Young children's use of video as a source of socially relevant information
Young children's use of video as a source of socially relevant information
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DOI：
10.1111/j.1467-8624.2006.00903.x
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发表时间：
2006-05-01
影响因子：
4.6
通讯作者：
Archer, AH
中科院分区：
文献类型：
--
作者：
Troseth, GL;Saylor, MM;Archer, AH
虽然先前的研究清楚地表明，幼儿很难从视频中学习，但他们的困难的基础是未知的。在当前的两个实验中，社会反馈对2岁儿童使用视频信息的影响进行了评估。那些被“面对面”告知在哪里可以找到隐藏玩具的孩子通常会找到它，但是那些在视频中被一个人提供同样信息的孩子却没有。在隐藏任务之前，通过闭路视频与一个人进行5分钟的偶然互动（包括社交线索和个人参考）的儿童使用提供的信息来找到玩具。这些发现对教育电视和使用视频刺激在实验室为基础的研究与幼儿有重要的影响。
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.