite. Sin embargo, tras una experiencia breve en la utilización de la imagen como fuente de información, lograron utilizarla como medio de comunicación. Los resultados muestran que para los niños pequeños el empleo de la imagen de una Tablet como fuente de información no solo es más sencillo, sino que tiene efectos facilitadores en su empleo como medio de comunicación. Palabras clave: desarrollo simbólico temprano; imágenes; Tablet; medio de comunicación; fuente de información Abstract: Graphs, photographs, digital images, are very much present in children´s lives from very early, accomplishing a variety of functions. In this research we explore the symbolic comprehension of a digital image provided by a Tablet as a mean of communication and as a source of information by 24-month-old children. We used two tasks. In the first, children had to indicate in the image the localization where they have observed the experimenter hid the toy in a small room. In the second, children had to search for an object in the room guided by the image in which the experimenter indicated the location where the object was hidden. We found that children utilized the image as a source of information to guide their search, but not as a mean of communication to inform the localization to someone else. However, after a brief experience in the utilization of the image as a source of information, children successfully used it as a mean of communication. The results show that for young children using the image of the Tablet as a source of information not only is simpler but also has facilitating effects in its use as a mean of communication.

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“…A review by Garrison and Christakis (2005) found claims made by a range of TV programmes of having educational benefits for children 2 years and younger to be unsubstantiated by the evidence. This is due to the "video-deficit" or "transfer-deficit" phenomenon whereby very young children find it more difficult to learn information from a video compared to the same information being taught in a live presentation by a human (American Academy of Paediatrics, 2011;Anderson & Pempek, 2005;Schmitt & Anderson, 2002;Sigman, 2012). Furthermore, young children find it difficult to comprehend elements of programs not grounded in their understanding of everyday experience of the world (Lillard, Drell, Richey, Boguszewski, & Smith, 2015).…”

Section: Learning From Screen Mediamentioning

confidence: 99%

Cyber Babies: The Impact of Emerging Technology on the Developing Infant

Haughton¹,

Aiken²,

Cheevers³

2015

JPR

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Television and Reality: Toddlers' Use of Visual Information from Video to Guide Behavior

Cited by 137 publications

References 18 publications

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

Where Is the Real Cheese? Young Children's Ability to Discriminate Between Real and Pretend Acts

La comprensión simbólica temprana de una imagen digital como medio de comunicación y fuente de información

Cyber Babies: The Impact of Emerging Technology on the Developing Infant

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