TV as storyteller: How exposure to television narratives impacts at‐risk preschoolers' story knowledge and narrative skills

Educational media serve as informal educators within the home by supplementing young children's development. Substantial evidence documents the contributions of educational television to preschoolers' acquisition of a variety of skills; however, television's natural capacity as storyteller and the role it plays in preschoolers' early literacy development has been largely overlooked. This study examined the effects of viewing different TV program types on 311 at‐risk preschoolers' story knowledge and narrative skills. Children were assigned to one of 4 viewing conditions (i.e. watching up to 40 episodes of a particular program type): no viewing; expository; embedded narrative; or traditional narrative. Story knowledge scores were higher for those viewing either narrative type. In contrast, viewing specific narrative types differentially affected the component skills of narrative competence. Story retelling and identification of explicit story events were higher after repeat viewing of embedded narratives while generating implicit story content was higher after repeat viewing of traditional narratives.     

The Yuktidīpikā on the Origin of the Vedas

International Journal of Hindu Studies - In this article, I reconstruct the view of the Yuktidīpikā, the most detailed and profound commentary of classical Sāṃkhya, on the...     

A Critical Analysis of Blaustein’s Polemic Against Husserl’s Method

Husserl Studies - The aim of the article is to define and investigate an interpretative framework for the philosophy of Leopold Blaustein, a student of Twardowski in Lwów (Lvov, Lviv) and...     

Verbatim and gist memory and individual differences in inhibition,sustained attention,and working memory capacity

In the present study, we explored whether individual differences in inhibition, sustained attention, and working memory capacity (WMC) are related to false memory task performance. We defined the processes in such a task according to the fuzzy trace theory and used multinomial modelling methodology to measure the contribution of these latent processes. We found higher verbatim memory in participants with a high WMC, as measured by the Rotation Span task, and in individuals who committed more errors in the Sustained Attention Response Task (SART). Participants with a high WMC and low-error level in SART showed higher gist memory for targets, and individuals high in WMC also rejected orthographically related distractors more effectively due to the recollection of distractors’ corresponding targets. We also observed that participants with better inhibition control were more conservative in guessing that an item was old.