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Young Children's Use of Video as a Source of Socially Relevant Information
Georgene L. Troseth, Megan M. Saylor and Allison H. Archer
Vol. 77, No. 3 (May - Jun., 2006), pp. 786-799
Stable URL: http://www.jstor.org/stable/3696560
Page Count: 14
You can always find the topics here!Topics: Children, Child development, Infants, Child psychology, Social interaction, Toys, Toddlers, Parents, Television programs, Information relevance
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Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
Child Development © 2006 Society for Research in Child Development