Video Deficit in Children's Early Learning
Video Deficit in Children's Early Learning
复制标题
儿童早期学习中的视频缺陷
DOI：
10.1002/9781119011071.iemp0239
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Heather L. Kirkorian
中科院分区：
文献类型：
--
作者：
Mengguo Jing;Heather L. Kirkorian
数字时代扩大了早期学习的机会。从电视节目到互动式移动的应用程序，屏幕模糊了正式和非正式学习之间的界限，并使为最年轻的学习者创建学习材料成为可能。然而，数十年的研究表明，婴幼儿从视频中学到的东西有时比从同等的现实生活体验中学到的要少。安德森和Pempek（2005）首先将这种现象命名为视频赤字。视频缺陷似乎是一个更一般的传输缺陷，无论传输方向（例如，从2-D到3-D或反之亦然）发生在不同的上下文中的一个具体实例。然而，本条目关注的是传输赤字，因为它涉及到从视频到现实生活设置的传输。为了理解从视频学习的本质，本条目回顾了研究视频赤字的范围，其发展，潜在的潜在机制，以及改善视频赤字的方法。
The digital age has expanded opportunities for early learning. From television programs to interactive mobile applications, screens blur the line between formal and informal learning, and make it possible to create learning materials for the youngest learners. However, decades of research have demonstrated that infants and young children sometimes learn less from video than from equivalent real-life experiences. Anderson and Pempek (2005) first named this phenomenon the video deficit. The video deficit appears to be one specific instance of a more general transfer deficit that occurs across contexts regardless of the transfer direction (eg, from 2-D to 3-D or vice versa). However, this entry focuses on the transfer deficit as it relates to transfer from video to real-life settings. To understand the nature of learning from video, this entry reviews the research examining the scope of the video deficit, its development, potential underlying mechanisms, and approaches to ameliorate the video deficit.
影响因子：
6.6
作者：
Barr, Rachel
通讯作者：
Barr, Rachel