Television and the early word-learner
Abstract
Using the splitscreen preferential looking paradigm we examined the effects of early television exposure and adult scaffolding on the ability of very young children to recognize familiar words and learn new words from video. In Study 1, younger children (18 months, N = 23) who watched 3 or more hours of television a week recognized familiar words best, t(20) = -2.13, p < .05. Older children (26 months, N = 18) who regularly watched educational television were better to learn new words than those who seldom watched this type of programming, F(1,14) = 6.41, p < .05. In a second study, the ability of children aged 18 to 26 months (N = 21) to learn new words improved when a co-viewing adult provided scaffolding, t(19) = -2.31, p < .05. Results suggest that early exposure to television may be beneficial for early word-learners. Moreover, guidance from a co-viewing adult, such as a parent or teacher, while watching educational television may be critical to foster the development of language skills for very young children.
Degree
Ph.D.
Advisors
Hollich, Purdue University.
Subject Area
Educational psychology|Developmental psychology
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