Toddlers' learning from socially meaningful video characters

Alexis R. Lauricella, Alice Ann Howard Gola, Sandra L. Calvert

Research output: Contribution to journalArticlepeer-review

56 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)216-232
Number of pages17
JournalMedia Psychology
Volume14
Issue number2
DOIs
StatePublished - Apr 2011

ASJC Scopus subject areas

  • Social Psychology
  • Communication
  • Applied Psychology

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