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Parasocial Interaction Relationships Infants Learning from Television

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Parasocial Interaction Relationships Infants Learning from Television

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    1. Parasocial Interaction & Relationships & Infants' Learning from Television Alexis Lauricella, Alice Ann Howard, & Sandra Calvert Children’s Digital Media Center Georgetown University CDMC Meeting 2009

    2. Background Definitions Parasocial interaction (PSI): an interaction between an audience member & a media character Parasocial relationship (PSR): an emotional relationship between an audience member & a media character

    3. Background Preschoolers Can learn from TV (Ball & Bogatz, 1970) Comprehend television better when the TV character “talks to the audience” (Calvert et al, 2007) Form parasocial relationships with TV characters (Hoffner, 1996) Little is known about the link between emotion & cognition

    4. Background Infants Media saturated world 56% of infants are exposed to TV within 1st year of life (Rideout & Hamel, 2006) Findings about whether very young children can learn from TV are mixed: Some research indicates that they can successfully imitate what the view on television (Barr & Hayne, 2000) Other studies find that they struggle to learn from television (Troseth, 2003)

    5. Background Video Deficit (Anderson & Pempek, 2005) Under age 2, learn better from a live demonstration than from one presented via TV Direct Imitation Methodology Criticized for failing to assess infants’ learning of something cognitively “meaningful” from TV Child sees a demonstration of a person performing a series of behaviors, & learning is assessed based on the number of behaviors the child imitates. Child sees a demonstration of a person performing a series of behaviors, & learning is assessed based on the number of behaviors the child imitates.

    6. Background Piaget’s classic Seriation Task Alternative way to assess learning Cognitive task

    7. Goals Determine whether children under age 2 can learn a cognitively challenging & meaningful task from a video Understand how emotionally-tinged parasocial relationships with TV characters influence very young children’s attention to, and learning from, a video

    8. Hypotheses Children in all demonstration conditions (live and video) will perform better than children in the spontaneous baseline group (control) Children will perform slightly better in the live condition than in either of the video conditions Children in the PSR video condition (familiar puppet) will perform better than those in the Non-PSR video condition (un-familiar puppet)

    9. Method Participants 48 children (21-months) Materials 5 colored nesting cups

    10. Method 4 Conditions

    11. Method Demonstration: Shown all cups correctly seriated Put cups in a line from smallest to largest Nested cups: smallest to largest Said “Now it’s your turn to play with the cups”

    12. Method Procedure Children randomly assigned to condition 2 exposures in all conditions After demonstration, child is given the 5 cups to perform the seriation task Sessions videotaped for later coding

    13. Coding Adapted from Wright et al. (1984) Seriation Score Best Seriation Set Used Scores ranged from 0-14

    14. Coding Time Each child given 2 minutes to play with cups If child failed to perfectly seriate all 5 cups, time=120s If child seriated all 5 cups, time when completed was used (e.g., 45s) Efficiency Score Calculated as Best Seriation/Time

    15. Preliminary Results Descriptive Statistics 83% of kids had nesting cups 80% kids “know Elmo” Imitation Children imitated intention- nesting the cups 1 child attempted to put the cups in a line from smallest to largest, prior to nesting

    16. Preliminary Results

    19. Still need to… Add 2 more children Code interactions Children seem to be very verbal & excited when they watch the Elmo video Children will point and say “Elmo” over & over during the video

    20. Discussion Learning Known character (Elmo) helps children under age 2 learn a cognitively meaningful task (classic seriation task) Learning did not differ between Elmo & Live Children did not strictly imitate actions, rather demonstrate intent of actions

    21. Discussion Video Deficit May be a impacted by the familiarity and emotional relationships with the character Experimenter in live condition & Do Do are both non-familiar to the child Important link between cognition & emotion

    22. Thank you

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