Toddlers' Learning From Socially Meaningful Video Characters |
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| Authors: | Alexis R. Lauricella Alice Ann Howard Gola Sandra L. Calvert |
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| Affiliation: | 1. Children's Digital Media Center, Department of Psychology , Georgetown University , Washington, DC, USA;2. Northwestern University , Evanston, Illinois;3. Children's Digital Media Center, Department of Psychology , Georgetown University , Washington, DC, USA |
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| Abstract: | Toddlers' performance on a seriation sequencing task was measured after exposure to a video as a function of the social meaningfulness of the character. Forty eight 21-month-old toddlers were randomly assigned to a socially meaningful character video demonstration, a less socially meaningful character video demonstration, or a no exposure control group. Results indicated that toddlers learned the seriation sequencing task better from a video when a socially meaningful character, rather than a less socially meaningful character, demonstrated the task. Our findings demonstrate that toddlers under age two can learn cognitive, logical reasoning skills from a video presentation when the onscreen character is socially meaningful to them. |
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