Developmental Aspects of Variables Relevant to Observational Learning

Principles of Educational Multimedia User Interface Design

“…Multimedia appears to more effectively improve learning as children get older. On recognition and recall of information in films, older children did better than younger children and adults did better than older children (Stevenson & Siegel, 1969); the same result was obtained on recognition and recall of pictures (Dirks & Neisser, 1977;Hoffman & Dick, 1976), television commercials (Atkin, 1975a(Atkin, , 1975b(Atkin, , 1975c(Atkin, , 1975dRubin, 1972;Stoneman & Brody, 1983;Ward, 1972;Ward, Wackman, & Wartella, 1978), television programs (Leifer et al, 1971), and toy scenes (Dirks & Neisser, 1977). Stoneman and Brody (1983) presented auditory-only, visual-only, or combined auditoryvisual stories in which product advertisements were interspersed.…”

Repetition Increases Children's Comprehension of Television Content—Up to a Point

“…They reported that children could recognize the emotion displayed by characters if asked immediately after the emotional display, but that they tended to forget this information by the end of the (five-or 11-minute) episodes, particularly if the characters were Muppets rather than humans. Trabasso, Secco, and van den Broek (1984) found that six-year-olds were less likely than 10-year-olds to mention characters' emotional reactions when recalling a story they had heard a week earlier (see also Leifer et al, 1971). Overall, then, goals, motives, and emotional states appear to be relatively unimportant to viewers under ages 10 or 11.…”

“…Research on chronological sequencing, a task requiring children to arrange pictures from a story in the correct order, suggests the same pattern as memory for main events*/children under eight perform better on chronological sequencing than on other tasks such as making inferences, but there are still developmental differences (e.g., Leifer et al, 1971;McKenna & Ossoff, 1998). For example, Lowe and Durkin (1999) showed six-, eight-, and 10-year-old children a five-minute version of 21 Jump Street and gave the children seven pictures to arrange in order.…”

Parent–child co‐viewing of television and cognitive development of the Chinese child

“…Simatos and Spencer (1992) have pointed out that a main factor that facilitates the comprehension of programme content, especially for young children, is the presence of an adult. It is well known that children have difficulties in recognizing and differentiating central from incidental material (Newcomb & Collins, 1979), in relating antecedents to consequences (Collins, 1973), and in preserving the temporal nature of presentation (Leifer et al, 1971).…”