The Experts below are selected from a list of 3075 Experts worldwide ranked by ideXlab platform
Rachel Barr - One of the best experts on this subject based on the ideXlab platform.
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transfer of learning between 2d and 3d sources during infancy informing theory and practice
Developmental Review, 2010Co-Authors: Rachel BarrAbstract:Abstract The ability to transfer learning across contexts is an adaptive skill that develops rapidly during early childhood. Learning from television is a specific instance of transfer of learning between a two-dimensional (2D) representation and a three-dimensional (3D) object. Understanding the conditions under which young children might accomplish this particular kind of transfer is important because by 2 years of age 90% of US children are viewing television on a daily basis. Recent research shows that children can imitate actions presented on television using the corresponding real-world objects, but this same research also shows that children learn less from television than they do from live demonstrations until they are at least 3 years old; termed the Video Deficit effect. At present, there is no coherent theory to account for the Video Deficit effect; how learning is disrupted by this change in context is poorly understood. The aims of the present review are: (1) to review the conditions under which children transfer learning between 2D images and 3D objects during early childhood and (2) to integrate developmental theories of memory processing into the transfer of learning from media literature using Hayne’s (2004) developmental representational flexibility account. The review will conclude that studies on the transfer of learning between 2D and 3D sources have important theoretical implications for general developmental theories of cognitive development, and in particular the development of a flexible representational system, as well as policy implications for early education regarding the potential use and limitations of media as effective teaching tools during early childhood.
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infant imitation from television using novel touch screen technology
British Journal of Development Psychology, 2009Co-Authors: Elizabeth Zack, Rachel Barr, Peter Gerhardstein, Kelly Dickerson, Andrew N MeltzoffAbstract:Infants learn less from a televised demonstration than from a live demonstration, the Video Deficit effect. The present study employs a novel approach, using touch screen technology to examine 15-month olds' transfer of learning. Infants were randomly assigned either to within-dimension (2D/2D or 3D/3D) or cross-dimension (3D/2D or 2D/3D) conditions. For the within-dimension conditions, an experimenter demonstrated an action by pushing a virtual button on a 2D screen or a real button on a 3D object. Infants were then given the opportunity to imitate using the same screen or object. For the 3D/2D condition, an experimenter demonstrated the action on the 3D object, and infants were given the opportunity to reproduce the action on a 2D touch screen (and vice versa for the 2D/3D condition). Infants produced significantly fewer target actions in the cross-dimension conditions than in the within-dimension conditions. These findings have important implications for infants' understanding and learning from 2D images and for their using 2D media as the basis of actions in the real world.
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age related changes in deferred imitation from television by 6 to 18 month olds
Developmental Science, 2007Co-Authors: Rachel Barr, Paul Muentener, Amaya GarciaAbstract:During the second year of life, infants exhibit a Video Deficit effect. That is, they learn significantly less from a televised demonstration than they learn from a live demonstration. We predicted that repeated exposure to televised demonstrations would increase imitation from television, thereby reducing the Video Deficit effect. Independent groups of 6- to 18-month-olds were exposed to live or Videotaped demonstrations of target actions. Imitation of the target actions was measured 24 hours later. The Video segment duration was twice that of the live presentation. Doubling exposure ameliorated the Video Deficit effect for 12-month-olds but not for 15- and 18-month-olds. The 6-month-olds imitated from television but did not demonstrate a Video Deficit effect at all, learning equally well from a live and Video demonstration. Findings are discussed in terms of the perceptual impoverishment theory and the dual representation theory.
Amaya Garcia - One of the best experts on this subject based on the ideXlab platform.
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age related changes in deferred imitation from television by 6 to 18 month olds
Developmental Science, 2007Co-Authors: Rachel Barr, Paul Muentener, Amaya GarciaAbstract:During the second year of life, infants exhibit a Video Deficit effect. That is, they learn significantly less from a televised demonstration than they learn from a live demonstration. We predicted that repeated exposure to televised demonstrations would increase imitation from television, thereby reducing the Video Deficit effect. Independent groups of 6- to 18-month-olds were exposed to live or Videotaped demonstrations of target actions. Imitation of the target actions was measured 24 hours later. The Video segment duration was twice that of the live presentation. Doubling exposure ameliorated the Video Deficit effect for 12-month-olds but not for 15- and 18-month-olds. The 6-month-olds imitated from television but did not demonstrate a Video Deficit effect at all, learning equally well from a live and Video demonstration. Findings are discussed in terms of the perceptual impoverishment theory and the dual representation theory.
Nicole M Maselli - One of the best experts on this subject based on the ideXlab platform.
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baby facetime can toddlers learn from online Video chat
Developmental Science, 2017Co-Authors: Lauren J Myers, Rachel B Lewitt, Renee E Gallo, Nicole M MaselliAbstract:There is abundant evidence for the ‘Video Deficit’: children under 2 years old learn better in person than from Video. We evaluated whether these findings applied to Video chat by testing whether children aged 12–25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from Video chat because it retains social contingency. A Video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA
Katherine G Hanson - One of the best experts on this subject based on the ideXlab platform.
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the educational impact of television understanding television s potential and limitations
2013Co-Authors: Daniel R Anderson, Heather J Lavigne, Katherine G HansonAbstract:Watching and understanding television requires the development of attention, media decoding, and narrative comprehension skills. Children under the age of two years have difficulty using televised information to effectively guide their behavior, a phenomenon known as the Video Deficit. Beyond the infant and toddler years, however, television can become a powerful tool for education. Programs designed with specific educational objectives and research-based curricula promote academic achievement and prosocial behavior. Educational television is an important asset for children’s informal learning during the preschool years and beyond.
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the educational impact of television
The International Encyclopedia of Media Studies, 2012Co-Authors: Daniel R Anderson, Heather J Lavigne, Katherine G HansonAbstract:Watching and understanding television requires the development of attention, media decoding, and narrative comprehension skills. Children under the age of two years have difficulty using televised information to effectively guide their behavior, a phenomenon known as the Video Deficit. Beyond the infant and toddler years, however, television can become a powerful tool for education. Programs designed with specific educational objectives and research-based curricula promote academic achievement and prosocial behavior. Educational television is an important asset for children's informal learning during the preschool years and beyond. Keywords: Television Viewing; Baby Videos; Informal Learning; Attention; Comprehension; Children and Media
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from blooming buzzing confusion to media literacy the early development of television viewing
Developmental Review, 2010Co-Authors: Daniel R Anderson, Katherine G HansonAbstract:Television comprehension is a surprisingly demanding task for very young children. Based on a task analysis of television viewing and review of research, we suggest that by 6 months of age, infants can identify objects and people on screen. By 24 months they can comprehend and imitate simple actions contained in single shots and begin to integrate information across shots. Toddlers nevertheless suffer from the Video Deficit whereby their comprehension is less than from equivalent real life displays. During the preschool years they learn much of the grammar of filmic montage and can comprehend straightforward narrative productions. Essentially adult comprehension appears to be in place by 13 years of age.
Lauren J Myers - One of the best experts on this subject based on the ideXlab platform.
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baby facetime can toddlers learn from online Video chat
Developmental Science, 2017Co-Authors: Lauren J Myers, Rachel B Lewitt, Renee E Gallo, Nicole M MaselliAbstract:There is abundant evidence for the ‘Video Deficit’: children under 2 years old learn better in person than from Video. We evaluated whether these findings applied to Video chat by testing whether children aged 12–25 months could form relationships with and learn from on-screen partners. We manipulated social contingency: children experienced either real-time FaceTime conversations or pre-recorded Videos as the partner taught novel words, actions and patterns. Children were attentive and responsive in both conditions, but only children in the FaceTime group responded to the partner in a temporally synced manner. After one week, children in the FaceTime condition (but not the Video condition) preferred and recognized their Partner, learned more novel patterns, and the oldest children learned more novel words. Results extend previous studies to demonstrate that children under 2 years show social and cognitive learning from Video chat because it retains social contingency. A Video abstract of this article can be viewed at: https://youtu.be/rTXaAYd5adA
