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Young Children's Use of Video as a Source of Socially Relevant Information
Author(s) -
Troseth Georgene L.,
Saylor Megan M.,
Archer Allison H.
Publication year - 2006
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2006.00903.x
Subject(s) - psychology , task (project management) , face (sociological concept) , developmental psychology , cognitive psychology , social psychology , social science , management , sociology , economics
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.