Training of media sign literacy in preschool children

媒介符号素养（Media sign literacy， MSL）是儿童在入学前获得的媒介素养的主要方面。它包括理解不同（儿童）媒体中使用的不同符号元素、关系和系统，以及它们的相似性、差异性和特质。我们之前的研究表明，四岁儿童的MSL是在一年级结束时获得阅读、写作和数学能力等学术技能的重要预测指标。拟议项目的主要目标是在4至5岁儿童中开发和实施一项基于计算机的forMSL培训计划，该计划以较低的人员费用在学前教育中普及。该程序由我们发现与我们以前的工作相关的模块组成。进一步的目标是用N = 400个孩子实验评估我们的程序的效率。在随访前和随访后的测试设计中，用该程序训练的儿童与三个对照组的儿童进行比较。第一个控制组通过经典的媒体素养培训，重点是媒体制作和媒体技术，将由一名教师管理。在这个对照组中，我们测试了我们的假设，即新开发的基于计算机的培训计划，其中教师只在必要时在场协助，更有效，同时需要更少的人员。第二个对照组在Lenhard， Lenhard, and Klauer（2011）的在线版本中接受Klauer（1989,1991）的归纳推理训练。这种训练旨在培养归纳推理能力，可以长期提高流体智力。这是我们MSL培训的一个具有挑战性的竞争对手，因为一些研究表明，智力也是获得学术技能的一个很好的预测指标。第三个对照组同时接受归纳推理训练和MSL训练。第四组没有接受任何训练。我们将在培训结束后立即以及培训后6个月和18个月评估MSL、阅读和写作技能及其前体、数学技能及其前体、智力、工作记忆和社交技能，这些都是因变量。在另一个关注媒体学习的测量点上，我们将测试四组参与者从媒体获取知识的能力是否存在差异。

Media sign literacy (MSL) is the dominant aspect of media literacy acquired before children enter school. It encompasses understanding the different sign elements, relations, and systems used in different (children's) media, along with their similarities, differences, and idiosyncrasies. Our previous work showed that MSL among four-year-olds is a significant predictor for acquiring academic skills, such as reading, writing, and mathematical competencies at the end of the first grade. The main goal of the proposed project is to develop and implement a computer-based training program forMSL in four- to five-year-olds, which shall be used in pre-schools at low personnel expenses. The program consists of modules that we found to be relevant in our previous work. A further goal is to experimentally evaluate the efficiency of our program with N = 400 children. In a pre-post-follow-up test-design, children trained with the program are compared with children in three control groups. The first control group passes a classical media literacy training that focuses on media production and media technology, which will be administered by a teacher. With this control group, we test ourhypothesis that the newly developed computer-based training program, in which a teacher is only present to assist if necessary, is more efficient while and requires less personnel. The second control group receives a training for inductive reasoning by Klauer (1989, 1991) in the online version of Lenhard, Lenhard, and Klauer (2011). This training aims to foster inductive reasoning, and it can enhance fluid intelligence on a long-term basis. It is a challenging competitor of our MSL training because several studies show that intelligence is also a good predictor for acquiring academic skills. The third control group receives both the MSL and the inductive reasoning training. The fourth control group receives no training. We will assess MSL, reading and writing skills and their precursors, mathematical skills and their precursors, intelligence, working memory, and social skills, which are the dependent variables, immediately after the training is completed, as well as 6 and 18 months after the training. At an additional measurement point focused on learning from media, we will test whether the participants of the four different groups differ in their ability to acquire knowledge from media.