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Characterizing Characters: Children’s Social Cognitive Reasoning about Fictional Characters

Characterizing Characters: Children’s Social Cognitive Reasoning about Fictional Characters. Discussion Jacqueline d . woolley The universit y of texas. Schlesinger & Richert. Children attributed more biological than physical characteristics to the TV character.

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Characterizing Characters: Children’s Social Cognitive Reasoning about Fictional Characters

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  1. Characterizing Characters: Children’s Social Cognitive Reasoning about Fictional Characters Discussion Jacqueline d. woolley The university of texas

  2. Schlesinger & Richert • Children attributed more biological than physical characteristics to the TV character. • Children were more likely to ask Sid (vs. other characters) for information. • Trust was related to both transfer and memory.

  3. Sachet & taylor • Controlling for general empathy, children attempted to include the excluded real person more than the excluded fictional person (and the wall). • Empathy levels were equivalent for the excluded real and cartoon characters.

  4. Goldstein & bloom • Three- and 4-year-olds claimed that characters (both those who were acting and those who were “pretending”) were both really experiencing the feelings they portrayed. • Five-year-olds were starting to differentiate acting and pretending. • Adults never thought the actors or the pretenders were experiencing the emotions or states. • When paired, children choose the unrealistic actor as the one experiencing the emotion.

  5. General comments/questions • Harris’s model of the distinction between ontological evaluation and appraisal • Ontological evaluation (real, fictional) • ^ • | •   | • Event  Appraisal Emotion

  6. Individual differences • Executive function • TV exposure/experience • Trust • Theory of mind • Role play • Anthropomorphism • Prosocial behavior • Empathy • Age • Concept of video or TV • Ability to evaluate the knowledge level of the fictional character

  7. others • Appearance/Reality Distinction • Dual representation / Understanding of representation

  8. What aspects of tv affect learning? • Content: Words vs. behaviors vs. social/moral lessons • Busyness • Repetition • Familiarity • Social meaningfulness of characters • Social contingency /Presence of reciprocal interaction • Motivation • Engagement • Re: video, whether the child has seen herself on video

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