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Screen Research: Studying How Children Learn from Media Georgene Troseth

Delve into the world of children's media learning with studies on toddlers' responses to videos, implications of live video interaction, parent co-viewing, and more. Discover the impact of different approaches on vocabulary, story comprehension, and problem-solving skills.

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Screen Research: Studying How Children Learn from Media Georgene Troseth

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  1. Screen Research: Studying How Children Learn from Media Georgene Troseth Department of Psychology & Human Development Peabody College, Vanderbilt

  2. Einsteins Everywhere? • 12- to 18-month-olds • Parents given a DVD or vocabulary words written on a piece of paper • 1 month exposure, 5 times per week • Control group: no added activities DeLoache, Chiong, Sherman, Islam, Vanderborght, Troseth, Strouse, & O’Doherty (2010, Psych. Science)

  3. Results • Children who viewed the DVD did not learn any more words than the control group did • Highest level of learning occurred in the no-video parent-teaching condition • Parents who liked the DVD overestimated how much their children learned from it

  4. The “Video Deficit” in Toddler Learning • Toddlers learn better from a person who is there/ a real event vs. one on a screen • Imitating a novel behavior • Learning a word

  5. What’s Hard About Learning from Video? • Symbolic thinking: Realizing that an image on a screen stands for reality • Realizing that a person on a screen is offering relevant information

  6. Studying Toddlers • Short attention span • Impulsive • Limited language • Immature motor development • Changeable emotions

  7. Search Task • Simple problem solving “game” • Find a toy hidden in a room • Child does not see hiding event directly • Information on where to find the object comes from a symbolic medium (video screen) • To solve the problem, child needs to apply info from the symbol (video) to a real situation

  8. Find the Hidden Toy Participants: 2- and 2-1/2-year-olds Live Video Real Window Troseth & DeLoache (1998, Child Development)

  9. Let the Younger Kids Watch Themselves on Live Video Troseth (2003, Developmental Psychology)

  10. Learning from a Person on a Screen Troseth, Saylor, & Archer (2006, Child Development) Telling on TV Telling in person Finding game: “I hid Piglet under the blanket.” 27% correct 77% correct

  11. Video chat: Person on TV interacted with the child & parent for 5 minutes Then she revealed the toy’s location 69% correct on finding game

  12. Todders & Video: Summary • Children do not expect TV to connect to reality • Experience with video related to reality helped them to use information from video • Social cues missing from video impair learning for very young viewers • Providing those cues on video (e.g., contingent responsiveness) helped them learn

  13. Preschool • Substantial evidence that children age 3 to 5 learn and get long-term benefits from watching Sesame Street (e.g., Anderson, Huston, Wright, et al., 2001)

  14. Parent Co-viewing • 3-year-olds • 4-week study • Children watch storybooks on video • Pre- & post-test of vocabulary (story & general) • Post-test story comprehension Strouse, O’Doherty, & Troseth(2013, Developmental Psychology)

  15. 4 Conditions • Regular Video: Parents showed the videos to their children as normal • Dialogic Questioning: Parentstrained to pause the videos/ ask questions • Directed attention: Parents labeled & described rather than questioning • Dialogic Actress: Person on screen paused & asked questions (easier ones first, more difficult later)

  16. Dialogic question prompts (simple to harder) • Completion – Fill in the blank. e.g., “I’ll huff, I’ll puff, I’ll ____” • Recall– Remember something that happened in the story • Open-ended – Short answer. e.g., “What do you think he’ll do next?” • Wh questions – Start with Who, Where, When, Why, or What • Distancing – Relating story contents to the child’s life -- e.g., “Do you remember when we saw the elephant at the zoo?”

  17. ResultsCompared to “Watch as usual” group, Dialogic group improved in: • Standardized Expressive Vocabulary(EOW-PVT) • Story-Specific Vocabulary • Story Comprehension • Dialogic Actress group learned almost as much about story (including story vocab) • Directed Attention group scored in the middle (learned somewhat better than watching alone) http://news.vanderbilt.edu/2011/12/vucast-educational-video-research/

  18. Current research • E-books (kinds of hot spots/ interactivity) • Tablets • Tapping and self-regulation • Kind of interaction and learning

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