Word Learning From Baby Videos

Richert, Rebekah A.; Robb, Michael B.; Fender, Jodi G.; Wartella, Ellen

doi:10.1001/archpediatrics.2010.24

Cited by 101 publications

(56 citation statements)

References 15 publications

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“…For example, from 12 to 24 months of age, toddlers can begin to learn novel words from commercially available "word learning" videos, but only if their parents watch with them and reteach the words, essentially using the videos as a learning scaffold to build the language skills. 19,20 In one longitudinal study of low-income families, 14-month-olds whose mothers had talked with them during educational TV programming since infancy showed more advanced language development than infants whose mothers did not talk with them during media use (although this finding also may have reflected how much mothers spoke to children in general). 21 The few experimental studies showing independent learning of words from videos at this age have been limited by their low ecologic validity 22 or have shown that toddlers lose the knowledge learned over time without repetition.…”

Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

763

511

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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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Section: At What Age Can Infants and Toddlers Learn From Screens?mentioning

confidence: 99%

Children and Adolescents and Digital Media

Chassiakos¹,

Radesky²,

Christakis³

et al. 2016

Pediatrics

763

511

View full text Add to dashboard Cite

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“…4 The chief factor that facilitates toddlers' learning from commercial media (starting around 15 months of age) is parents watching with them and reteaching the content. 5,6 The interactivity of touchscreens enables applications (apps) to identify when a child responds accurately and then tailor its responses, thereby supporting children at their levels of competence. Emerging evidence shows that at 24 months of age, children can learn words from live video-chatting with a responsive adult 7 or from an interactive touchscreen interface that scaffolds the child to choose the relevant answers.…”

Section: Infants and Toddlersmentioning

confidence: 99%

Media and Young Minds

Hill¹,

Ameenuddin²,

Chassiakos³

et al. 2016

Pediatrics

800

321

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Infants, toddlers, and preschoolers are now growing up in environments saturated with a variety of traditional and new technologies, which they are adopting at increasing rates. Although there has been much hope for the educational potential of interactive media for young children, accompanied by fears about their overuse during this crucial period of rapid brain development, research in this area still remains limited. This policy statement reviews the existing literature on television, videos, and mobile/interactive technologies; their potential for educational benefit; and related health concerns for young children (0 to 5 years of age). The statement also highlights areas in which pediatric providers can offer specific guidance to families in managing their young children’s media use, not only in terms of content or time limits, but also emphasizing the importance of parent–child shared media use and allowing the child time to take part in other developmentally healthy activities.

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“…The Baby Einstein Company, founded in 1996 by a former teacher, sells videos that the company claims will enhance language acquisition for infants and toddlers who watch them (n.d.). Nevertheless, researchers at the University of California in Riverside determined that such claims could not be verified (Richert, Robb, Fender, & Wartella, 2010). As with the Mozart Effect and BabyPlus products, Baby Einstein materials are based on the general premise that cognitive development can be accelerated or otherwise enriched through passive activities, such as listening to music or watching images.…”

Section: Neuro-science and Brain Training Imaging Technology And Passmentioning

confidence: 99%

Enhancing Cognition: Historical and Contemporary Debates

Henderson¹

2017

UCER-B

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For over 200 years, philosophers, psychologists, and neuro-scientists have tried to discern the fundamental components and functions of the human brain. Their efforts have often focused on the ways to enhance cognition.During much of the 19th century, pedagogues emphasized the concept of "mental discipline," which conceived of the brain as a muscle that could be strengthened by studying certain subjects. Beginning in the late 20th century, investigators evinced renewed interest in cognition. Their work has been used by educators who stress the pedagogical applications of neuro-scientific findings, and by entrepreneurs who have created an ever-expanding "brain-training" industry that underscores the salience of mental exercises and/or games. A comparison of mental discipline and modern brain training initiatives indicates that each approach assumes that specific types of cognitive transfer can occur. Nevertheless, neither approach substantiates this hypothesized benefit. Moreover, the two approaches reveal how shifting scientific frameworks can be utilized not only by researchers to advance knowledge, but also by others to promote dubious and/or specious claims.

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Word Learning From Baby Videos

Cited by 101 publications

References 15 publications

Children and Adolescents and Digital Media

Children and Adolescents and Digital Media

Media and Young Minds

Enhancing Cognition: Historical and Contemporary Debates

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