Journal Article10.1080/17482791003629586
Assessing the Research on Media, Cognitive Development, and Infants
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TL;DR: This article found that infants between the ages of approximately twelve and twenty-four months have a difficult time imitating and learning from television, which may occur because television is perceived by babies as socially irrelevant; it may also occur because TV is not as rich in detail as live images; and it may be because of the complexity of dual representation.
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Abstract: With the rise of television targeting very young children, it is important to ask if babies younger than two can learn from it. In this essay I review the literature on babies' attention to, imitation of, and language learning from television and I discuss the research that has found a video deficit in young children. The literature suggests that infants between the ages of approximately twelve and twenty-four months have a difficult time imitating and learning from television. This deficit may occur because television is perceived by babies as socially irrelevant; it may also occur because television is not as rich in detail as live images. Lastly, it may occur because of the complexity of dual representation. The extant literature also suggests that basic conceptual knowledge is needed in infants before more advanced learning, such as language acquisition, can be achieved. The essay explores whether television is capable of teaching these very basic cognitive skills.
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Citations
Children, wired: for better and for worse.
TL;DR: Video games designed to be reasonably mindless result in widespread enhancements of various abilities, acting, it is argued, as exemplary learning tools.
197
Learning From Video: A Meta-Analysis of the Video Deficit in Children Ages 0 to 6 Years
TL;DR: Meta-regression models used to examine the average size of this difference (video deficit) and investigate moderators suggested that the deficit decreased with age, object retrieval studies showed larger deficits than other domains, and there was no difference between studies using live versus prerecorded video.
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Do Young Children Really Learn Best From the use of Direct Address in Children’s Television?
Marina Krcmar,Drew P. Cingel +1 more
TL;DR: The authors compared children's novel word learning from an educational television show in which children watched a video game with a teacher, and found that children were able to learn novel words from the game.
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•Dissertation
Growing up in Technoculture: The ontological and perceptual significance of media in the lives of infants and toddlers
Pamela Martin-Lynch
- 01 Jan 2014
TL;DR: In this paper, the authors present a chronology of child-technology relations as mediated relations which is necessary to understand the effect of media (conventionally understood) on their lived experience.
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References
Naturalistic Experience and the Early Use of Symbolic Artifacts
TL;DR: For example, the authors found that children's exposure to live video and their emerging understanding of graphic representation were significant predictor variables for children's early detection of symbolic relations, even after accounting for the effects of children's vocabulary and birth order and parents' education and occupation.
37
•Book
Applied developmental psychology
David W. Shwalb,Jun Nakazawa,Barbara J. Shwalb +2 more
- 01 Jan 2005
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Many Roads Lead to Rome: Locomotion and Dynamics
TL;DR: The Many Roads Lead to Rome: Locomotion and Dynamics as discussed by the authors is a book about the road to Rome from infancy to the present day, with a focus on locomotion and dynamics.
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Two-Year-Olds' Object Retrieval Based on Television: Testing a Perceptual Account
TL;DR: Results suggest that 2-year-olds do have a memory of the hiding location, albeit one that is easily disrupted by perseverative errors on subsequent trials, and are most consistent with the hypothesis that very young children give priority to direct experience over mediated information.
Event-related potential (ERP) indices of infants' recognition of familiar and unfamiliar objects in two and three dimensions.
TL;DR: This is the first study using 3-D objects in conjunction with ERPs in infants, and it introduces an interesting new methodology for assessing infants' electrophysiological responses to real objects.