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Representational Flexibility: How Toddlers use Representations from Books and TV

表征灵活性：幼儿如何使用书籍和电视中的表征

基本信息

批准号：
8098621
负责人：
RACHEL F. BARR
金额：
$ 4.99万
依托单位：
GEORGETOWN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-08-04 至 2011-12-31
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): Project Summary Television viewing and picture-book reading are prevalent activities during toddlerhood (Rideout, Vandewater & Wartella, 2003). Parents and teachers assume that toddlers' can easily learn from these symbolic media by transferring new information from books or television to the corresponding real-world objects they encounter in their daily lives. For example, one would expect that a child who is shown an armadillo in a book or on television would recognize it at the zoo sometime later. However, making this connection may be quite difficult for toddlers. Based on Hayne's (2004) representational flexibility hypothesis the degraded perceptual attributes of the symbolic representation may make learning from these media a challenging task for toddlers', especially when they are tested under difficult conditions (i.e., no narration, long delays, novel reminders). To date, however, very few empirical studies have explored the way in which toddlers learn from media exposure. Recent research shows that under some conditions toddlers' can relate the material presented from books and television to the corresponding real-world objects (Barr & Hayne, 1999; Meltzoff, 1988; Simcock & DeLoache, 2006). However, the range of conditions under which information learned from media is recalled has yet to be systematically explored. In the proposed research we will use an imitation paradigm to explore ecologically valid conditions under which toddlers' exhibit learning from media presentations. Imitation assesses higher cognitive skills and involves an adult modeling a series of target actions to the toddler who is later given an opportunity to reproduce them. First, we will examine the effect of narration on imitation from television and books. Second, we will examine the duration of retention for information learned from television and books. Third, we will examine the effect of reminders on the retention of information learned from television and books. The proposed research will have important theoretical implications for our understanding of the development of learning and memory from symbolic media in a range of challenging conditions. It will help inform parents, teachers and policy makers about the validity of claims that early exposure to books has positive effects on cognitive development whereas early television exposure has negative effects (APA, 1999). Finally, the research will have important practical implications for people working with toddlers as how to best design and use media as effective teaching tools. PUBLIC HEALTH RELEVANCE: There is an increasing awareness of the public health implications of early exposure to television and books. Studies have demonstrated both positive and negative associations between media exposure and attention, sleep, and emotion regulation and school readiness. Direct investigation of the cognitive processing of symbolic content during toddlerhood warrants further investigation.

描述（由申请人提供）：项目摘要看电视和图画书阅读是幼儿时期的普遍活动（Rideout，Vanessee & Wartella，2003）。父母和老师认为，幼儿可以很容易地从这些符号媒体中学习，将新的信息从书籍或电视转移到他们在日常生活中遇到的相应的现实世界物体中。例如，人们会期望一个孩子在书中或电视上看到一只犰狳，过一段时间在动物园里会认出它。然而，建立这种联系对幼儿来说可能相当困难。基于Hayne（2004）的表征灵活性假设，符号表征的退化感知属性可能使幼儿从这些媒体学习成为一项具有挑战性的任务，特别是当他们在困难条件下进行测试时（即，没有叙述、长时间延迟、新颖的提醒）。然而，迄今为止，很少有实证研究探讨了幼儿从媒体曝光中学习的方式。最近的研究表明，在某些情况下，幼儿可以将书籍和电视中呈现的材料与相应的现实世界物体联系起来（巴尔& Hayne，1999; Meltzoff，1988; Simcock & DeLoache，2006）。然而，还需要系统地探讨在何种条件下从媒体上了解到的信息能够被回忆起来。在本研究中，我们将使用模仿范式来探索幼儿从媒体呈现中表现出学习的生态有效条件。模仿评估更高的认知技能，包括一个成年人向蹒跚学步的孩子模仿一系列目标动作，孩子后来有机会重现这些动作。首先，我们将检验电视和书籍中叙述对模仿的影响。其次，我们将研究从电视和书籍中学习到的信息的保留时间。第三，我们将检验提醒对记忆从电视和书本上学到的信息的影响。这项研究将对我们理解在一系列具有挑战性的条件下从符号媒体学习和记忆的发展具有重要的理论意义。它将有助于告知家长，教师和政策制定者关于早期接触书籍对认知发展有积极影响而早期接触电视有负面影响的说法的有效性（阿帕，1999）。最后，这项研究将有重要的实际意义的人工作与幼儿如何最好地设计和使用媒体作为有效的教学工具。公众健康相关性：人们越来越意识到早期接触电视和书籍对公众健康的影响。研究表明，媒体曝光与注意力、睡眠、情绪调节和入学准备之间存在积极和消极的联系。对幼儿时期符号内容认知加工的直接研究值得进一步研究。